Grade level
/subject
Chemistry/NOS Lesson/Ionic Compounds
11th Grade/ 4th Bell
Context
description
Core ideas in this framework are explanatory ideas that will help students’ to
demonstrate an understanding of the natural world through ionic bonding.
Atomic theory and structure is an abstract concept that proves difficult for
many students. Several of the activities included here simplify the structure of
the atom to a point that arguably introduces errors; however, they are meant to
help students conceptualize the ideas of the atom in a manner they can grasp.
Even before describing to students what we believe to be in an atom, it is
important for them to understand how and why we believe what we do.
Students have understanding of the larger molecules from last year’s biology
class (organic) and this year the history and breakdown of atoms has added to
their prior knowledge. Students have been building knowledge using the
periodic trends of ionization energy, atomic or ionic radii, electronegativity,
and electron affinity. These trends increase and decrease depending on the
characteristics of each group, which in turn will allow student’s understanding
of the positive and negative charge of ions when they give up or take valence
electrons which follows the Law of Conservation of Mass, which allows for
the explanation of empirical evidence that is tested in the natural world.
Students should know how to write basic chemical formulas. Students should
understand and be able to apply the law of conservation of mass. Students
should understand that subscripts are used to designate the number of atoms
in a compound. This is in stark contrast to coefficients used in a chemical
equation; coefficients are used to designate the number of molecules or
formula units needed in order for the chemical reaction to take place.
Standards met
CHM.912.3a Use a Periodic Table to answer questions (e.g., electron
configurations, groupings).
NGSS- Identify questions and concepts that guide scientific
investigations
CHM.912.2a Represent a chemical compound with a ball and stick
model or chemical formula.
NGSS-Use technology and mathematics to improve investigations and
communications
CHM.912.2c Identify that two elements combine to form a
compound.
3.1.c.1␣––␣Balancing Equations
3.1.b␣––␣Chemical␣Bonding
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NGSS- Formulate and revise explanations and models using logic and
evidence (critical thinking)
CHM.912.4a Identify the reactants and the products in a chemical
reaction
3.1.c␣––␣Chemical␣Reactions
NGSS-Recognize and analyze explanations and models
Concept
addressed
Objectives
Students will be able to investigate ionic and binary ionic compounds by
identifying the reactants and products of a balanced chemical equation.
This introductory lesson is the first of a series of 5 lessons that will end in
Stoichiometry. The concepts of proportional relationships between two or
more substances during a chemical reaction can be a difficult ideal for
students. By using their prior knowledge of the nuclear charges in atoms
and the periodic trends, students will evaluate, by steps, ion reactions
when combined with other ions, thus, allowing students to make
connections and to understand the proportional relationships.
Students will be able to:
1. Relate the electron configuration of an atom to its chemical
reactivity guided by both theory-based inference and
naturalistic explanations.
2. Determine an atom’s number of valence electrons, and use the
octet rule to predict what stable ions the atom is likely to form
due to the Periodic Law and periodic trends.
3. Identify the evidence of the reactants and products of ionic
compounds when balancing chemical equations by showing
the consistency and compatibility of each reaction.
Academic
language
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1. Octet Rule – a concept of chemical bonding theory that is based on the
assumption that atoms tend to have either empty valence shells or full
valence shells of eight electrons and that they share these electrons to
make a full energy level of eight.
2. Ion – an atom, radical, or molecule that has gained or lost one or more
electrons and has a negative or positive charge.
3. Cation – an ion that has a positive charge
4. Anion – an ion that has a negative charge
5. Reactants- the ions needed to combine for products
6. Products – the end result of an ionic compound
7. Balanced chemical equation
8. Law of Conservation of Mass
Learning
strategies
Materials
needed
Safety Needs
The language function in this lesson will be used to help students with the
scientific vocabulary that is used to understand how ions form and with which
energy level and why. There will be some discourse between students
concerning how the cations (positive ions) react with anions (negative ions)
and why. Also, the syntax of forming structures of sentences will be used as
an example for how the structures of ions form.
