Running head: ETEC 512 Lesson Plan Critique

Lesson Plan Critique

Science 10: Ionic and Covalent Bonds; Lewis Structure

Emily Varga
Student No. 71569107
University of British Columbia
ETEC 512

ETEC 512 Lesson Plan Critique

November 30, 2014Lesson Plan Critique

Science 10: Ionic and Covalent Bonding; Lewis Structures
Science is an ever-changing field where one must stay updated on the most recent
discoveries, theories, and explanations in order to remain informed. The education field is much
the same; discoveries, theories, and explanations are constantly being updated based on the
newest studies and perspectives presented by the leaders in the field. Taber (2001) puts it well
when he comments, learners are like scientistswho construct models of the world based on
the best evidence available to them (p.44). There is no such thing as a perfect lesson plan. Case
in point: a lesson plan designed by a young practicum student eager to provide her students with
the best learning experience possible. This paper will present a theoretical analysis of the
original lesson plan (Appendix B) as well as a revised lesson plan (Appendix A) that
incorporates three theoretical perspectives to enhance the students learning: information
processing as a cognitive approach; situated learning environments as a social approach; and a
constructivist approach.
Information Processing
The act of learning science concepts is at high risk of relying on memorization techniques in
order to get by, but in order for concepts to be incorporated into long-term memory for later
retrieval, the student brain must properly process the information. Information processing
involves observing a stimuli that may or may not be explainable by existing frameworks, and
dynamically processing it using elaboration and connection techniques in order to establish
short- or long-term memory (Lutz & Huitt, 2003).
Ideally, all aspects of a lesson plan are cognizant of the cognitive requirements to process the
new information in a way that facilitates a working memory. The original lesson was mindful of
the need for ample opportunities for processing to develop working memory in order to support
the developing grade 10 brain. The lesson provided teacher-delivered PowerPoint notes that
were designed to explain the new knowledge in a succinct, step-wise fashion that built on
students preconceived knowledge. Throughout the notes, examples were provided and modeled,
and subsequent supplementary examples were provided for students to complete while being
guided through the process of forming chemical bonds and Lewis diagrams.

ETEC 512 Lesson Plan Critique

The revised lesson plan not only includes these opportunities to rehearse information, but
also additional opportunities to retain and process the information into long-term memory.
According to Lutz and Huitt (2003), short-term memory has a very limited capacity and
unrehearsed information will begin to be lost from it within 15-30 seconds if other action is not
taken (p.4). Other action could include rote or maintenance rehearsal but are not ideal because
instead of developing frameworks of successively more inclusive concepts, the information is
incorporated as isolated pieces of information (Uzuntiryaki and Geban, 2004, p.187).
Worksheet
A worksheet was used at the culmination of the lesson in order to provide students with
more examples that they could work through individually or in pairs to fully process the new
concepts and fully incorporate them into their new cognitive frameworks. Celikeler (2010)
studied the effectiveness of worksheets in the chemistry classroom, and found that worksheets
enable students to participate in the learning process actively and improve students
achievement by helping students configure the concepts which they have difficulty in
understanding (p.49). While completing the worksheet, students recall the ideas and concepts
that they have explored during the lesson and are actively applying the principles to the questions
at hand. The effect of completing the worksheet will be higher retention of the knowledge
surrounding chemical bonding and Lewis structures.
Situated Learning
Brown, Collins, and Guguid (1989) describe learning as a tool to construct knowledge;
the only way to use a tool effectively is to actually use it. Opportunities to look at text, diagrams,
or directions of how to use the tool will never be equivalent to the opportunity to actually
practice using the tool itself. The same goes for learning: if students are only allowed the
opportunity to read text, look at diagrams, or hear the rules surrounding Lewis structures and
chemical bonding, they will not be using learning as an effective tool. Instead, a situated
activity, such as forming hypotheses based on observations, will allow students to be guided
through an authentic chemistry experience.
Scientific Inquiry Demonstration

