Unit Planning Template
Unit Title: Ionic compounds
Essential Question: Using ions and polyatomic ions how are ionic compounds
written correctly?
Unit Objectives: List the skills and the knowledge you want your students
to have as a result of this unit of study.
Skills
Knowledge
• determine the oxidation
• Know where the metals, nonnumber of elements from the
metals and transition metals
periodic table, polyatomic ion are on the periodic table
charts, and transition metal
• Know how the oxidation
charts.
number is from the groups on
• Name compounds and ions
the periodic.
using those charts
• Know how to use the
polyatomic ion chart
• Use the “swoop method”
correctly
• Know how to use the
• Recognize that ionic
transition metal chart
compound subscripts can be
. Know how to write out the
reduced to the lowest number chem. equations in ionic form
so the “swoop method” can be
•
shown
Pre-Assessment Strategy: How will you activate prior knowledge and
determine whether or not the students have the knowledge and skills
needed to complete this unit of study?
Students will be involved in class discussion questions about the
periodic table and charts, and how to write a compound. They may
also be given a pretest.
Acceleration Strategy: Based on your pre-assessment, how will you
backfill the knowledge and skills that are needed in order for students to
be successful in this unit for those students who have demonstrated that
they do not already have them?
1. The class will 1st be told what the groups are on the periodic table
and how the group number relates to the oxidation number of the
elements in each group. They are also introduced to the
polyatomic ions table and the transition metals table.
2. They will be quizzed during the process of learning these. Students
have to write their answers to questions from the instructor down
on paper during lecture because it forces them to commit to an
answer. These quizzes are not usually collected for a grade, they
are for students to self evaluate their learning so far in class.
3. They are then given paper ions to name.
4. The students are shown how to create an ionic skeleton equation
and how to complete the “swoop method”
5. Students use a set of paper ions and polyatomic ions to create
the compounds using the “swoop method”, and the ion skeleton
equation
6. Compounds can now be named using the tables.
7. Finally students are asked to write out the Skelton equations they
have created with their paper ions.
8. They practice with an assignment due the next day of class.
Activating Strategy: How will you get students interested and engaged in
the unit of study?
1. Learning the information is a class discussion.
2. The students are involved by being active writing out answers to questions
from the instructor about the topic being discussed.
3. Students also use paper ions to manipulate to create compounds in groups.
Copyright Robyn R. Jackson, 2006
Cognitive Teaching Strategy: Students learn best when teachers move
from direct instruction, to guided practice, to independent practice. How
will you move students through these three stages?
Direct Instruction
Guided Practice (Use
cooperative groups of 2-3
students as much as
possible)
1. Direct instruction is 1. Students are guided
given 1st so
by their own quiz
students have the
answers, which also
understanding
stimulates questions.
2. Students use the
they need.
2. Students are also
paper ions and the
allowed to see
“swoop” method to
how the tables
determine the
presented are
compounds in
used
groups and with
3. Students are
teacher advising
shown the skeleton 3. Students use table to
ionic equation and
name the
the “swoop”
compounds in
method
groups with instructor
advising
Independent
Practice
1. Students will
complete some
independent
practiced of the final
equation process
before the end of
class. The solutions
will be given.
2. Students are
assigned practice
work problems
Summarizing Strategies: How will you help students summarize what they
have learned? Verbally through class discussion.
Re-teaching Strategies: How will you re-teach the material to students
who didn’t get it the first time?
It depends entirely on the individual students.
Culminating Activity: How will you assess that the students have mastered
the knowledge and skills you have identified in your objectives? (This does
not have to be a traditional test; it can also be a performance task.)
Generally I will use a traditional test.
Copyright Robyn R. Jackson, 2006