PRE-PLANNING: KNOW,
SO, SHOW
Lesson Plan
OBJECTIVE.
What will your students be able to do?
1) SWBAT define cation, anion and the octet rule 2) apply the octet rule to describe when and represent how atoms gain
and lose electrons.
ASSESSMENT.
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Students will determine which ions are cations and which are anions for independent practice.
Students will describe when atoms gain and lose electrons for their exit slip.
KEY POINTS
What key points will you emphasize?
1.
2.
3.
Cations: ions with a positive charge
Anions: ions with a negative charge
Octet Rule: atoms gain or lose electrons until their electron configurations resemble those of noble gases
OPENING. (_2_ min.)
MATERIALS
How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
I will continue our ongoing story about elements in order to connect to previous material and relate
today's objective about the octet rule and bonding.
I will tell students the objective of the lesson.
INTRODUCTION OF NEW MATERIAL. (_8_ min.)
How will you introduce the targeted material?
How will you ensure that students actively take-in information?
Which potential misunderstandings will you anticipate?
LESSON CYLCE: GO
I will ask students to copy down three important definitions that we will reference throughout the
lesson:
Periodic Table
Definitions:
-Octet Rule = Atoms gain or lose electrons until their electron configurations resemble those of noble
gases.
-Cation = Ions with a positive charge
-Anion = Ions with a negative charge
Then we will discuss each side of the periodic table:
1. Ions on the left side of the periodic table are negative  cations
-examples of cations and reasoning (Calcium, Sodium)
2. Ions on the right side of the PT are positive  anions
-examples of anions and reasoning (Chlorine, Iodine)
GUIDED PRACTICE. (_15_ min.)
How will you clearly state and model behavioral expectations?
How will you structure the guided practice?
How will all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
1. Model practice with students (2x):
-use octet rule to figure out how many electrons an ion will gain/lose)
-draw representation
-justify your answer in words
2. Students work in pairs (2x), and review.
INDEPENDENT PRACTICE. (_15_ min.)
Periodic Table
How will you clearly state and model behavioral expectations?
How will you structure the independent practice?
Students complete the remainder of the problems independently.
CLOSING. (_2_ min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of or progress toward the objective?
Students complete exit slip: Describe when and why atoms gain or lose electrons.
Periodic Table