ETEC 512 Lesson Plan Critique

The difficulty students face when learning chemical bonding, much less chemistry in general,
is that it is an abstract concept that cannot be applied to everyday life directly (Uzuntiryaki and
Geban, 2004, p.186). Chemical bonding is often viewed to be based on set rules: reactants are
added together to form products, ionic bonds are only between metals and non-metals, and
covalent bonds are only between two non-metals. The chemical reactions they have observed in
previous years of science education may have formed these alternative frameworks, so it is
important to acknowledge these frameworks and build upon them to include explanations as to
why and how bonds form.
In order for meaningful learning to occur, Uzuntiryaki and Geban (2004) state that two things
must happen: the new knowledge must be anchored on previous knowledge in order to possess
potential meaning, and the new knowledge must be incorporated into the students existing
schema in a nonarbitrary, non-verbatim way (p.187). Scientific inquiry allows for such
meaningful learning by providing a tangible, applicable, authentic learning experience. Such an
activity would allow students to apply their new and existing knowledge of chemical bonding to
an authentic chemical conundrum. The inquiry demonstration utilized in this revised lesson
explores the reactivity of both potassium and chlorine and allows students to hypothesize and
explain the reactivity of potassium chloride. Preliminary questioning will draw attention to
students individual existing knowledge based on their observations of the highly reactive
elements. When students are asked to hypothesize the reactivity of potassium chloride (KCl),
their existing knowledge will likely lead them to believe that the compound is also reactive.
When KCl is added to water and no reaction occurs, disequilibrium is established that challenges
students to apply the new information that has been discussed. Discussions as a class and
between peers would allow students to make connections between the existing and new
information.
Constructivism
Constructivism is a social learning theory that allows students to construct their own
understanding of a concept based on existing knowledge. Constructivist classrooms are studentcentered to allow students to learn how to use their former knowledge and explore the new
knowledge. While constructivism techniques alone are not sufficient to learn a new concept such

ETEC 512 Lesson Plan Critique

as chemical bonding, they are ideal for the purpose of students creating learning experiences
based on teacher-supplied information.
Lev Vygotsky was the leading theorist in the social construction of learning, which included
techniques such as scaffolding and social learning. Scaffolding is a constructivist technique used
to identify and establish a base level by which to build new information upon (Callison, 2001).
When new information is encountered that does not fit into established schemas, either
modifications are made to the existing structure, or a new structure is formed (Temel, Yilmaz,
and Ozgur, 2013, p.2). The idea is that knowledge is constructed and built upon in order to
build higher knowledge sets that allow for more complex learning (Callison, 2001).
The original lesson utilized effective scaffolding in order to provide students with multiple
opportunities to view and try examples of forming ionic/covalent formulae, as well as copious
amounts of time, support, and practice to process and build on knowledge. Explanations of new
concepts were constructed based on the existing knowledge that was identified at the beginning
of the lesson. Examples were included throughout the PowerPoint lesson in order to demonstrate
the new concepts, as well as provide students with an opportunity to try a question with teacher
support with immediate feedback.
Sticker Bonding Activity
Vygotskys understanding of the construction of knowledge emphasizes the stimuli leading
to transformation rather than the process of transformation itself (Glassman, 1994, p.194). In
that sense, students benefit from a lesson that includes a variety of activities in order to provide
multiple stimuli to construct a cognitive transformation. The original lesson plan is lacking in
this regard.
The sticker bonding activity utilizes social constructivism learning strategies to provide
students with an interactive, group-learning environment to facilitate understanding of ionic and
covalent bonding. As students walk around the classroom to find another student to bond with,
they must verify the chemical bond by working together to find the correct chemical formula of
the molecule that they have made. Students will use their knowledge of bond formation, orbital
shells, Lewis/Bohr diagrams, and valence electrons to construct meaning of chemical bonding.

ETEC 512 Lesson Plan Critique

Constructivist theories stress the importance of social learning in order to stimulate

understanding and better interpretation of the [new concepts] (Uzuntiryaki and Geban, 2004,
p.188). Allowing students to interact with each other while learning allows them to use their
collective alternative frameworks to collectively construct understanding of the concept at hand.
John-Steiner and Mahn (1996) view social learning as an opportunity for learners to participate
in a wide variety of joint activities that provide the opportunity for synthesizing several
influences into the learners novel modes of understanding and participation (p.192).
Essentially, the group benefits from working together to find the solution to an inquiry, and the
individual student benefits from being able to work through their existing knowledge and apply
the new pieces of information.
Incorporating the aforementioned changes to the original lesson plan incorporates
theoretical perspectives that are conducive to an effective learning environment. The use of
interactive notes and worksheets enable students to process the new information based on their
existing frameworks to allow for multiple opportunities to build the new concepts into long-term
memories. Providing a situated learning environment that emphasizes scientific inquiry allows
students to form and refine their hypotheses based on their evaluation of their observations. The
social learning environment created by the sticking bonding activity incorporates constructivist
techniques to build a collective knowledge framework amongst students in order to form
chemical bonds.

