Traditional Lesson Plan Format

It’s Not the Size of The Dog in The Fight, It’s the
Lesson Title Size of The Fight in The Dog.
Your Name Justin Hallgren
Purpose Content area- Chemistry
Grade level- High school, preferably 10th Grade
Concepts- chemical bonds (ionic, covalent, polar covalent, and
hydrogen), electronegativity, polarity of water, electron shielding
cohesion, and adhesion

 Focuses heavily on why chemical bonds form. (A tug of

war for electrons)
 Introduces the unique properties of water.
 Uses critical thinking about water to introduce hydrogen
bonding.
o What do you see? /What do you wonder?
 Water droplets and meniscus.
 Serves as a general introduction to the concept of
intermolecular forces.
o More instruction will be needed on this topic but
understanding water and hydrogen bonds will
serve as a foundation to build upon later.
State/National/NGSS Standard - 3.2.10.A2
Standards  Compare and contrast different bond types that result in
the formation of molecules and compounds.
Standard - 3.2.10.A1
 Explain the unique properties of water (polarity, high
boiling point, forms hydrogen bonds, high specific heat)
that support life on Earth.
Materials & This mini lecture portions will require the necessary tools for a
Equipment slides/PowerPoint presentation. Pictures of water droplets on a
window, a graduated cycled filled halfway with water, a penny, a
glass of water and a transfer pipette will be need for the
discussion/demo on the properties of water. Students will need a
periodic table that contains electronegativity values.
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin
Instructional 1. After participating in today’s lesson students will be able
Objectives to differentiate the types of chemical bonds with at least
80% accuracy.

2. After participating in today’s lesson students will be able

to explain in several sentences why water is sticky with
100% accuracy
Instructional Mini-Lecture #1 Chemical bonds- (8-10 mins)- This section
Activities will cover the first 3 types of chemical bond, 1-Ionic, 2-Covalent,
and 3-Polar Covalent. Hydrogen Bonds will be introduced in the
section on water. To explain these concepts an analogy will be
made that “Chemical bonds are a tug of war for electrons.”
The presentation frames the material from the perspective of both
1-boxers fighting in a ring and 2-dogs fighting over a tug-of-war
toy. Essentially chemical bonding is a competition for electrons.
 3 analogies will be used-
o Pitbull vs Chihuahua – Ionic Bond
 Huge Differences in Size/Strength is
analogous to a huge difference in electron
negativity in atoms.
 The dog toy (electron) is stolen.
o Malamute vs Huskey- Polar Covalent
 Small difference in Size/Strength
 The dog toy is shared but one said is
dominant.
 Spends more time with the
Malamute
o Golden Retriever vs Yellow Lab- Non-Polar
Covalent
 No real difference in Size/Strength
 Shared evenly
 What makes a Pitbull a Pitbull? The concept of
electronegativity will be introduced here.
o Students will be shown a color-coded periodic
table demonstrating the trends for electronegativity
across the chart.

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin
 Modified Chalk Board Splash – Is Water Wet? (6-8 mins)-
This activity It is meant to pique their curiosity for our next mini-
lecture on the properties of water. The question, “Is water wet?”
will be given to the students. Then we will do a chalk board
splash. It will end with a quick think-pair-share. There is no need
for a formal debriefing.

Activity/Discussion #1a Water -What do you see? What do

you wonder? (5-6 mins)- Student will be shown a picture of 1-
water droplets on a window and 2- the meniscus that water makes
in a graduated cylinder. They will first be asked, what do you see
and what do you wonder and given 3-4 minutes to think. The goal
here is to lead them to the correct answer by showing them
evidence without telling them the correct answer.

Water on a Penny Demo/Discussion (6-8 mins)- The class will

be asked how many drops of water they think will fit on a penny.
Several volunteers (maybe 5?) will gradually add drops of water
to determine how many drops can be added before the water spills
over the edges.

Quick poll (1min)- After discussing how water forms droplets,

forms a meniscus in a graduated cylinder, and doesn’t
immediately spill off a penny, I will repoll the class via a show of
hands to see if their original answer has changed.

Mini-Lecture #2 Hydrogen Bonds/Water- (8-10 mins)- This

section focuses on how Hydrogen is special (i.e. only 1 electron).
Hydrogen bonding is just a polar covalent bond with a “naked”
proton. The lack of shielding (i.e. no other electrons) greatly
increases the strength of the positive polarity. Hydrogen bonds are
like polar covalent bonds on steroids. The naked proton is the
reason that water is sticky. This section will also explain the
concepts of cohesion and adhesion.

Closure The gradual release will serve as the closure for this lesson.
Assessment I do- I will show the class how to determine if a bond will be
ionic, non-polar covalent, polar covalent, or a hydrogen bond. The
way to solve these problems is to use a periodic table that lists
electronegativity. You simply subtract the values.
 Differences of 0.0-0.4 = non-polar covalent.
 Differences of 0.4-1.7 = polar covalent.
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin
  Differences of greater than ~1.7 = Ionic
o Also, always a metal and non-metal paring.
 Hydrogen bonds are a special type of polar covalent
o Occur between H and O, N or F

We do- I will pass out a work sheet and we will work through the
first 2 or 3 together.

They do- We will do a think-pair-share for the next 2 to 3

problems.

You do- Students will then complete the rest of worksheet on

their own.
Handouts (attach) Students will need a periodic table that includes electronegativity.

*Follow the directives given in your text (Chiapetta, E.L. and Koballa, T.R. (2015).
Science Instruction in Middle and Secondary Schools: Developing Fundamental
Knowledge and Skills, 8th edition) on pages 87 & 95.

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin