Clark University 03/13/2017

Learning Activity Plan

Chemistry, Mrs. Phillips

I. Content: Chemical Bonding

Today, students will begin working on an activity that will last throughout the week that will
help them to wrap up their work on covalent and ionic compounds before we move on to our
next unit. Students will start by examining the different properties exhibited by covalent and
ionic compounds, such as differences in physical appearance, melting and boiling point,
solubility, and conductivity. We will then move on to discussing how to measure each of
these properties, coming up with ideas through discussion as a class, and then we will begin
discussing how to collect meaningful data as a result of these measurements. I will do a
demonstration for students as part of this discussion to emphasize the difference between
observations and inferences, and then we will conclude by talking through a series of
hypothetical examples and deciding whether the data are meaningful and whether it
represents an ionic or covalent compound.
II. Learning Goals:
a. SWBAT compare and contrast the properties of ionic and covalent compounds and
identify key differences between them.
b. SWBAT distinguish between observations and inferences and understand the place each
has in the data collection process.
c. SWBAT decide whether a compound is ionic or covalent by examining hypothetical data,
and decide whether data presented is relevant and valuable.
III. Rationale:
This activity will make sure students have a thorough understanding of the two types of
chemical bonds and the ways these different bonds affect the properties of compounds before
moving on to the next topic – chemical reactions. This activity will also hone students’ lab
skills and give them a chance to explore compounds in a manner similar to what is done in
real science laboratories, providing a real-world context for students to give meaning to the
work they have been doing in this unit for the past month. The use of compounds that
students use in everyday life also provides an aspect of relevancy to keep students engaged.
IV. Assessment:
The final assessment for this activity will be in the form of a formal, written lab report that
will show what students have learned in terms of lab techniques and data collection, and in
terms of covalent and ionic compound properties. Students will know they have reached the
learning goals for this activity when they are able to identify their unknowns as either
covalent or ionic compounds.
V. Personalization and Equity:
Students will be paired up with the same group mates throughout this activity, and so
intentional groupings have been created that will be key to students’ success. Students have
been paired heterogeneously to create a supportive and inclusive groupings that will give all
students an opportunity to thrive in this activity – high flyers will be allowed to take on the
role of “teacher” to further their own understanding, while students who struggle will have a
peer to turn to if they need assistance. The group roles I have designed will make sure all
students are taking part in the activity in a meaningful way, and the low-stakes writing and
 Clark University 03/13/2017
Learning Activity Plan
Chemistry, Mrs. Phillips

group discussions will give my more nervous students a chance to air their ideas with small
groups of peers before turning to the whole group. The demonstration in today’s lesson will
serve to engage and challenge students’ thinking, and the example data will be used to model
data analysis with the whole glass to show them what is expected when they reach this point
in the experiment on their own. In this class, Kennedy, Dan, Clay, and Brandon will be
checked on frequently to ensure they are not struggling and remain engaged, and will be
offered one-on-one support as needed. I will also check in on Kassandra and her group
frequently, as she has been disengaged from the class lately and may need extra support.

VI. Activity Description and Agenda:

a. Agenda
Time Teacher: Students: Rationale:
0:00 Teacher will begin by handing back the exams from the Students will enter, This will help students to
– previous class and answering any questions that take out their remember what we have
0:05 students have on these exams. Teacher will tell notebooks, and been doing after their
students that they will now be moving from exploring collect their exams, field trip and focus them
ionic and covalent compounds on paper to exploring asking any questions on where we are going
them in the lab, and so it is important that they ask for about them as they this week.
any clarifications now. look them over.
0:05 Teacher will create a list on the board, comparing and Students will take This will give students an
– contrasting the different properties of covalent and notes on the various introduction into the
0:25 ionic compounds with students. Teacher will write the properties of ionic activity we will be doing
brief description for each property first, and then begin and covalent this week and ensure they
discussing the science behind each property in depth compounds and ask have a deep
once students have copied down the chart. any questions as understanding of the
needed. science behind properties
of these compounds.
0:25 Teacher will tell students that in order to succeed in Students will take out This will highlight the
– this activity, they need to know how to collect their notebooks and difference between
0:35 meaningful data and make accurate observations. make notes on their careful observations and
Teacher will tell students that they are going to practice observations as the inferences and show
making observations for the next ten minutes or so by demonstration students the type of data
observing what appears to be a candle – but students do proceeds. Students collection that is expected
not know it is actually an apple. Teacher will ask will try to separate in their lab experiments
students to make observations about this “candle” as observations from on Thursday and Friday.
she holds it up, pointing out the difference between inferences as they
observations and inferences as students comment on proceed.
the “candle.” Teacher will eventually light the “candle”
and ask students to continue their observations – before
taking a bite out of the candle and asking students to
make observations again. This will force students to
really think about what they are seeing.
0:35 Teacher will begin discussing with students how they Students will come This will give students a
– would go about testing the following properties for up with suggestions chance to come up with
0:50 compounds: melting point, solubility, and conductivity. to test each of the the procedures they will
Teacher will ask students what type of data they hope properties and be using to test these
to collect from each of these, and what tables they will identify the data properties on Thursday
need to create to organize this data. Among discussed tables and type of and Friday, giving them
 Clark University 03/13/2017
Learning Activity Plan
Chemistry, Mrs. Phillips

topics will be consistency in volumes, relative data they will need to ideas to work off while
measurements (did the lightbulb light, or not?), and use to collect creating their procedures
working with limited supplies – as well as the reason meaningful data in tomorrow.
why supplies might be limited in a real lab (expenses, their experiments.
safety, efficiency, etc.). Students will be asked whether
it is better to use a large container, such as an
erlenmeyer, to test solubility, or if a smaller container
such as a test tube to get them thinking about this.
0:50 For the last ten minutes of class, teacher will present Students will This will give students
– students will hypothetical compounds and ask them to collectively come up practice with interpreting
0:60 verbally talk her through the steps they would perform with testing the results of the
to determine whether the compound is ionic or procedures to test experiments they will be
covalent. Teacher will give students the hypothetical their hypothetical performing on Thursday
“results” of their proposed procedures as they talk compounds, and and Friday.
through the steps and ask students to identify these identify them as
hypothetical compounds as ionic or covalent. covalent or ionic.
Homework: NONE.
b. Challenges:
For this activity, I anticipate there may be some problems with students remaining quiet
during the discussion, and so have implemented turn and talk and low-stakes writing
techniques to help ease the discomfort of joining our discussion. I also anticipate some
students may not engage fully in the group aspect of this activity and so have created
group roles to make sure all students are included and required to take part in the design
and implementation of their group’s procedure. I will also be walking around to ensure
students are participating in the activity equally as groups work together.

VII. Frameworks:
SIS1. Make observations, raise questions, and formulate hypotheses.
SIS2. Design and conduct scientific investigations.
SIS3. Analyze and interpret results of scientific investigations.
4.1 Explain how atoms combine to form compounds through both ionic and covalent bonding. Predict
chemical formulas based on the number of valence electrons.
4.5 Name and write the chemical formulas for simple ionic and molecular compounds, including
those that contain the polyatomic ions: ammonium, carbonate, hydroxide, nitrate, phosphate, and
sulfate.

VIII. Reflection:

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 Clark University 03/13/2017
Learning Activity Plan
Chemistry, Mrs. Phillips

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