Lesson
Title/Focus
Ionic vs. Covalent Bonds
Date
March 8, 2013
Subject/Grade
Level
CHEM 20
Time
Duration
60 min
Unit
CHEMICAL BONDING
Teacher
Mr. Bechthold
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes:
Specific
Learning
Outcomes:
1.
Apply various models, evidence and theory to explain the structure, chemical bonding and properties of
ionic compounds
2. Apply various models, evidence and theory to explain the structure, chemical bonding and properties of
molecular compounds
20–A1.4k use the periodic table and electron dot diagrams to support and explain ionic bonding theory
20–A1.5k explain how an ionic bond results from the simultaneous attraction of oppositely charged ions
20–A1.6k explain that ionic compounds form lattices and that these structures relate to the compounds’
properties; e.g., melting point, solubility and reactivity.
20–A2.3k relate electron pairing to multiple and covalent bonds
LEARNING OBJECTIVES
Students will:
1. Use the periodic table to explain ionic bonding theory
2. Explain how an ionic bond results from the simultaneous attraction of oppositely charged ions
3. Relate electron sharing to covalent bonding
4. Explain how the lattice structure of an ionic compound is related to it’s properties
ASSESSMENTS
Observations:
Key Questions:
Products/Performances:
 Observe students through class discussions, during tug of war activity and seat work
 Remind me – what is electronegativity? (LO #1)
 What do you notice about the electronegativity of Na? Cl? What about Mg? O? (LO #1&2)
 Do you see any trends? Why might this be important? (LO #1)
 Could the large difference between the electronegativity’s of the metals and non-metals be
contributing to the formation of an ionic bond? (LO #1&2)
 Why do covalent bonds form? (LO #3)
 What trends do you see in the electronegativity’s of non-metals? Why might this be
important? (LO #3)
 Could the smaller difference between the electronegativity’s of the non-metals be
contributing to the formation of a covalent bond? (LO #3)
 Practice problems completed during seat work (LO #1-3)
 Notes (LO #1-3)
 Tug of War (LO #1-3)
LEARNING RESOURCES CONSULTED
 AB POS
 Nelson Chemistry Text
MATERIALS AND EQUIPMENT



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Laptop
Projector
Tablet
Rope
 Student notes sheet
 Popsicle sticks
 Ping Pong Balls
PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge
Expectations for Learning
and Behaviour
Transition to Body
Learning Activity #1
Introduction
Place tug of war rope on the front table
Time
What is a bond? What types of bonds do you know of?
When we play tug of war, it will be explained to students that they are not to
goof around or play this game intensely as if we were on a playground tarmac
Let’s talk about the first kind of bond…
Body
The Ionic Bond
Use popsicle sticks as a method for calling on students/learning student names
 What do you know about Ionic bonds?
 Why do ionic bonds form?
3 min
Time
20 min
1
Assessments/ Differentiation:
Learning Activity #2
Assessments/ Differentiation
Learning Activity #3
Assessments/ Differentiation
Assessment of Learning:
Feedback To Students
Transition To Next Lesson
 What are some molecules that you know of that form ionic bonds?
(NaCl, MgO, MgCl2, etc…)
 What properties do you know about these bonds?
After we have discussed what they know, link the concept back to
electronegativity (scaffolding from pervious lesson)
 Remind me – what is electronegativity?
 What do you notice about the electronegativity of Na? Cl? What about
Mg? O?
 Do you see any trends? Why might this be important?
 Could the large difference between the electronegativity’s of the metals
and non-metals be contributing to the formation of an ionic bond?
 YES!
 Discuss melting points (HIGH), solubility (yes) and conduction (yes)
Assess students general understanding of the concepts during class discussion
The Covalent Bond
Use popsicle sticks as a method for calling on students/learning student names
 What do you know about covalent bonds?
 Why do covalent bonds form?
 What are some molecules that you know of that form covalent bonds?
(diatomic molecules, CO2, CCl4, etc…)
 Are there different kinds of covalent bonds? (Scaffolding for future
lesson on polarity)
 Polar
 Non-polar
After we have discussed what they know, link the concept back to
electronegativity (scaffolding from pervious lesson)
 What trends do you see in the electronegativity’s of non-metals? Why
might this be important?
 Could the smaller difference between the electronegativity’s of the
non-metals be contributing to the formation of a covalent bond?
 YES!
 Discuss melting points (< ionic), solubility (polar – yes, non-polar –
no) and conduction (no)
Assess students general understanding of the concepts during class discussion
Tug of War
 Bring two volunteers to the front… based on the tug of war match…
have the class determine the type of bond that has been formed
between the two of them & relate it to electronegativity
 When asking students which type of bond is being demonstrated, label
areas of the room for students to move to… this gets those who aren’t
physically participating in the activity up and moving!
 Ionic – one person clearly wins and rips the rope from the
others hands
 Polar Covalent – one person clearly wins, but does not rip the
rope from the others hands
 Non-Polar – Even sharing
Seat Work – have students work through examples to solidify understanding
Assess student understanding based on their responses to the bonds shown
Also formatively assess based on questions asked during seat work
Closure
Students will be assessed during class discussion, tug of war and through the
answering of questions during seat work
Thank students for their behavior during tug of war, or address any concerns
that arise
Next lecture we will review valence electrons and relate them to Lewis Dot
Diagrams
20 min
15 min
Time
2 min
Reflections from the lesson
2