Lesson five
What is a simple molecule?
Science
Grade 8
A s ki ng Q u es t io n s, In v e st ig a ti ng, C o n st ru c ti ng Ex pl an a tio n s, an d
O bt ai ni ng , E va lu a ti ng, an d Co m m un ic a ti ng In fo r m at io n
ENGLISH LANGUAGE ARTS
90
minutes
R e ad in g I nfo r m at io n a l T e xt , W r it in g an Ex pl a na tio n
PURPOSE
Molecules are formed when two or more atoms bond together. In this lesson, students learn about
the formation of simple molecules. Students gather information while they read an online text,
construct simple molecules using a computer-based simulator, and demonstrate understanding of
simple molecules in a written explanation.
STANDARDS
Com mo n Cor e S ta te S ta n da r ds
•
Ci t e sp e ci fi c t ex tu a l ev id en c e to su ppo r t an a l ys i s o f s ci e n c e a nd
te c hn i ca l t ex ts . C CS S. E LA - LI T ER A CY .R S T.6 -8 .1
•
In t egr a te q ua nt it a ti ve o r t e ch ni c a l i nfo r ma t i o n ex pr e ss e d i n wo rd s in a
te x t w it h a v e rs io n o f t ha t i nf o r m at io n exp r es s ed v i su al l y ( e .g. , i n a
flo wc h ar t, di ag ra m , m o de l, gr ap h, o r ta bl e ). C CS S. E LA - LI T ER A CY .R S T. 68.7
•
D ev el o p th e to p i c w it h re l ev an t, w el l -c ho s en fa c ts , d e fi ni tio n s, co nc re t e
de t ai ls , q uo ta ti o n s, o r o th er i nfo r ma ti o n a nd e xa m pl e s. C C SS .E LA LI T ER A CY .W H S T. 6-8 .2 . B
•
Us e pr e ci s e la ng ua g e an d do m a in - sp e ci fi c v o c ab ul ar y to i nfo r m ab o ut o r
e xpl a in th e to p i c. C C S S. ELA -L I TE R A CY. W H S T. 6 -8 .2. D
Lesson FIVE
Formative Assessment
Lesson Plans
W ha t i s a s im p le m o le c u l e ?
STANDARDS Continued
Com mo n Cor e S ta te S ta n da r ds
•
Ga th e r r el e va nt i nfo r m at io n fr o m mu l tip l e p ri nt an d d ig it a l so u rc e s,
us in g s e ar c h te r m s eff e ct iv e ly ; a s s es s th e c r e dib il it y an d a cc ur a cy o f
e ac h so ur c e; an d q uo t e o r p ar ap hr as e t he d a ta a nd co n cl us io n s o f o th er s
wh il e avo id in g p la gi ar i s m an d fo ll o w in g a s t a nd ard fo r m a t f o r ci t at i o n.
C CS S. E LA - LI T ER A CY .W HS T .6 - 8.8
N ex t Ge ne ra ti o n S ci e nc e S ta n da r ds
•
D ev el o p mo d el s to d e s cr ib e th e a to mi c co m p o si ti o n o f si m pl e m o l e cu l es
an d ex t en d ed st ru c tur e s. M S - PS -1 -1
•
Str u ct ur e s an d Pro p ert ie s o f M a tt er . P S1.A
Sub s ta n c es a r e m ad e f ro m d if fe r en t t yp e s o f ato m s , w hi c h co mb in e wi th
o n e a no th er i n v ar io u s wa y s. A to m s fo r m m o l e cu l es t ha t r a ng e in s i z e
fro m two to t ho u s an ds o f ato m s .
S ci e nce a n d En gi ne er i n g Pra cti ces
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A s ki ng qu e st io n s a nd de fi ni ng pro b l e m s
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P la nn in g and c a rry i ng o ut in v es ti g at io n s
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Co ns tr u ct in g exp l an a ti o ns a nd d es ig ni ng so l ut io n s
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O bt ai ni ng , ev al ua t ing , an d co m m un ic a ti ng in fo r m at io n
LEARNING GOALS
Understand that simple molecules are made up of a few atoms that are
bonded together.
Explain simple molecules using support from texts and explorations.
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Lesson FIVE
W ha t i s a s im p le m o le c u l e ?
Formative Assessment
Lesson Plans
1
Build simple molecules from atoms.
2
Identify main ideas and supporting details from text.
3
Write an explanation of a simple molecule that includes at least one example.
4
Reference relevant and appropriate evidence from texts and discussion to
support written explanation of a simple molecule.
SUMMARY OF LESSON TASKS
1
Record and discuss initial understandings.
2
Read: Structure, properties, and uses.
3
Complete Double Entry Journal.
4
Write an explanation.
5
Conduct investigation.
6
Write a self-assessment reflection.
Reflect on your learning. Write a description of what you have learned about simple
molecules. Include evidence from the texts and simulation to support your
description.
PART I: INTRODUCTION
INTRODUCE THE TOPIC Ask students, “What is a simple molecule?” Ask
students to return to their own Science Notebooks to locate and review the Triple Entry
Journal they developed during Lesson Three. If you created a whole class Triple Entry
Journal with the group, display it to support a brief review.
