Unit 6 Plan: Chemical Bonding
Stage One: Desired Results
Key Points
Atoms form bonds to become more stable by achieving a full octet
in its valence shell.
There are two main types of bonds: covalent bonds and ionic bonds
Formation and breaking of bonds cause chemical changes
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Skills and Knowledge
Students
will be able
to…
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Define the octet rule
Define ions
Explain how ions form
Determine the ion formed from each atom
Identify polyatomic ions
Define ionic bonding
Determine the ionic compound formed after
bonding
Name ionic compounds
Define covalent bonding
Draw a Lewis electron-dot diagram of molecular
compounds
Name covalent compounds
Define electronegativity and polarity
Identify polar and non-polar covalent compounds
Define intermolecular forces
Describe the types of intermolecular forces
Essential Questions
1. How to atoms achieve stability?
2. What is the basis of chemical change?
Vocabulary
Octet rule
Ions
Bond
Polyatomic ions
Ionic bond
Covalent bond
Double covalent bond
Triple covalent bond
Lewis electron-dot diagram
Salts
Molecules
Electronegativity
Polarity
Non-polar
Intermolecular forces
Charge
Criss-cross rule
Symmetrical molecule
Asymmetrical molecule
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Students
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Noble gases are stable because they have eight valence
electrons
Atoms will gain or lose electrons to achieve a full octet
Full octet = stability
Ions are charged atoms
Ions form by gaining or losing electrons to achieve a full
octet
Ions are positively charged if the atom loses electrons
and negatively charged if the atom gains electrons
Polyatomic ions are listed in Table E and are ions that
are made up of two or more elements
Ionic bonds form between metals and non-metals
An ionic bond require the transfer of electrons between two atoms so that both atoms can achieve a full octet
The criss-cross rule determines the molecular formula of
an ionic salt
The cation is always named first by the name of the
element
The anion is named second by dropping the ending of
the element of the element and replacing it with –ide
Covalent bonding is the sharing of electrons between
two non-metals so that each atom fulfills the octet rule
Lewis electron dot diagrams can be used to show the
bonding of atoms in a covalently bonded molecule
Numerical prefixes must be used to indicate the number
of atoms of each element present
Polarity is the difference in electronegativity between the
atoms that make up a compound
Polarity is the unequal sharing of electrons
Non-polar molecules are either symmetrical or are
diatomic
Molecules with a electronegativity difference of 0.6 are
usually polar; less than 0.6 are usually non-polar
Intermolecular forces refer to forces that attract one
molecule to another molecular
Dipole-dipole interactions occur between polar
molecules
Hydrogen bonding occurs between a partially positive
hydrogen and a partially negative atom like O, N, or F
Stage Two: Assessment and Evidence
Formative:
Summative:
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Assessments
Mastery of individual objectives will be measured by:
 Accuracy of individual work produced in class and as homework
 Summary Questions
 Exit Slips
Written exam with multiple opportunities/formats for testing mastery of each learning objective
Performance-based exam asking students to demonstrate competence in conducting and analyzing the results of a
simple experiment
Grading/Feedback
Comments/grades based on homework and class-work rubrics
Individual conferences during work time: I try to meet with each student individually at least once per work period (work time
in lesson)
Peer-editing: students switch work and check their partner’s accuracy. Students use peer editing form to provide specific
feedback for their classmate.
Informed Changes Based on Student Data
Me: Daily assessment of student mastery of objectives will help pace instruction (i.e. spend another day revisiting the learning
objective) and change the mode of instruction (i.e. reteach the concept in a different way to incorporate varying learning
modalities, etc.) Also, if it is evident that a certain topic is still challenging students, I will provide more opportunities to
practice the skill/concept during homework assignments, do-now’s, or in-class activities.
Students: Students will track their own mastery of objectives on their personal mastery charts and know which topics they still
have to work on. During our individual conferences, we can address these specific challenges and collaborate on an
individualized learning plan.
Stage Three: Instruction
Learning Activities and
Approaches
Kinesthetic:
Resources
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Weekly labs
Visual:
 Digital Presenter/overhead
 Video clips/internet
simulations
Auditory:
 Video/simulations
 group-discussion
Interpersonal:
 cooperative learning labs
Mathematical-logical:
 Inquiry based do nows
Artistic:
 Making posters, process charts
 Drawing particle diagrams
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Digital Projector, computer
Reading Materials
Poster paper, markers
Internet connection
Hand-outs and guided notes
Miscellaneous lab supplies
Day
1
Daily Lesson
Objectives and Aims
AIM: What is the
octet rule?
Objective 1: SWBAT
define the octet rule.
Standards
Potential Misunderstandings
Lesson Plan Notes
PS 5.2b Atoms attain a stable
valence electron configuration
by bonding with other atoms.
Noble gases have stable
valence configuration and
tend not to bond.
PS 5.2d Electron-dot
diagrams (Lewis structures)
can represent the valence
electron and arrangement in
elements, compounds, and
ions.
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AIM: What are ions
and how do they
form?
Objective 1: SWBAT
define ions.
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PS 5.2b Atoms attain a stable
valence electron configuration
by bonding with other atoms.
Noble gases have stable
valence configuration and
tend not to bond.
PS 5.2c When an atom gains
one or more electrons, it
Objective 2: SWBAT
explain how ions form. becomes a negative ion and
its radius increases. When an
atom loses one or more
electrons, it becomes a
positive ion and its radius
decreases.
