Flipped Classroom Lesson Plan

Bobbi Scirbona
Flipped Classroom
Chemical Bonding
Regents Chemistry Chemical Bonds
Students will learn what a chemical bond is, why bonds form, and how to
identify the type of chemical bond present in a compound based on both its
physical properties and the electronegativity difference between its elements.
Target Population
Grade Level: 10 - 12
Population Characteristics: NYS Regents Chemistry, heterogeneous mix of students
in general education classroom
Lesson Groupings: Lecture Capture and Science J ournal individual
Do Now pre-assessment individual
Worksheet Electronegativity & Bonding whole group & individual
Atomic Dating Game small groups
Mindmeister or Inspiration Activity individual
Curriculum Links
This lesson is the first in a series of lessons on chemical bonding. This unit of study
follows the units covering atomic structure and the periodic table. The students will have
previously learned about valence electrons and ion formation. What they learn about chemical
bonds will help clarify and extend their understanding of trends in the periodic table. Students
will use their knowledge of electronegativity and chemical bonds to make predictions about
molecular polarity and intermolecular forces in the unit that follows.
Objectives
Students will be able to
1. Define a chemical bond
2. List the physical properties associated with ionic, covalent, and metallic bonds
3. Relate the formation of chemical bonds to electron configuration and
electronegativity
4. Predict the type of bond that will form between two elements
5. Create a concept map that characterizes the types of chemical bonds and the
relationships among them

ISTE Student Standards/Profiles Objectives
4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4)
9. Create media-rich presentations for other students on the appropriate and ethical use
of digital tools and resources. (1, 5)

10. Configure and troubleshoot hardware, software, and network systems to optimize
their use for learning and productivity. (4, 6)

Materials and Timing
Materials computers or iPads, science journals, whiteboard and markers, EN &
Bonding worksheets, Atomic Dating Game worksheets (Worksheets follow
lesson plan)
Time 2 days 3 45-minute periods
Scope and Sequence
Home Students will view video lecture capture
(http://bobbiscirbona.weebly.com/lecture-capture--flipped-lesson-plan.html ) at
home and answer the questions in the video in their science journals. Students
are asked at the end of the video to come to class prepared to discuss the
relationship between chemical bonds and energy in class.
Classroom
Day 1, per. 1 Students will participate in a Do Now activity to assess what they have
learned from the video lecture. The teacher will lead a whole class discussion to
address any concepts about EN or bonding that require clarification. Students
will begin working on an EN & Bonding worksheet together as a class for guided
practice and then complete the worksheet independently.
Day 1, per. 2 - Students will then break into small groups to complete the Atomic Dating
Game activity. This activity helps students to predict what elements will form
chemical bonds and why. This activity will be collected before the end of class.
After completing the game, students will record their evaluation of the days
lesson in their science journals, including any remaining concepts that require
clarification. Science journals will be collected at the end of class
Day 2, per. 1 Students will work in the computer lab to create a concept map that
illustrates the characteristics of the three types of chemical bonds (See concept
map assignment). Maps will be collected and students will be given the
opportunity to provide feedback on their classmates concept maps in the next
class. Concept maps will be evaluated according to the rubric provided below.
Evaluation of Students
Objectives
Needs
Improvement
(1 point)
Good/Satisfactory
(2 points)
Excellent
(3 points)
Bond Type Definitions 1 bond type correctly
defined in terms of EN
2 bond types correctly
defined in terms of EN
3 bond types correctly
defined in terms of EN
Physical Properties Appropriate physical
properties associated
with 1 of the 3 bond types
Appropriate physical
properties associated with
2 of the 3 bond types
Appropriate physical
properties associated
with all 3 bond types
Substance
Categorization
1 2 of the given
substances categorized
correctly by bond type
3 4 of the given
substances categorized
correctly by bond type
5 6 of the given
substances categorized
correctly by bond type
Additional Examples

1 2 additional examples
provided in the proper
categories
3 4 additional examples
provided in the proper
categories
5 6 additional examples
provided in the proper
categories
Map Design

3 or more errors in
illustrating the
relationships among the
types of chemical bonds
and their properties
1 2 errors in illustrating
the relationships among
the types of chemical
bonds and their properties
No errors in illustrating
the relationships among
the types of chemical
bonds and their
properties

Evaluation of the lesson -
Lecture Capture Do Now activity and science journal entries will be used to assess what
students were able to learn from the video lecture capture.
Individual & Group Work EN & Bonding worksheets and Atomic Dating Game worksheets will
be collected to assess individual student learning of types of chemical bonds and
how bonds form. Group discussions will also be used to assess student learning
in the classroom environment. Student evaluation of lesson activities will be used
to reflect upon the relative success of these learning activities.
Concept Maps This assignment provides a comprehensive formal assessment of the chemical
bonding concepts to be learned. Look at the overall scores for individual
the types of chemical bonds that can form and how they are related to each
other (similarities and differences). Student critiques and completed rubrics will
also provide evidence of their understanding of chemical bonds.
Future Evaluation Check to see if students were successful in answering bonding questions
on future quizzes and tests. Item analysis is used regularly when grading tests
and looking at Regents exams results in order to evaluate student learning of
particular concepts.
Name: ____________________________________ Date: _____________
Directions Use your reference table and your knowledge of chemical bonds to calculate the
EN difference and type of chemical bond formed for each of the following pairs of elements.

Bonding between More
electronegative
element and value
Less
electronegative
element and value
Difference in
electronegativity
Bond Type
Sulfur and
Hydrogen

Sulfur and
cesium

Chlorine and
bromine

Calcium and
chlorine

Oxygen and
hydrogen

Nitrogen and
hydrogen

Iodine and
iodine

Copper and
sulfur

Hydrogen and
fluorine

Carbon and
oxygen