Student: Kevin Tranchina Professor: Moroney

Course: EDU 521-03 Date: July 22

nd
, 2014
Grades: 10/11 Topic: Atomic and Ionic Radii Content Area: Chemistry

Lesson Objectives

After being introduced to the concept of atomic radii through modeling, discussion, and a
presentation, students will complete a worksheet and online assessment concerning atom and
molecule size, with expected 100% accuracy.

CCLS /+NYS and ISTE NETS for Students Standards and Indicators

CCSS.ELA-Literacy.RST.9-10.7
Translate quantitative or technical information expressed in words in a text into visual
form and translate information expressed visually or mathematically into words.
Indicator: This will be evident when students draw scaled pictures of atoms and molecules of
different makeup, or when they interpret such diagrams to answer questions.

CCSS.ELA-Literacy.RST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into
a coherent understanding of a process, phenomenon, or concept, resolving conflicting
information when possible.
Indicator: This will be evident when students use their own observations of sports equipment to
inform their understanding of variable atomic features.

ISTE Standards
1.d: Identify trends and forecast possibilities.
Indicator: This will be evident when students make predictions about atom size based on periodic
trends.
4.c: Collect and analyze data to identify solutions and/or make informed decisions.
Indicator: This will be evident when students organize standard data values for atomic and ionic
radii to identify patterns.
6.b: Select and use applications effectively and productively.
Indicator: This will be evident when students complete online assessment materials and use the
teacher-created review website.

Engaging the Learners

At the beginning of class, students will compare the sizes of balls from various sports (golf,
tennis, basketball, etc.) to see how important differences can exist between similar objects. This
will support their understanding of the unique atomic and ionic radii of atoms of different
elements.

Materials

Review book: Chemistry: The Physical Setting, 2014 Edition, Patrick Kavanah
PowerPoint presentation, saved to computer network
Networked School computer with Internet access and projector
SMART Board, Whiteboard and dry erase markers

Note sheets, prepared by teacher and distributed before the lesson
Worksheets, prepared by teacher and distributed at the end of the lesson
Pencils/pens
Golf balls, ping pong balls, tennis balls, Wiffle balls, basketballs
Tape measure
String
Castle Learning, instructor-created Weebly and other online resouce websites

Learning Strategies

At the beginning of class, the previous days homework will be checked, with a few examples
reviewed and any questions answered. Following the introductory engagement phase, students
will begin to understand the concept of atomic radii. By physically seeing the size variation of
stand-ins for different atoms, a periodic trend will become less abstract. The teacher will use
modeling to set an example of behavior and attentiveness for students, as well as explain the work
to be completed. Student questions will be responded to throughout the lesson as needed. Student
understanding of class material will be assessed through convergent and divergent questioning
(with appropriate wait times), prompting, and probing. Concluding questions will be used to close
the lesson and determine the level of student uptake.

Exceptionalities

Prior to the lesson, a list of new vocabulary related to the lesson will be provided to students who
are English language learners or wish to prepare for upcoming topics.
Large text copies of worksheets will be provided to students with vision impairments.
Advance notes and copies of lecture material will be provided for students who have difficulties
following lessons while taking notes.
Extra cues or prompts, modified workload and lengths of assignment, preferential seating, and
other accommodations will be made for students with Individualized Education Programs, as
needed.
For more visual learners who are not strong readers or simply want to take a different approach, a
website will be made available to illustrate relative trend sizes of atomic radii.
Video explanations of course material will be available for anyone who wishes to see an animated
version of the topics discussed in class.

Differentiation of Instruction

Differentiation by Pace: Students who require more time to complete assignments will be allowed
to work at their own speeds or finish at a later time.

Differentiation by Kinds of Instruction: A variety of instructional approaches will be used to
convey information to students. These include demonstration, group discussion, PowerPoint
presentation, use of interactive materials, modeling, worksheets, and group or individual work.

Differentiation by Asset Utilization: Per the constructivist theory of education, several real world
familiarities will be used to provide a contextual framework upon which lesson material can be
built in the minds of high school students.



Developmental Procedures

Learning Task: During the Engaging the Learners section of the lesson, students will see how
atoms can have the same basic structure while being very differently sized, just like the balls used
in a number of sports. This introduces the idea of an element-specific atomic radius.
Key Questions: How are the golf ball and basketball similar? How are they different? How does
this compare to features of atoms of nickel and potassium?

Learning Task: Students will learn about the reasons for different atomic radii and how position
on the Periodic Table can predict size.
Key Questions: How would you rank the sizes of the balls? Where do you see size patterns on the
Periodic Table? What factors influence this?

Learning Task: Students will come to understand the role of electrons in determining the size of
and elements ionic radius.
Key Questions: What makes an ion different from an atom of the same element? What does this
mean for the particles structure? How do you expect a chromium atoms size to change as it
becomes a chromium ion?

Artifacts and Assessment (formal and informal)

During the course of the lesson, understanding of material will be judged with a series of verbal
prompts. Students will demonstrate comprehension by answering correctly before the teacher
moves on to the next portion of the lesson. Student questions will be answered as needed. Any
necessary clarification of material or changes to instructional tactics will be made as part of an
ongoing evaluative process based on student reaction and apparent information uptake.
At the end of the lesson, students will complete a worksheet and online assignment to evaluate
lesson uptake. It will focus on sizes of atoms and molecules under normal and charged conditions.

Assignment Rubric




















Independent Practice

Following the lesson on atomic and ionic radii, students will complete an online assignment on
the classs Castle Learning website, as well as a worksheet distributed by the teacher. Both
assignments will be checked and reviewed at the start of the next class period. The teacher will
encourage students to come for extra help before or after school if they encounter difficulties with
the material.

Follow-Up: Direct Teacher Intervention and Academic Enrichment

Direct Teacher Intervention: For students who have difficulty following the lesson and
completing the assignment, the teacher will make personal instruction available and provide a
practice activity to assist with comparing and ranking atoms of comparable sizes.

Academic Enrichment: Students who easily complete the assigned work and wish to receive more
practice in the pursuit of content mastery will have the opportunity to complete an online
molecular modeling assignment involving radii of ionic compounds.

Teacher References


Castle Learning. (2014). Retrieved July 23, 2014, from http://corp.castlelearning.com

English Language Arts Standards>Science & Technical Subjects>Grade 11-12. (2014, January 1).
Retrieved July 23, 2014, from http://www.corestandards.org/ELA-Literacy/RST/11-12/

ISTE Standards, Students. (2007). Retrieved July 23, 2014, from
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Kavanah, P. (2011). Chapter 5: The Periodic Table. Chemistry: The Physical Setting. Lebanon,
IN: Pearson.

Physical Setting/Chemistry Core Curriculum. (2009). Retrieved July 23, 2014, from
http://www.p12.nysed.gov/ciai/mst/pub/chemist.pdf