WQSB Lesson Plan Template

Title: Molecules, compounds and Pure Substances Subject/Course: science and technologysecondary 1 Time: 50 minutes
Level: Secondary 1
Lesson Description
Students will explore how atoms combine to form different types of molecules (compounds and
pure substances) by building models using jubjubes of different colours to represent atoms of
different elements and toothpicks to represent the chemical bond that attaches the atoms
together to form a molecule. Students will then be able to identify whether their molecule is a
pure substance (made up of only 1 type of atom) or a compound (made of 2 or more types of
atoms).
Stage 1: Desired Results
Big Question (link to the real world/broad areas of learning)
How do the atoms that we have studied combine to form molecules that are
essential for life (ex. Carbon dioxide, glucose and oxygen)
Progression of learning (key concepts/skills)
- Describes a molecule using Daltons atomic model (combination of atoms linked by
chemical bonds)
- Represents the formation of a molecule using Daltons atomic model.
Complex Culminating Task (evaluation tool)
The content explored in the lesson will be assessed using a summative assessment
towards the end of the unit. The summative assessment will be a close-book test.
Competency/ Evaluation Criteria:
Background Knowledge:
- Competency #2- Makes the most of
- Recognizing chemical symbols
his/her knowledge of science and
- Defining the atom
technology
- Understanding an element is made up of
Key feature: Understands the
1 type of atom
scientific principles underlying a the
issue.
Stage 2: Planning learning experience and instruction
Objectives (student friendly language)
Instructional Strategies
Warm- up activity to review prior knowledge
Learning Intentions: To explore how
that relates to the lesson
atoms interact to form molecules
Direct Instruction with fill in the blank notes
Success criteria:
Hands-on learning opportunities- Building the
I can count the number of atoms in a
molecules
molecule
Extension activity for students requiring
I can tell the difference between 2
enrichment
different types of molecules,
compounds and pure substances
Materials/Student Groupings
Building Molecules Kit (jubjubes and
toothpicks)
Molecular Modeling Kit
Students will be working with the student
beside them.

Differentiation
Students will have the opportunity to
demonstrate their understanding
through multiple modalities (pictures,
building, text, orally)
Pencil and paper tasks have been
minimized
Instructions will be provided orally and

visually
Extra time is built into the lesson with
an opportunity to an extension activity
for those who are ready to move on.
Formative Assessment & Feedback
- Students will be assessed formatively using an exit card that targets the learning
intentions. Students will complete a self-assessment with regards to their progress towards
the learning intentions and success criteria. I will review the exit cards and address issues
during the warm-up activity for the next class.
Stage 3: Learning Activity
Warm-Up (10 MINS.):
Students will complete a warm up question to start them thinking about atoms. This question
will target prior knowledge that is required for the lesson. Students will then be shown images
of important molecules that we have looked at in previous units and will be asked what they all
have in common (2 minutes for a think/pair/share). They are all molecules!
Open (15MINS):
Students will complete fill in the blank notes to acquire the content necessary to complete the
lesson.
Body (15 MINS):
Students will complete the jujube model activity in groups of 2. If they are finished they can
attempt to build the glucose molecule using the molecular modeling kits.
Close (10 MINS):
The lesson will end by reviewing the answers for the activity, asking students to share their
answers and correct their work. We will then re-visit the learning intentions and success criteria
before completing a quick exit card that will be used for formative assessment.
Stage 4: Reflection
Student Reflection of Learning (metacognition)
Teacher Reflection (WWW/EBI)

Adapted from "Understanding by Design", Wiggins and

McTighe (2005).