10/29/14 and 10/30/14 Chemical Bonds 3

Date: 10/29/14 and 10/30/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to name ionic and covalent compounds

Standards: 9-12.P.1.2

Student Needs: 

Assessment Plan: Worksheet over chemical naming

Lesson Outline: Review the 3 steps of the Kinetic Theory > Have students draw a molecule of CH₄ > Dangers of Dihydrogen oxide > Naming a compound can tell you what elements are involved and sometimes how many atoms of each element > Notes over 20.3 > Practice naming different ionic and covalent compounds > Naming worksheet > Practice bonding

10/23/14 and 10/24/14 Chemical Bonds 2

Date: 10/27/14 and 10/28/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to draw covalently bonded molecules, predict what changes metals and nonmetals will take, and how many atoms of each element there will be in different compounds and molecules

Standards: UCP.1-3,5; A.1-2; B.2,4,6; F.1

Student Needs: 

Assessment Plan: Ticket to leave: Draw a molecule of Al₃S₂

Lesson Outline: Ask students why atoms form bonds > Discuss the energy that was released when the metals from last class were burned > What's different between the bonds between a metal and a nonmetal and 2 nonmetals > Notes over 20.2 > Practice diagrams of how certain elements form charges and bonds > HW: worksheet on ionic bonding > Ticket to leave

10/27/14 and 10/28/14 Flame Test Lab

Date: 10/23/14 and 10/24/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will describe one way to measure the energy stored in a chemical bond.

Standards: 9-12.P.1.2

Student Needs: 

Assessment Plan: Lab Report

Lesson Outline: Look at electron dot diagrams for the 4 metals. Go over directions for lab. Make changes to directions. Discuss results. Large flame test demo. Thumbs up/thumbs down how’d your group work together?

10/21/14 and 10/22/14 Chemical Bonds 1

Date: 10/21/14 and 10/22/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe why atoms form chemical bonds.

Standards: 9-12.P.1.2

Student Needs: 

Assessment Plan: Ticket to leave: Students will predict how many electrons Oxygen needs to gain to become stable.

Lesson Outline: Hand in papers. Ask students what stood out to them about the element families. Ask students how many neutrons are in an atom of K-42 > Ask students what they know about chemical bonds, compounds and molecules > Ask students why atoms form bonds > Notes over Chapter 20 Section 1 > Practice figuring out how atoms reach stability > Ask students to predict how many electrons Oxygen needs to gain to become stable > HW: Read 20.2 What is the difference between ionic and covalent bonds?

10/17/14 and 10/20/14 Family Trends 2

Date: 10/17/14 and 10/20/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will describe the relationship between how the outer shell electrons determine the characteristics for the alkali, alkaline earth, oxygen group, halogens and noble gases.

Standards: 9-12.P.1.1

Student Needs: Writing time

Assessment Plan: Around-the-Room: What one thing you've learned about each group?

Lesson Outline: What is Archimedes' Principle? How many protons does Sulfur have? How many neutrons does Sulfur-34 have? > Draw outer shell diagrams for C, Si, Sn and Pb. > Video of magnetic liquid oxygen. > So far, we've learned that elements in the same column have the same number of electrons in their outer shells. Today, you're going to continue figuring out what that means for the elements' behavior. The number of protons tells us what element it is but the electrons tell us what they do. > Give directions for the Family Trends paper: 2 pages, double spaced, Times New Roman or Arial 12pt font. Describe properties of the alkali (1), alkaline earth (2), oxygen group (6), halogens (7) and noble gases (8). Focus on physical properties (state, color, shininess, etc.) and chemical properties (how do they react, what do they react with, does it take or release energy). You may need to talk about how specific elements in each group differ from the others. Use websites and the textbook as your resources. Use MLA citation (I know you learned it in English class). > Around-the-Room: What is one thing you've learned about each group? HW: Finish paper. Read 20.1 pgs. 602-606 Why do atoms form bonds?

