EDU 5170 EDUCATIONAL TECHNOLOGY I Lesson Plan Integrating Technology & Pedagogy Directions and Outline Name __Korey

Tremblay__________________________ Date __April 21, 2014__

Construct a lesson plan utilizing good pedagogical practices and incorporating technology as a tool for teaching and learning. Focus on a concept or skill in your content specialty area and support student activities with the use of hardware and/or software. *Note: Do not make the emphasis of the lesson a "how-to" with technology. An outline for your lesson plan is provided below: Standards: A. 4.3.1 Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them. B. 1b. Create original works as a means of personal or group expression 1c. Use models and simulations to explore complex systems and issues Lesson Objective(s): A. Students will demonstrate a basic understanding of information presented within the periodic table. B. Students will construct comparative models of atoms using free computer applications. Introduce the Learning Activity: A. Through the humor of portraying the periodic table of elements as a clich thats always thought of in regards of Chemistry, I aim to introduce the periodic table as a topic. B. In an effort to motivate students, the class will begin with a KW session to gauge prior knowledge and interest. Students will then be informed of common applications of the periodic table to daily life. Provide Information: A. Definitions will be provided verbally, both by stating the definition and then relating the definition to relevant experiences in the lives of the students. Definitions that will be provided are atomic radius, electronegativity, family and period. Family can be explained as a column in the table, there are 18 columns. The ending digit of a family represents the number of electrons in the valence (outermost) energy level for main block elements. An element in group 13 will have 3 valence electrons; an element in group 14 will have 4 valence electrons. Elements in the D block (labeled on most tables, represented by groups 3-12) behave differently and are not covered in this lesson. Periods can be explained as rows, starting from the top. Hydrogen (H) and Helium (He) are the only atoms present in row 1. The row determines the number of energy levels present; as the row number increases, the number of energy levels increases. Atomic radius is the size of the atom and can be related to other atoms by location in the table. As you increase the row number, atomic radius increases due to

adding extra energy levels, which are bulky. As you go to the right, across a period, atomic radius decreases because of an increase in attractive forces between electrons and protons. This results in the trend of atomic radius increasing as you go down and to the left. Electronegativity is the attractive power of an atom to pull an electron from another atom. Relative numbers have been assigned to each element, which can be found in the student reference table. The trend for electronegativity is opposite to atomic radius; the closer an electron is to the dense positive charge in the nucleus, the more attracted it will be. B. An interactive periodic table will be provided through an online source to allow students to obtain more information on an element, thus defining the atomic symbol, Au as, Gold. This table will also serve to demonstrate the concepts of atomic radius and electronegativity by allowing students to visually see the concept of up and to the right for electronegativity and down to the left for atomic radius. Provide Practice: A. Students will have an opportunity to interact with a period table for a brief period of time in order to select an element that stands out to them. Students will then write down why this element stood out to them. B. Students will use the program Paint to construct models comparing the atomic radii of two atoms. These drawings will be checked as students complete the task to ensure they understand the concepts. Students will be allowed to collaborate on this task. Provide Knowledge of Results: A. Each student will have the option to share what they have written regarding their chosen element with the class if they wish to do so. As a class, we can then discuss this choice further. Verbal feedback will be provided for the atomic model drawings as I walk around the room, providing guidance if needed or letting students know they accomplished the task well. B. The short descriptions written by the students about their chosen element will be collected, commented on, and returned the following class period. No written feedback will be provided for the atomic model drawings unless the student wishes to hand in a printed copy; a physical copy of this activity is not mandatory. Review the Activity: A. Review will be conducted by further tying the concepts that were introduced to ideas and experiences students have in daily life. Review will include summarized key ideas of atomic radii, electronegativity and bond types. Method of Assessment: C. Students will be provided with a quiz after the review and prior to the end of the lesson. This quiz will check for understanding in atomic radii trends as well as electronegativity and bonding. The quiz has been included at the end of this lesson plan, and will be graded and returned. D. I will walk around the room and provide either a check mark for satisfactory work or an x for unsatisfactory work. This will count as the students participation grade for the day.

Name ____________________________________________

Date ___________

Directions: Select the choice that best answers the question.

1. What can be said about atoms as you go down a family? a. Electronegativity increases b. Atomic radius increases c. Atomic radius decreases d. Atomic mass decreases

2. As you go across a row a. Atomic radius decreases b. Atomic mass decreases c. Electronegativity decreases d. Atomic radius increases

3. An Ionic bond is stronger than a Covalent bond. a. True b. False

4. Fluorine is the most electronegative element. a. True b. False

5. What determines the electronegativity value of an element? a. Atomic radius b. Number of protons c. Number of electrons d. All of the above