 Word Identification Strategy- will be used to help students with
language function
 Self-Questioning Strategy-will be used to help students with reflection
 Visual Imagery Strategy-will be used to help students make
connections between the cations and anions
 Inference Strategy-will be used to help students with the abstract
concepts of ionic bonding
 Listening and Note-Taking-will be used for additional literacy
strategies
Preliminary quiz- Increase and decrease of Atomic Radius, electronegativity,
electron affinity, and ionization energywith white boards
Worksheet/Supplemental: Keeping Track of Atoms
Activity Sheet for balancing equations w/index cards
Exit Ticket- definition of Octet Rule
Students – pencil and journal
There are no safety needs in this lesson, as students will be working in groups,
manipulating elements (index cards) to balance equations.
Hook: Students create drawings representing reactions that they have
experienced. This could be something as simple as wood being burned turns
to ash or sunlight being absorbed by plants to produce sugar, etc. Walk the
class through the idea that instead of drawings, compound formulas combined
with the use of mathematical terms (+, =) can be used to illustrate chemical
reactions. The teacher should ask how chemical reactions obey the law of
conservation of mass.
Instructional
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outline
Segment 1: Preliminary Quiz asking students how each trend
increases or decreases across or down the periodic table. Students will
hold up white boards with answers of decrease or increase- (10 min)
Transition 1: After, students will be asked to pull out journals to
make notes for the graphs needed that will accompany the balancing
chemical reactions activity and then form groups.
Segment 2: Students will work in pairs and observe each other's work as they
try to balance each chemical reaction with index cards. In alternating fashion,
one student will say aloud what it is he/she is doing to balance each reaction.
The other student will either agree or disagree with their explanation. If there
is disagreement, the first student will repeat the process using the suggestion
by their partner. If there is agreement, they will proceed to the next problem.
(20 min)
Transition 2: Students will make note of their chemical equations for the
next segments discussion.
Segment 3: Students start discussing balancing simple ion equations
and naming the new compounds by using the suffix “ide” along with a
discussion of Transition Metals and why roman numerals are used to
name them in addition to the suffix “ide”. –(10 min)
Transition 3: Students will clean up area for last task
Segment 4: Summary of lesson-Lesson ends with this statement: I am
building a bike. The materials needed are tires, frame, pedals, handle bars,
chain, etc. I require a specific amount of each material (this is the coefficient
in the chemical equation). In other words, in order for the formation of a bike
to take place, you need 2 tires, 1 frame, 2 pedals, etc. This building process
can be expressed as follows: 2 tires + 1 frame + 1 seat + 1 handle bar = 1 bike
Segment 5: Exit Ticket- Write down the names of the following four
compounds – CaO, Co2O3, SnCl4, and AlCl3. –(5 min)
Transition 5: Students will hand in Exit Ticket and prepare to leave
class.
Modifications
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Texts are language sensitive and manageable in length with
paraphrasing encouraged
Students are heterogeneously grouped.
Teacher is available to assist students during the activity.
New information is contextualized through equations.
New vocabulary is recycled throughout the lesson.
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Assessments of
learning
Internet sources should be selected based on the students’ reading
level.
Balancing Chemical Equations activity sheet in French for 2 students
Formative: A preliminary quiz will be administered before instruction. For
each question, students will hold up a white board with their answer above
their heads (while looking straight ahead). In this fashion, the teacher can
appreciate the scope to which students know the necessary background
information for the day's activity, and students will NOT be able to see each
other's answers.
Summative: The teacher will circulate as each group works through each of
the problems. The teacher should actively engage the students asking them
pointed questions as to why they chose the means to balance each reaction. If
a satisfactory response is elicited, then the teacher will sign off on the
problem. At the conclusion of the activity, the students will be assigned 5
chemical reactions to balance on their own. (At the teacher's discretion, this
problem set may be in the form of additional classwork or as homework.)
Analyzing
teaching

Students understood the learning objectives that included balanced
chemical equations
 Students showed knowledge of content by finishing the worksheet on
reactants and products
 Teacher will use the worksheet to analyze the data to monitor student
progress and to plan, differentiate, and modify instruction if needed.
 Some informal techniques were used with a discussion of suffixes for
metals and transition metals.
 Use of activities to promote independence and problem-solving
 Use of varied resources to support learner needs
 Communication of clear learning goals
 Maintenance an environment that is conducive to learning for all
students
 Fair and equitable treatment of all students
 Creation of a safe learning environment
 Use of strategies to motivate students to work productively and assume
responsibility for learning
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Clear and effective communication connecting prior knowledge of
electron configuration, periodic trends, and ionic charges
Understanding of and adherence to professional ethics, policies and
legal codes
Engagement in continuous, purposeful professional development
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