Chapter 19.1 Molecules and compounds Teacher: Kenneth O ...

Chapter 19.1 Molecules and compounds
Teacher: Kenneth O’Rourke
Subject: Physical Science
Dates: 10-25-03 to 10-29-03 Time: Approx one week
Topic: Chemical bonding
Grade: 9 inclusion classroom
Note: Intelligences- Linguistic, logical math, spatial, kinesthetic, musical, interpersonal,
intrapersonal, naturalist.
Per. Standards- active learning, coherence, critical/creative thinking, real world
connections, reflection, fosters understanding of content
Objectives: Students will be able to:
• Relate chemical bonding to its placement on the periodic table
• Identify how chemical bonds form
• Explain the role of valence electrons in the bonding process
• Identify and diagram ionic and covalent bonds
• To relate and identify the types of bonds used in biological processes
• Discuss the importance of how each bond functions in biological processes
Materials: Notebook, Textbook p.325 – 350, blackboard, computer, PowerPoint,
overhead, TV, Internet, lab equipment, & calculator
Vocabulary: Avogadro number, chemical bond, chemical formula, covalent bond, ionic
bond, formula mass, octet rule, monatomic ion, polyatomic ion
Organizational Structure: Traditional classroom setting, lab, group work
Learning topic 1: Octet Rule
1) Review of valence electrons
2) Students calculate electron configuration
3) Atoms are in their most stable state when they have 8 electrons in their outermost
energy level- Students will be able to explain the connection between the noble
gasses and the octet rule
Learning Topic 2: Periodic table and the octet rule
1) Valence electrons, orbitals, and periodic table worksheet
2) Periodic table & valence electron relative game
1) Students group elements according to valence electrons
2) Students investigate similarities and differences within the groups
Learning topic3: Types of bonds
1) Bonding and molecule lab (atom building set useful for all activities) Atom
building set is a model of an atom where protons, neutrons and electrons are
placed in their proper places. Students can then use them to model the different
kinds of chemical bonds.
2) Lewis dot diagrams

a) PowerPoint
b) Demonstration
c) Student examples done on overhead
3) Ionic bonds
a) Ionic bond PowerPoint
b) Special properties of ionic bonds
c) Ionic bond worksheet
d) Ionic bond/Lewis diagram worksheet
4) Covalent bonds
a) Covalent bond PowerPoint
b) Special properties of covalent bonds
c) Covalent bond worksheet
d) Covalent bond/Lewis diagram worksheet
Learning topic five: Chemical bonding in biological processes
1) Introduction to sugars- (Excerpts from a pdf document found at:
http://www.angelo.edu/faculty/kboudrea/index_2353/Notes_Chapter_07.pdf )
Student handout (attached) In the first part of the lesson is to have an interactive
lecture (in a POGIL style) by reading the document with the students, questioning
them, and answering their questions. Have the students answer the first question,
go over the correct answer identifying the different bonds in the molecule. Have
students answer the second question, then get a good sample of answers from the
class and come up with the best working answer for the question and allow
students time to amend their answer. The final question students should answer
on their own and hand in for you to grade. The questions are designed to see how
well the students understand the concept of chemical bonding, and to see how
well they can apply knowledge in a logical way to answer a question. Hints or
cues may be needed to stimulate their thought process.
2) Identifying the chemical bonds in a monosaccharide and polysaccharides (covered
in question one of the handout)
3) Benefits of the types of bonds and impact on cell function (covered in question 6
& 7 in the handout)
4) Students explain why covalent bonds are used in sugar formation, and why ionic
bonds are not. (covered in question 6 & 7 in the handout)
5) Students build a long polysaccharide from atom building sets The atom building
sets are given to each lab group to build a glucose molecule. The groups then link
them into a polysaccharide chain. Each lab group needs to be supervised to insure
they are making the right molecule. When the sugars are linked, make sure the
water molecules are also formed. Point out to the students that the nature of
covalent bonds makes it possible for living things to string large molecules
together from smaller base units like bricks in a building. The size of the huge
complex molecule model in your classroom should bring home the fact that very
complex things are made up of simpler units, and can be understood when you see
the pattern.
Home Learning: Vocabulary, worksheets, lab reports, reading

Assessment:
1) Question and answer sessions asking students to cite examples
2) Atom building models
3) Worksheets
4) Biological process handout
5) Quizzes
6) MOLP extra help session (one on one evaluation)
7) One thing learned and one thing you don’t get. Write it down & hand in. This is
helpful for the students that will not raise their hand to ask questions. You can get
a good feeling as to what they understand and what confuses them about the
concept.
Reflection: