Author(s): Holly Good, John Bliss
Team Member(s): Holly Good, John Bliss
Title of Lesson: Properties of Ionic vs. Covalent Compounds
Dates lesson will be taught: 11/12/14
Grade level: 10th
Is this Teach 1 or Teach 2: 2, Day 2 of Lesson
Lesson Source/References: What did you use to develop this lesson? What lesson
planning materials were provided to you? If you adapted a lesson(s) then list the
sources here. The lab was found online.
Essential Understanding/Big Ideas: Provide a broad, global statement about the concepts, vocabulary, etc. you want students to understand as a
result of participating in this lesson. This is an overall goal statement of what you want the students to learn.
This lesson will further solidify the differences between ionic and covalent compounds by showing students the differences in their physical
properties.
Knowledge Package:
Knowledge Package:
 Prior Knowledge
o Knowledge of what a compound is.
o Some knowledge of naming compounds.
o Familiarity with the term physical properties.
o Familiarity with electronegativity.
 Content
o Definitions of ionic and covalent compounds.
o Practice in determining if a compound will be ionic or covalent using formula.
o Predict if a compound will be electronegative based on if it’s a metal or nonmetal.
o Show differences in melting points of ionic versus covalent compounds.
o Show differences in conductivity of ionic versus covalent compounds.
 Misconceptions
o Confusion on whether a compound is a metal or nonmetal.
o Confusion on naming compounds.
o Confusion on electronegativity.
 Future directions
o Naming compounds
Ionic vs. Covalent Compounds Lab
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o
Chemical reactions
Objectives: Write specific, measureable objectives using action verbs.
Prioritize the list, including at least one higher-order objective. Use the
SWBAT form.
Students Will Be Able To:
1. To explain the difference between ionic and covalent bonding.
2. To show how the physical properties of compounds show that they
are ionic or covalent.
3. To evaluate atoms and show which type of bond will form.
Ionic vs. Covalent Compounds Lab
Aligning Assessments to Objectives: For each objective identified on
the left provide a brief statement that explains how you will measure
the objective. What will you ask your students to do to demonstrate
understanding? What evidence will you collect?
1. Students will be reminded of the definition given the previous
day about ionic and covalent bonding. This will be done while
doing the salt and sugar melting point engagement.
2. Students will conduct a lab to determine the relative melting
point, solubility, and conductivity of four unknown compounds.
By grouping the compounds based on physical properties,
students will see how the properties of ionic and covalent
compounds differ.
3. Students will be shown a PowerPoint of common household
compounds and be asked to identify if they are ionic or covalent
based on if they contain a metal or nonmetal. Also, in their lab
questions students determine if the unknown compounds are
metals or nonmetals.
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Standards: Include at least one in each category.
NGSS Science and Engineering Practice Standard:
S4: Analyze and interpret data.
Common Core Math Practice Standard:
8: Look for and express regularity in repeated reasoning.
Common Core Math Content Standard (for math lessons ONLY):
Common Core English Language Arts (ELA) Practice Standard:
Reading Standard for Literacy in Science and Technical Subjects: Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or technical context.
Accommodations: Consider teaching this lesson to any group of students. Include at least two modifications to accommodate
students with diverse needs. Consider what you have learned about your current students and include specific accommodations for
these students, if applicable.
In this lesson, there are many visual aspects which would be helpful for students with ADHD or other types of learning disabilities.
The lab allows hands on experience to find the differences between ionic and covalent compounds. For students who have social
anxiety or feel shy participating in class, whiteboards will be used at the end of the lesson to facilitate discussion about the various
compounds.
Ionic vs. Covalent Compounds Lab
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Safety: Always include a general statement that indicates how you will establish a learning environment where safety for all is
assured. How will you create a classroom climate where all students feel safe participating in this lesson? Include safety concerns
specific to this lesson, if applicable.
Students will be instructed on how to complete the various parts of the lab before being allowed to begin themselves. The teacher
will explain how to properly waft each chemical, as well has how to use the conductivity tester. In order for students to feel
comfortable participating in the lab, they will be grouped in pairs. For the group discussion at the end, students will be given
whiteboards to write down their answers and encourage participation from the shy students.
Ionic vs. Covalent Compounds Lab
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Equipment/Materials: Include a comprehensive list of all equipment and materials (and quantities, if applicable) needed to execute
this lesson. Note materials that will be used by the students and materials used by the instructor. What advance preparation is
needed to execute this lesson? Embed copies of handouts here, or in the appropriate section of the lesson plan. Embed PowerPoints
and/or other instructional materials here, or in the appropriate section of the lesson plan. Embed copies of assessment under
Evaluate section of this lesson plan.
Materials: Benzoic acid, sodium sulfate, calcium chloride, table sugar, table salt, 8 conductivity testers, Well plates, 18 white boards,
18 Expo markers, 10 plastic scoops for chemicals, 8 small beakers, distilled water, 18 Exit slips, 18 copies of the lab, Bunsen burner, 2
test tube clamps, 2 test tubes, Powerpoint for Elaboration
The following two icons contain the Powerpoint used for the Elaboration as well as the ionic and covalent lab Word document, with
exit slip questions and answers attached at the end.
Ionic-Covalent-Lab.d
oc
Ionic and Covalent
Compounds.pptx
Advance preparation: In order to set up the two lab stations, a small amount of each of the four chemicals (benzoic acid, sodium
sulfate, calcium chloride, and table sugar) should be placed in the eight small beakers. 4-5 Well plates, 4 plastic scoops, 4
conductivity testers, and distilled water can also be placed at the two stations. The Bunsen burner can be plugged in and prepped to
light for the engage.
Ionic vs. Covalent Compounds Lab
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Engagement: Estimated Time: ____10 min______
What the teacher does AND how will the
teacher direct students: (Directions)
Obtain a small amount of salt and
sugar. Have a couple volunteers come
up to taste both to determine the
identity of each.
Ask if anybody knows the formulas for
salt and sugar. If so, have them write
them on the board.
Ask students to make predictions
about which one will melt at a higher
temperature
Use a Bunsen burner to melt both the
salt and sugar.
Probing Questions: Critical questions
that will connect prior knowledge and
create a “Need to know”
Do you think taste is a good way
to determine the identity of
compounds?
Expected Student Responses AND
Misconceptions - think like a student to
consider student responses INCLUDING
misconceptions:
Probably not.
Only for edible chemicals.
Will salt be ionic or covalent?
Sugar? How do you think this
will affect its melting point?
Salt is ionic, sugar covalent. Salt is covalent,
sugar ionic. Melting points will be different.
Have you ever seen sugar melt?
In what context? How about
salt?
I have seen sugar melt while cooking. I’ve
seen salt melt on the roads.
Which one took longer? Why do
you think this is? What does that
tell you about the forces
between molecules?
Salt took longer. It has strong bonds. There
is more bonds in it than in sugar.
Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the
lesson. After the teacher discusses the reason for the higher melting point of ionic compounds, he or she will move on.
Ionic vs. Covalent Compounds Lab
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Exploration: Estimated Time: __40 min________
What the teacher does AND what the
teacher will direct students to do:
(Directions)
Probing Questions: Critical questions
that will guide students to a “Common
set of Experiences”
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
Teacher will introduce the lab for the day.
This lab will show the differences in
conductivity of ionic and covalent
compounds when dissolved in water, as well
as whether the compound easily dissolves in
water. A worksheet will also be created for
them to record their observations. Before
students begin the lab, a statement will be
made about how to properly waft the
chemicals as well as determine how easily
soluble the compounds are, as well as how to
determine if they are conductive in solution.
How are we going to tell if the
compound easily dissolves?
If it goes quickly.
What is conductivity?
Electricity.
If the compound dissolves in solution.
Students will come back to their desks and
determine which compounds are ionic and
which are covalent.
How can you determine if the
compounds are ionic or covalent?
If it has a metal, it’s ionic.
You determine the charge on the atoms.
You see if both atoms are on the opposite side of
the periodic table.
Do you see similarities in the physical
properties of the ionic compounds?
Ionic compounds have a higher melting point.
Ionic are more/less soluble.
Ionic vs. Covalent Compounds Lab
Why do we dissolve compounds in water Compounds have to dissolve.
to determine conductivity?
Water helps compound conduct.
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Ionic conduct electricity, while covalent do not.