ETEC 512 Lesson Plan Critique

References
Brown, J. S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18, 32-42.
Callison, D. (2001). Scaffolding. School Library Monthly, 17(6), 37-39.
Celikler, D. (2010). The Effect of Worksheets Developed for the Subject of Chemical
Compounds on Student Achievement and Permanent Learning. The International Journal
of Research in Teacher Education, 1(1), 42-51.
Glassman, M. (1994). All things being equal: the two roads of Piaget and Vygotsky.
Developmental Review, 14, 186-214.
John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and development: A
Vygotskian framework, Educational Psychologist, 31, 191-206.
Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications.
Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
Taber, K.S. (2001). Constructing Chemical Concepts in the Classroom?: Using Research to
Inform Practice. Chemistry Education: Research and Practice in Europe, 2(1), 43-51.
Temel, S., Yilmaz, A. & Ozgur, S.D. (2013). Use of the Learning Cycle Model in the Teaching
of Chemical Bonding and an Investigation of Diverse Variables in Prediction of
Achievement. International Journal of Education and Research, 1(5), 1-14.
Uzuntiryaki, E. and Geban, O. (2004). Effectivenes of Instruction Based on Constructivist
Approach on Students Understanding of Chemical Bonding Concepts. Science Education
International, 15(3), 185-200.

ETEC 512 Lesson Plan Critique

Appendix A: Revised Lesson Plan

Title: Ionic/Covalent Bonding and Lewis Diagrams (Chemistry Lesson

80 minutes

#3)
Grade Level: Science 10

Date: TBA

IRP and PLO (with page #):

(C1) Differentiate between atoms, ions, and molecules using knowledge of their structure and components
Objectives (SWBAT): (page 46)
(C1) demonstrate knowledge of the three subatomic particles, their properties, and their location within
the atom
(C1) define and give examples of ionic bonding (e.g., metal and non-metal) and covalent bonding (e.g.,
two non-metals, diatomic elements)
(C1) distinguish between lone pairs and bonding pairs of electrons in molecules
Textbook pages:
Safety:
BC Science 10 (p. 176-180)
Fume hood, safety glasses (for Potassium + H2O demo)
Pre-assessment/Probing of previous knowledge:
Cation/anion, multivalent ions, stable octets, valence electrons, Bohr diagrams
Time

Teacher Activity

Student Activity

Materials/Aids

Attendance & housekeeping

- Students who need to write
tests
- Reminder of Quiz tomorrow

n/a

n/a

Students will be correcting their

work from the previous day to check
for understanding.

Wkst 4.1.2 KEY

5 min
Mark Worksheet 4.1.2 (Ions and
Bohr)
20
min
Interactive Notes
Theoretical perspective:
Information processing
Topic: Ionic/covalent bonding,
Lewis diagrams

20
min

Scientific Inquiry
Demonstration
Theoretical perspective:
Situated learning
Teacher Procedure:
- Demonstrate the reactivity of
potassium in water.
- Show video clip of chlorine
reacting.
- Ask students to form a

Students will build upon their

existing knowledge of
cations/anions, multivalent ions,
stable octets, valence electrons and
Bohr diagrams while being
introduced to the new concepts of
ionic/covalent bonding and Lewis
diagrams. Copious examples will be
explained and modeled to ensure
understanding of the new concepts
as well as an allowance of time for
processing and retention.
Students alternative frameworks will
be identified and challenged and
new knowledge will build upon
existing knowledge. Students will
form hypotheses based on
observations and explain their
observations using their new
knowledge based on this authentic
learning experience.

PowerPoint file.
Teacher notes including
guided examples.

