School of Education
WRITTEN LESSON PLAN
Service *Leadership*Competence*Character
Teacher Candidate – Tyler Anderson _______________________________________ School – Hyrule High ______________________________________________________
Mentor Teacher – Jo Mama _______________________________________________ University Coordinator – Mickey Mouse ____________________________________
Grade/Subject- Chemistry 10 _________Lesson Title – Ionic Bonds __________________________________________________________ Date – 12/07/09 _____________
Learning Targets
EALRs
Objectives
GLEs
EALR: 1. SYSTEMS: The student
knows and applies scientific concepts
and principles to understand the
properties, structures, and changes in
physical, earth/space, and living
systems.
Component: 1.1. Properties:
Understand how properties are used
to identify, describe, and categorize
substances, materials, and objects
and how characteristics are used to
categorize living things.
Physical Systems: 1.1.1. Understand the atomic
nature of matter, how it relates to physical and
chemical properties and serves as the basis for the
structure and use of the periodic table.
Physical Systems: 1.2.3. Understand the structure
of atoms, how atoms bond to form molecules, and
that molecules form solutions.
Students will…
1.
Explain why elements want to gain or lose electrons.
2.
Predict what elemental ions will form based on their position on the periodic
table.
3.
Describe how atoms bond to form molecules by transferring electrons and
creating ionic bonds (e.g., sodium atoms transfer an electron to chlorine atoms to
form salt).
Component: 1.2. Structures:
Understand how components,
structures, organizations, and
interconnections describe systems.
Assessment – What will students do to
demonstrate competence specific to learning?
Learning Experiences – What learning experiences are the students
engaged in to demonstrate the learning target’s knowledge and
skills?
Be sure to align all assessments with their corresponding learning experiences.
Strategies for Creating an Inclusive, Supportive
Learning Community – What strategies will be
used to facilitate effective classroom
management at key points during the lesson?
Anticipatory Set (5 min.)
-
Bell-Ringer: Watch Paula Abdul music video “Opposites Attract”
Ask: “Can anyone guess what we will be talking about today?”
Lecture (20 min.)
-
PowerPoint (3 parts):
Say: “Today we will be learning about ions, ionic bonds, and ionic
compounds.”
Bell-Ringer will act mostly as entertainment. Paula
Abdul is a popular celebrity that many students will
know from American Idol, but many probably don’t
know her from her music career in the 90’s. Song will
hopefully lead students to think about opposites
[charges] attracting to each other.
Formative: Lecture will consist of a lot of dialogue and
interaction with the students. Many questions will be
asked in an effort to engage the students and assess
their understanding of the material.
1.
Ions
Ask: “What is an ion?”
Define: An ion is an atom that carries a positive or negative
electric charge as a result of having lost or gained one or more
electrons.
Ask: “Why do atoms want to lose or gain electrons?”
Explain: To create a full valence (outermost) electron shell.
Atoms strive to be “noble”. Generally speaking, this means 8
electrons in the valence shell.
Show & Explain: Image of periodic table with number of
valence electrons. Image of periodic table with ionic charges.
2.
Ionic Bonds
Videos:
Ionic Bond Tutorial (pages 2-12 only)
http://www.teachersdomain.org/asset/lsps07_int_ionicbonding/
Ionic and Covalent Bonding Animation (first 50 seconds only)
http://www.youtube.com/watch?v=QqjcCvzWwww
Ionic and Covalent Bonding Example (first 39 seconds only)
http://www.youtube.com/watch?v=yjge1WdCFPs&NR=1
3.
Lecture will provide direct instruction and will ensure
that students are introduced to all of the important
information about ionic bonding. PowerPoint will
provide visuals in order to compliment (not substitute)
oral lecture. Discussion throughout the lecture will
engage the students and help make sure they are
paying attention.
Ionic Compounds
Say: “Now, lets use our knowledge of ions and how they
interact with each other to create some ionic compounds”
Videos will be especially beneficial for visual learners.
Because the concepts being discussed are
microscopic, videos will provide a visual example of
what cannot readily be seen. Animations will show
students what is actually happening in the creation of
ions and ionic bonds. Video of sodium and chlorine
combining to create salt provides a real-world
example of an ionic compound. This will make the
lesson more meaningful because salt is something
that the students deal with on a daily basis.
Explaining the upcoming activity as a whole class will
accomplish two things: 1) it will reinforce the concepts
being taught, and 2) it will ensure that students are
clear about the expectations and will encourage time
on task.
Explain: Student Bonding Activity (See below). Use
PowerPoint to explain the activity, giving examples and
walking the class through the entire procedure. Hand out
worksheet and blank nametags so students can create labels
with their elemental names and ionic symbols.
Formative: Activity will effectively assess student
comprehension of the material. The worksheet they
complete will address all 3 lesson objectives. As they
perform the activity, I will walk around the room asking
questions and assisting where necessary.
Activity (20 min.)
-
-
Student Bonding Activity: Have students pretend they are an
imaginary element. They should create a name, an atomic symbol,
specify how many electrons need to be lost or gained to become
stable, and conclude what their ionic symbol is.
Explain: When formed, ionic compounds no longer have a charge,
the positive ions bond with negative ions to produce a neutral
compound. Think of some possible compounds that you are able
to form with other elements. (You are not limited to 2 atom
compounds.)
Activity allows students to use their imagination and
be creative, thus meeting the needs of artistic
learners. The activity is meant to reinforce the
concepts of ionic bonding in a fun way. Students will
have the opportunity to interact with each other and
move around the room. Social interaction and
physical movement are important components of
knowledge acquisition.
-
Formative: Worksheet will provide evidence of
learning.
Formative: Closing discussion will provide one last
opportunity to informally assess the student’s
understanding of ionic bonds.
-
Explain: Each student element is to form five compounds with the
various student elements in the class. Remember that the overall
charge of the compound must equal 0. First, list what ions
combine to create a net charge of zero. Finally, write down the
compound that was formed, remembering that the cation(s) (+) go
first, then the anion(s) (-).
Turn In: Have students turn in their completed worksheets at the
end of the period.
Closure (5 min.)
-
Ask: “What elemental names did you come up with, and what was
your ionic charge?”
Discuss: What compounds did you form? Who made the largest
compound? What would your ionic compound be called? Etc.
Closure wraps up the day and gives students an
opportunity to share what they have experienced and
learned.
Grouping of Students for Instruction
Instructional Materials, Resources and Technology
During the student bonding activity, students will get into various groups depending on how their
imaginary ions should combine. There is no telling how this will happen in advance.
Computer, Projector, Student Bonding Activity Worksheet, Periodic Table, Blank Nametags
Accommodations and Modifications
Family Involvement Plan
Students with poor vision will sit in the front of the class to better see. If needed, students with
special needs will be given additional time to complete their worksheet as well as the help of a
partner.
Newsletter will be posted online describing what we will
be learning throughout the unit and how parents can
help students on their homework.