All compounds conduct electricity.
Why do you think ionic and covalent
compounds have different properties?
Ionic compounds are stronger because they have
charges, and covalent compound just share
electrons. That’s why ionic compounds have a
higher melting point.
Ionic compounds dissolve more quickly because
they dissolve in the distilled water.
Ionic compounds conduct electricity because of
the metals in them.
Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the lesson.
Teacher will move on when most of the students have finished filling in the worksheet.
Ionic vs. Covalent Compounds Lab
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Explanation: Estimated Time: ___15 min_______
What the teacher does AND what the
teacher will direct students to do:
(Directions)
Clarifying Questions: Critical questions
that will help students “Clarify their
Understanding” and introduce
information related to the lesson
concepts & vocabulary – check for
understanding (formative assessment)
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
The teacher will ask students to make a flip
chart by folding a piece of paper in half and
cutting through the center. On one side will
be the word ionic, and on one side will be
the word covalent. Students will write which
properties belong under which side and
write examples of each. Students will be
given colored pencils to see what is
happening to the molecules in solution.
How do the melting point, solubility, and
conductivity of ionic and covalent
compounds vary? Why is this? What
does this tell you about the way
electrons are shared in the compound?
Ionic compounds dissolve in solution. Ionic
compounds are stronger.
What’s the difference between ionic and
covalent compounds when dissolved in
water?
Ionic compounds separate very quickly.
Misconception: Covalent compounds do not
dissolve.
Ionic compounds do not share electrons like
covalent.
Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the lesson.
Once students have finished their flip charts and have drawn a picture of the differences between ionic and covalent in solution, the teacher
will move on to the elaborate.
Ionic vs. Covalent Compounds Lab
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Elaboration: Estimated Time: ___15 min_______
What the teacher does AND what the
teacher will direct students to do:
(Directions)
Probing Questions: Critical questions
that will help students “Extend or
Apply” their newly acquired
concepts/skills in new situations
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
Teacher will hand out white boards and dry
erase markers for further class discussion.
Teacher will have a Powerpoint of
compounds the students will be familiar with
in daily life, and students will write on their
white boards whether they think the
substance will be ionic or covalent.
Think about the physical properties we
discussed. How do these relate to the
way you answered?
Compound X wouldn’t dissolve in water.
Compound Y would have a high boiling point.
Does Compound X contain a metal?
Ionic contain a metal, and you look on the
What does this tell you about the type of periodic table to see if a certain element is a
bond which will form?
metal or not.
Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the lesson.
Once students are starting to consistently get the answers correct and are looking to see if the compounds contain a metal, the teacher will
move on to the exit slips.
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Evaluation: Estimated Time: ___5 min_______
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Formative Assessment Day 1: Explain the types of formative assessment you will use to monitor student learning within this lesson (e.g.,
observations, bell ringers, exit slips). Embed student copies of these assessments, if applicable. Embed copies of the rubric or answer keys
you will use to evaluate responses, if applicable. Identify the formative assessment you will give to all students at the end of Day 1. This has
to be something you can collect and bring back with you.
Dating game worksheet
Formative Assessment Day 2: Explain the types of formative assessment you will use to monitor student learning within this lesson (e.g.,
observations, surveys, white boards). Embed student copies of these assessments, if applicable. Embed copies of the rubric or answer keys
you will use to evaluate responses, if applicable.
Observations and completed “Explore” worksheets for the lab, white boards during the Elaboration
Summative Assessment (at the end of Day 2): Explain the summative assessment you will use to provide evidence that students have met
the objectives of the two-day lesson. Embed a student copy of this final assessment. Embed a copy of the rubric or answer key you will use
to evaluate responses.
Exit slips (attached)
Extension activities/Back up plans: Include a brief summary of some extension activities you could draw upon if you have extra time and/or
you are not able to execute this lesson as planned (e.g., technology issues prohibit you from doing so).
If the lab does not take as long for some students as others, these students can come to their desk and start working on the post lab
Ionic vs. Covalent Compounds Lab
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questions. For the Elaboration Powerpoint, as much or as little time may be spent on this depending on how much class time is left. If the
computer is not working, these compounds may still be written on the board.
Ionic vs. Covalent Compounds Lab
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