Chemicals: potassium;
potassium chloride; water
Visual aid: video clip of
chlorine reacting
Equipment: fume hood;
beaker; safety glasses

ETEC 512 Lesson Plan Critique

20
min

15
min

hypothesis of Potassium chloride

reacting in water.
- Demonstrate reactivity of
Potassium chloride in water
(Note: no reaction).
- Ask students to explain this
observation based on their
knowledge of electron
configurations.
- Provide guidance and support
during the demonstration using
effective questioning.
Sticker Bonding Activity
Theoretical perspective:
Constructivism
Teacher Procedure:
- Assign each student a
cation/anion by asking them to
place a large sticker on the front
of their shirts.
- Explain that the activity
requires each student to find a
suitable ion to bond with.
Each bond must be verified by
working together to find the
chemical equation.
- Students will have 15 minutes
to make as many bonds as
possible.
- Provide guidance and support
during the activity.
Worksheet
Theoretical perspective:
Information processing
Teacher procedure:
- Provide guidance and support.

Assessment:
Formative

Students interact with classmates to

form ionic/covalent bonds based on
their pre-assigned cation/anion.
Students will find a suitable match to
bond with and will work together
to verify the chemical bond they
have made. Students will use their
knowledge of electron configuration,
orbital shells, Lewis/Bohr diagrams,
and valence electrons to figure out
the chemical bonding.

Materials: large stickers

with various
cation/anions written on
them; worksheet for
students to record all of
the bonds they have
created.

Materials: Worksheet
4.1.3

Students will actively practice new

knowledge of ionic/covalent bonding
and Lewis diagrams. Practice can be
individual or in pairs with teacher
support and guidance.

Homework:
Worksheet 4.1.3; Quiz next day

References:
BC Science 10
Notes to self:
REMINDER: QUIZ NEXT DAY
- Atomic number, subatomic particles
- Bohr diagrams (atoms and ions)
- Lewis dot diagrams (atoms and ions)
- Ionic and covalent bonding (Lewis)

ETEC 512 Lesson Plan Critique

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ETEC 512 Lesson Plan Critique

Appendix B: Original Lesson Plan

Title: Ionic/Covalent Bonding and Lewis Diagrams (Chemistry

80 minutes

Lesson #3)
Grade Level: Science 10

Date: Wednesday, March 2, 2011

IRP and PLO (with page #):

(C1) Differentiate between atoms, ions, and molecules using knowledge of their structure and
components
Objectives (SWBAT): (page 46)
(C1) demonstrate knowledge of the three subatomic particles, their properties, and their location
within the atom
(C1) define and give examples of ionic bonding (e.g., metal and non-metal) and covalent bonding (e.g.,
two non-metals, diatomic elements)
(C1) distinguish between lone pairs and bonding pairs of electrons in molecules
Textbook pages:
Safety:
BC Science 10 (p. 176-180)
n/a
Pre-assessment/Probing of previous knowledge:
Cation/anion, multivalent ions, stable octets, valence electrons, Bohr diagrams
Time

Teacher Activity

5 min

Attendance & housekeeping

- Owe tests
- Quiz tomorrow
Mark Worksheet 4.1.2
- Homework check
PowerPoint Notes
- Ionic bonding
- Covalent bonding
- Lewis diagrams
Examples on the board

15
min
30
min

10
min

Worksheet 4.1.3

Student Activity

Materials/Aids

- Showing the teacher completed

work from last day
- Skeleton notes

- Wkst 4.1.2 KEY

- Writing examples in their skeleton

notes package
- Working efficiently on the
worksheet

- Teacher notes with

examples
- Copies: Worksheet
4.1.3

- Teacher notes

Exit questions
15
min
5 min

1. An ionic bond is the sharing or

transfer of electrons? transfer of
electrons
2. An ionic bond is between what two
kinds of elements? metal and a nonmetal
3. A covalent bond is between what
two kinds of elements? a non-metal
and a non-metal
4. A Lewis diagram shows
____________________? the valence
electrons of an element
Give an example of a diatomic
molecule. F2, Cl2, O2, Br2, H2, N2, I2

Assessment:
Formative

Homework:
Worksheet 4.1.3; Quiz next day

11

ETEC 512 Lesson Plan Critique

References:
BC Science 10
Notes to self:
QUIZ NEXT DAY: atomic number, subatomic particles, Bohr diagrams (atoms and ions), Lewis diagrams,
ionic/covalent bonding

12