10/15/14 and 10/16/14 Family Trends

Date: 10/15/14 and 10/16/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will describe the relationship between how the outer shell electrons determine the characteristics for the alkali, alkaline earth, oxygen group, halogens and noble gases.

Standards: 9-12.P.1.1

Student Needs: Writing time

Assessment Plan: Around-the-Room: What one thing you've learned about each group?

Lesson Outline: What is Bernoulli's Principle? How many protons does Pt have? How many neutrons does Bromine-80 have? > Draw outer shell diagrams for Li, Na and K. > Video of sodium and potassium in water (it burns). > So far, we've learned that elements in the same column have the same number of electrons in their outer shells. Today, you're going to figure out what that means for the elements' behavior. The number of protons tells us what element it is but the electrons tell us what they do. > Give directions for the Family Trends paper: 1-2 pages, double spaced, Times New Roman or Arial 12pt font. Describe properties of the alkali (1), alkaline earth (2), oxygen group (6), halogens (7) and noble gases (8). Focus on physical properties (state, color, shininess, etc.) and chemical properties (how do they react, what do they react with, does it take or release energy). You may need to talk about how specific elements in each group differ from the others. Use websites and the textbook as your resources. Use MLA citation (I know you learned it in English class). > Around-the-Room: What one thing you've learned about each group? HW: Continue working on paper.

10/10/14 and 10/14/14 Electrons

Date: 10/9/14 and 10/14/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe how electrons are arranged in an atom.

Standards: 9-12.P.1.1

Student Needs: Individual help

Assessment Plan: Ticket to Leave: Draw an electron dot diagram and an outer shell diagram of Calcium

Lesson Outline: What is Pascal's Principle? How many protons does Argon have? > Reminder that quizzes can be retaken. > Why do you think the periodic table is shaped the way it is? Why did they decide to end each row with He, Ne, Ar, Kr, Xe and Rn? > Remember the number of protons is how many total electrons elements have. > Draw electron dot diagrams of the first 5 elements on the board. Ask students what pattern do you see? > Draw diagrams of Ne and Na on the board and have students explain the arrangement of the periodic table and how it relates to the diagram. > Explain that the first shell has one room for 2 electrons, but the other shells have 4 rooms and can have 8 electrons in them, if there are only 4 electrons in a shell they want to be spread out as much as possible so there's only 1 electron in each room. > Give students 4 elements from the first 20 on the table to practice on their own on the whiteboards. > Draw outer shell diagrams of C, N and O. Ask students what they notice about the relationship between the diagrams and the periodic table. Point out that the column number tells you how many outer shell electrons that element has. > Have students practice outer shell diagrams for F, Cl, K, Na, I and Cs on the whiteboards. > HW: Electron Dot Diagram Assignment, elements are listed on schoology but draw out on paper. > Ticket to Leave: Draw an electron dot diagram and an outer shell diagram of Calcium.

10/8/14 and 10/9/14 Atomic Structure Quiz

Date: 10/8/14 and 10/9/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will show what they know about atomic structure and nuclear reactions. 

Standards: 9-12.P.1.1

Student Needs: 

Assessment Plan: Quiz over Chapters 17 and 18. HW: Research uses for all the metals in Columns 1 and 2, write up and post on schoology.

10/6/14 and 10/7/14 Radioactivity 3

Date: 10/6/14 and 10/7/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain what reaction occurs in a nuclear reactor and identify some uses for radioactive material.

Standards: 9-12.P.1.5

Student Needs: 

Assessment Plan: Think-Pair-Share = what’s one thing you learned today

Lesson Outline: What is the difference between heterogeneous and homogeneous mixtures? P+/N0/E- for Br-80 and P-31 and valence electrons. Am-243 undergoes alpha decay > Grade Nuclear Decay Worksheet > Notes over 10.3 and 10.4 > One-Day-Paper: What are some uses for nuclear reactions or radioactive materials? > TPS what’s one thing you learned today? > HW: Finish paper and study Quiz over chapters 17 and 18 next time.