AIM: How do we
PS 5.2c When an atom gains
determine the ion
one or more electrons, it
that will form from a becomes a negative ion and
given atom?
its radius increases. When an
atom loses one or more
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Review the definition of a
radius and make the
correlation to atomic size
as ions form.
While students may
understand what the
charge of the ion should
be, remember to reinforce
the definition of an ion and
how that is different from
an atom of the same
element.
Sometimes the students
have a hard time
understanding that the
polyatomic ions are in a
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Memorization of
polyatomic ion
contest.
Objective 1: SWBAT
determine the ion
formed from each
atom.
electrons, it becomes a
positive ion and its radius
decreases.
group and that they function
as one unit.
Objective 2: SWBAT
identify polyatomic
ions.
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AIM: What is an
ionic bond?
Objective 1: SWBAT
define ionic bonding.
Objective 2: SWBAT
determine the ionic
compound formed
after bonding.
PS 5.2a Chemical bonds are
formed when valence
electrons are: a) transferred
from one atom to another
(ionic) b) shared between
atoms (covalent) c) mobile
within a metal (metallic)
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Make sure to do ample
practice with criss-cross
rule using polyatomic ions.
PS 5.2g Two major categories
of compounds are ionic or
molecular (covalent)
compounds.
PS 5.2h Metals tend to react
with nonmetals to form ionic
compounds. Nonmetals tend
to react with other nonmetals
to form molecular (covalent)
compounds. Ionic compounds
containing polyatomic ions
have both ionic and covalent
bonding.
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AIM: How do we
name ionic
compounds?
Objective 1: SWBAT
name ionic
PS 5.2g Two major categories
of compounds are ionic or
molecular compounds.
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Remember to emphasize
that the roman numeral in
compound names with
transition metals
represents the charge
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For kinesthetic
learners, use paper
squares and have
students write out the
ions and each
square and think
about what the
molecular formula
would be if the ions
combined. This is a
good way for
students to also
visualize the
polyatomic ions
moving as a unit.
compounds?
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AIM: What is
covalent bonding?
Objective 1: SWBAT
define covalent
bonding.
Objective 2: SWBAT
draw a lewis electrondot diagram of
molecular
compounds.
PS 5.2a Chemical bonds are
formed when valence
electrons are: a) transferred
from one atom to another
(ionic) b) shared between
atoms (covalent) c) mobile
within a metal (metallic)
PS 5.2g Two major categories
of compounds are ionic or
molecular (covalent)
compounds.
PS 5.2h Metals tend to react
with nonmetals to form ionic
compounds. Nonmetals tend
to react with other nonmetals
to form molecular (covalent)
compounds. Ionic compounds
containing polyatomic ions
have both ionic and covalent
bonding.
PS 5.2e In a multiple covalent
bond, more than one pair of
electrons are shared between
two atoms. Unsaturated
organic compounds contain at
least one double or triple
bond.
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BEFORE actually applying
the criss-cross rule. Many
students think that when
they see Iron (III) oxide
that it actually refers to
Fe3O as opposed to Fe2O3.
Drawing Lewis-dot
diagrams of covalent
compounds is extremely
challenging for our students
because it is not as intuitive.
BREAK DOWN THE
STEPS!
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AIM: How do we
name covalent
compounds?
Objective 1: SWBAT
name covalent
compounds
PS 5.2g Two major categories 
of compounds are ionic or
molecular (covalent)
compounds.
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AIM: What skills can
we practice to
master bonding?
Objective 1: SWBAT
compare ionic salts
and covalent
molecules.
Objective 2: SWBAT
solve problems that
have to do with
bonding.
AIM: What is
polarity?
Objective 1: SWBAT
define
electronegativity and
polarity.
Objective 2: SWBAT
identify polar and nonpolar compounds.
All standards that have been
covered in this unit will be
reviewed here.
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PS 5.2j Electronegativity
indicates how strongly an
atom of an element attracts
electrons in a chemical bond.
Electronegativity values are
assigned according to
arbitrary scales.
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PS 5.2k The electronegativity
difference between two
bonded atoms is used to
assess the degree of polarity
in the bond.
PS 5.2l Molecular polarity can
be determined by the shape of
the molecule and distribution
of charge. Symmetrical
(nonpolar) molecules include
CO2, CH4, and diatomic
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Remind students that we
have to use numerical
prefixes for molecular
compounds because there
is no crisscross rule so we
don’t know what the
subscript should be.
This is a good day to do an
overarching review of the
difference in properties
between ionic salts and
molecular compounds
(boiling point, conductivity,
etc)
Remember to distinguish
the difference between a
polar bond and a polar
compound.
Review what symmetrical
and asymmetrical means.
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Doing a problem set
or station work
where students work
together is the best
way to conduct this
workshop. You could
also make it into a
game.
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Creating a checklist
flow chart to
determine polarity
may be useful.
Incorporate TONS of
practice.
For the Regents
these are the ones
that students need to
know: diatomic
gases (H2, F2, He2,
etc), CO2, H2O, CH4,
NH3, HF, HCl
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AIM: What are
intermolecular
forces?
Objective 1: SWBAT
define intermolecular
forces.
elements. Asymmetirical
(polar) molecules include HCl,
NH3, H2O.
PS 5.2m Intermolecular forces 
created by the unequal
distribution of charge result in
varying degrees of attraction
between molecules. Hydrogen
bonding is an example of a
strong intermolecular force.
Remember to relate
intermolecular forces to
high boiling point and
polarity.
Objective 2: SWBAT
describe the types of
intermolecular forces.
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REVIEW
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UNIT 6 TEST