My Example of an ASSURE Model Lesson - Chemistry
10th grade chemistry I class
The class is a grade level 10th grade introductory chemistry class. There are a small number of students with specific learning disabilities. Students are from a suburban environment and most students are from upper-middle class socioeconomic families. There are approximately equal numbers of male and female students. The majority population is white with some African American students and Indian students. Most students are well behaved but easily distracted.
Students are able to differentiate between covalent and ionic compounds by the elements contained in the compound.
Students can effectively use computers to access websites through schoology
Students can read and follow directions.
Students have a variety of learning preferences. Hands-on exploration and visuals are most beneficial for engagement and learning in chemistry.
State Standards and Objectives
3.2.C.A1: Use electro-negativity to explain the difference between polar and non-polar covalent bonds
1.c. Use models and simulations to explore complex systems and issues
2.b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
6.b. Select and use applications effectively and productively
Using an online simulation, students will determine what makes a bond or molecule polar vs. nonpolar.
Select Strategies and Resources
Students will use a guided inquiry activity looking at the shape and electronegativity differences in molecules to determine what factors make a molecule polar. Teacher-centered strategies will be used at the beginning of the lesson to explain the directions. Most of the lesson is student-centered.
Students will use school or person laptops to access a PhET simulation on molecular polarity. Student groups will also create an informative product explaining how to identify a polar molecule. Visual options include prezi, infographics, a video, or google slides. The directions for the investigation are teacher-made.
Teacher-made directions are posted on schoology and the front whiteboard. Directions guide the inquiry for working with the simulation and explain the expectations for the informative product.
Laptops must be checked to make sure they will load the PhET simulation and that there are enough working computers for all students to work in pairs.
Provide the Learning Experience
Class will begin with a hook question about why water is a liquid and O2, which is heavier, is a gas. Students will be given directions and assigned partners. Each pair will be responsible for answering questions while working with the simulation and creating an informative product explaining how to identify a polar molecule.
Require Learner Participation
Student Practice Activities
Students will have two class periods. In the first, students will manipulate variables such as shape, electronegativity and number of atoms in a molecule with both hypothetical and real molecules within the simulation. They will be asked questions to guide them to the factors that lead to a polar molecule; differences in electronegativity and a non-symmetrical shape. As they finish this they can begin to work on their explanatory product. The second period is spent finishing their product and then sharing results as a class to come to a consensus about what makes a molecule polar.
I will circulate during the simulation to remind students that they are trying to find factors that make a molecule polar vs. nonpolar and guide their experiences to a verbalization of what they see. During presentations the second day, I will highlight important information and fill in the blanks as needed.
Molecular polarity is an area that students really struggle with because they have to visualize something they cannot see in three dimensions. Students at all levels struggle with this so this lesson may need some revision. After the lesson, I will evaluate whether students were engaged in the lesson, if they had enough/too much time and if they actually understood what makes a molecule polar. To evaluate I will observe during their investigation and by looking at their products as well as formative and summative assessment questions related to molecular polarity. If the lesson needs to be revised, I will do so for future classes.
