UnderstandingbyDesignTechnologyTemplate

Bonding Types- Nuclear Chemistry

Ms. McWilliams- Chemistry
March 2016

Content

Technology

Stage1

DesiredResults

Standard(s)(Content):

ISTETechnologyStudent
Standard(s):

NextGeneration:Chemistry

1.CreativityandInnovation

HS-PS1-1.
Use the periodic table as a model to predict
the relative properties of elements based on
the patterns of electrons in the outermost
energy level of atoms.

[Clarification Statement: Examples of

properties that could be predicted from
patterns could include reactivity of
metals, types of bonds formed,
numbers of bonds formed, and
reactions with oxygen.][Assessment
Boundary: Assessment is limited to main
group elements. Assessment does not
include quantitative understanding]

HS-PS1-2
Construct and revise an explanation for the
outcome of a simple chemical reaction
based on the outermost electron states of
atoms, trends in the periodic table, and
knowledge of the patterns of chemical
properties.

[Clarification Statement: Examples of

chemical reactions could include the

Studentsdemonstratecreativethinking,
constructknowledge,anddevelopinnovative
productsandprocessesusingtechnology.
b. Createoriginalworksasameansof
personalorgroupexpression
2.CommunicationandCollaboration
Studentsusedigitalmediaandenvironmentsto
communicateandworkcollaboratively,
includingatadistance,tosupportindividual
learningandcontributetothelearningof
others.
b. Communicateinformationandideas
effectivelytomultipleaudiencesusing
avarietyofmediaandformats
3.ResearchandInformationFluency
Studentsapplydigitaltoolstogather,evaluate,
anduseinformation.
b. Locate,organize,analyze,
evaluate,synthesize,andethically
useinformationfromavarietyof

reaction of sodium and chlorine, of

carbon and oxygen, or of carbon and
hydrogen.] [Assessment Boundary:
Assessment is limited to chemical
reactions involving main group elements
and combustion reactions.]

sourcesandmedia
d.Processdataandreportresults
4.CriticalThinking,ProblemSolving,and
DecisionMaking
Studentsusecriticalthinkingskillstoplanand
conductresearch,manageprojects,solve
problems,andmakeinformeddecisionsusing
appropriatedigitaltoolsandresources.
c.Collectandanalyzedatatoidentify
solutionsand/ormakeinformed
decisions
d.Usemultipleprocessesanddiverse
perspectivestoexplorealternative
solutions

NETSTechnologyTeacher
Standard(s):
1. FacilitateandInspireStudent
LearningandCreativity
Teachersusetheirknowledgeofsubject
matter,teachingandlearning,and
technologytofacilitateexperiencesthat
advancestudentlearning,creativity,and
innovationinbothfacetofaceandvirtual
environments.
a. Promote,supportandmodelcreative
andinnovativethinkingand
inventiveness.
2. DesignandDevelopDigitalAge
LearningExperiencesand
Assessments
Teachersdesign,develop,andevaluate
authenticlearningexperiencesand
assessmentincorporatingcontemporary
toolsandresourcestomaximizecontent
learningincontextandtodevelopthe
knowledge,skill,andattitudesidentifiedin
theNETSS.

a. Design adapt relevant

learning experiences that
incorporate digital tools and
resources to promote

student learning and

creativity.

Understanding(s)(Content):
Studentswillunderstand...
Hownuclearchemistryhasbeen
usedinhistoryandinourdaily
lives.

Studentswillknow...
The properties of a fission.
The properties of fusion

Studentswillbeableto...
Relate nuclear chemistry and
understand its affects on their lives.

EssentialQuestion(s)
(Content):

Can you identify the

difference between a fission
and fusion equation?
Can you evaluate the
everyday use of nuclear
chemistry?

Stage2
PerformanceTask(s
(Content):

Studentswillbegivenatopicon
nuclearchemistrywheretheymust

use their ability to conduct research

to seek out and answer several
question learn about nuclear

Understanding(s)
(Technology):
Studentswillunderstand...
Technology is a way to convey
information and to demonstrate
knowledge of materials learned
using analyzing and synthesizing
skills.
Studentswillknow...
How to use technology to learn to
work collaboratively together in
groups.
How to use technology to help enrich
their learning by finding and
utilizing resources.
Studentswillbeableto...
Invent and create a video to teach a
basic learner about bonding types
using iMovie.

EssentialQuestion(s)
(Technology):

How can technology be used to

help express information learned?
How can technology be used for
collaborative purposes as a way of
jointly working on products and
relaying information.

AssessmentEvidence
PerformanceTask(s)
(Technology):
Students will collaborate with one
another using Google Docs to
individually/ simultaneously work
on the project together by creating a
script.

chemistry.
Teams will present findings to the
class and to the teacher by creating
a movie. They will use their good
judgment and creativity to make an
effective presentation.

OtherEvidence(Content):
Students will demonstrate their
level of understanding by creating
their own Socrative quiz with
answers.

Students will use a multitude of

resources to process data and report
results using iMovie.

OtherEvidence(Technology):
Students will create a quiz using
Socrative to help quiz their group
members knowledge before the test.

Stage3

LearningPlan

LearningActivities(Content): LearningActivities
(Technology):
Students will be given a topic of
The teacher will begin by
nuclear energy to research.
giving a brief description
The students will use google docs to
nuclear chemistry.

Students will divide

themselves into teams and
research 3-4 topics more
closely. In each team every
student will be assigned a
role:
1. Leader
2. Recorder/ Secretary
3. Checker-Editor
The students will then
answer a questionnaire
about their bonding type.
The students will need to be
as detailed as possible in
their descriptions.
The students will then make
a script and outline of what

answer a list of essential questions

and information they must address
in the film. This is also where all
information will be shared within
the group. Google Docs is essential
since a large portion of this work
will have to be done outside of
class.
o Students are each assigned a
role making each
accountable for some part of
the project. Teams should
utilize these roles to
edit/check one anothers
work for better quality
production.

Video Recorder will be the app that

is used to create their films. Each

their movie will entail.

Once the script has been
approved the students may
create their movie.
Upon the completion of the
unit students will all make
Socrative quiz for the peers
in their group to take.
Students will have to have
different levels of
questioning LOTS & HOTS.

student will have his/her own

phone.

This lesson ties into Dales cone

because it allows the students to
have a creative outlet. It allows for
visual representation of the material
learned.
This lesson also ties into Gardners
Multiple Intelligences. It allows for
Interpersonal,
Logical/Mathematical, Visual,
Sound, and Relia learning styles.
This lesson also integrates the
stages of blooms taxonomy. It
allows students to start with a basic
understanding and build their
knowledge from there.
This lesson is also great for UDL
because it can be staggered easily to
meet the needs of the student.