RECORD AND DISCUSS INITIAL UNDERSTANDINGS Ask students
to formulate two to four sentences in their Science Notebooks where they first summarize what
a molecule is and explain what a simple molecule might be. When students have recorded
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Lesson FIVE
Formative Assessment
Lesson Plans
W ha t i s a s im p le m o le c u l e ?
their ideas, discuss as a whole group. Students use their writing to support them in
discussion as they will have had time to think about the topic and formulate their own ideas
before participating in a whole group discussion.
ANTICIPATED RESPONSE
PEDAGOGICAL ACTION
If students provide responses that demonstrate unclear or partial
understanding, probe student thinking by asking questions to elicit
information and remind them to reference the Triple Entry Journal in their
Science Notebooks or the one displayed in class, if available. Possible probes
include:
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•
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What do we know? What’s our evidence?
Why do you think that?
How does this connect to what we have learned previously?
READ Provide students with access to the online text Structure, Properties, and Uses
(http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/bonding/structure_properti
esrev1.shtml). The text, available on the BBC website, gives students information about
simple and complex molecules. In this lesson, students read the first section about simple
molecules. They will read the sections on complex molecules in Lesson Six.
COMPLETE DOUBLE ENTRY JOURNAL AND DISCUSS Students
complete a Double Entry Journal where they record the main ideas and supporting details of
the text, paraphrasing the information. Students can engage with the ideas of the text a
second time, differentiating main ideas from the details in the text, putting these ideas into
words before participating in discussion. As a whole class, discuss the main ideas and
supporting details students recorded in their Double Entry Journals. Once students have
reviewed the main ideas and details in the text, push student thinking by returning to the
opening question, “What is a simple molecule?”.
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Lesson FIVE
Formative Assessment
Lesson Plans
W ha t i s a s im p le m o le c u l e ?
SUCCESS CRITERION
EVIDENCE-GATHERING OPPORTUNITY
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Identify and paraphrase important information from text.
Gather evidence of learning by checking Double Entry Journals as students
work to paraphrase main ideas and supporting details and listening to the
responses students provide during discussion.
ANTICIPATED RESPONSE
PEDAGOGICAL ACTION
If you notice students share responses but do not provide sufficient
reasoning, press for reasoning and justification. You might ask:
•
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Why do you think that?
How did you arrive at that conclusion?
PEER AND SELF-ASSESSMENT
Provide students with time to make note of ideas that have been clarified up
to this point. Students share current thinking with a partner or small group.
Examples of questions that can guide their comments might be:
•
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What do I know now that I did not know before?
What am I prepared to explain?
WRITE AN EXPLANATION Students write a one-paragraph explanation of a
simple molecule.
SUCCESS CRITERION
EVIDENCE-GATHERING OPPORTUNITY
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Write an explanation of a simple molecule.
Reference relevant and appropriate evidence from texts and discussion
to support written explanation of a simple molecule.
Check that explanations define simple molecules and provide at least one
example.
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Lesson FIVE
Formative Assessment
Lesson Plans
W ha t i s a s im p le m o le c u l e ?
CONDUCT INVESTIGATION AND RECORD In this investigation,
students will use a computer-based simulator to develop examples of simple molecules.
Introduce the investigation activity: Phet Build a Molecule
(https://phet.colorado.edu/en/simulation/legacy/build-a-molecule). Students work
independently or in pairs, depending on the number of available laptops and on your
knowledge of students. Give students time to explore and become familiar with the
simulator. Students use the simulator to build at least four simple molecules. Students record
the simple molecule arrangements in their Science Notebooks using a Triple Entry Journal
format. Students require access to a laptop/tablet that has the computer simulator installed.
If no laptop/tablet is readily available, the teacher may use an alternative investigation
activity using manipulatives. This will require a bit more time for preparation of materials.
SUCCESS CRITERION
EVIDENCE-GATHERING OPPORTUNITY
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Build simple molecules from atoms.
As students use the simulator to build simple molecules, check-in with
individual students or pairs and review the notes they have recorded in their
Science Notebooks.
If you notice students have difficulty using the simulator or understanding
the relationship between atoms, elements, and simple molecules, refer to the
periodic table and guide students in making connections.
PART III: culminating task
WRITTEN REFLECTION OF LEARNING In this written reflection, students
describe what they have learned about simple molecules. Students include evidence from text
and the simulation activity to support their description.
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Lesson FIVE
Formative Assessment
Lesson Plans
W ha t i s a s im p le m o le c u l e ?
SUCCESS CRITERION
EVIDENCE-GATHERING OPPORTUNITY
Review individual students’ Science Notebooks to gather additional
evidence of student learning. Check that students have built at least four
molecule arrangements using the simulator, included illustrations for each
molecule, named the elements that comprise each simple molecule
described, and identified the correct number of atoms for each element that
makes up each simple molecule.
ADDITIONAL LESSON RESOURCES
Ba c k g ro un d I nf o r ma t i o n
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Build A Molecule Guide – https://phet.colorado.edu/services/downloadservlet?filename=%2Fteachers-guide%2Fbuild-a-molecule-guide.pdf
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Lesson FIVE
W ha t i s a s im p le m o le c u l e ?
Formative Assessment
Lesson Plans
TRIPLE ENTRY JOURNAL
What is the difference
between an atom and a
molecule?
How do you know?
Record your evidence and
include source.
Why do you think that?
Include your reasoning.
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