UNIT COVER PAGE
Chem/Phys
Bremen Dist. 228
School District:
Department:
Unit Title: Chemical Bonding
Science
Course:
Grade Levels:
Chem/Phys
10
Topic Areas:
Time Frame:
3 weeks
Unit Designer(s):
Date Created:
03/14/05
Date Modified:
Ron Czarnecki
Link to State Standards
11.A
12.C
13.A
Know and apply the concepts, principles and processes of scientific inquiry.
Know and apply concepts that describe properties of matter and energy and the
interactions between them.
Know and apply the accepted practices of science.
Link to Department Learner Program Outcomes (LPO)
5.9
5.10
5.12
5.13
The learner will understand and use scientific and/or technological instruments to make
observations and/or measurements.
The learner will understand the terminology and concepts of science to explain
scientific phenomena.
The learner will demonstrate and apply the scientific method to real life and/or lab
situations by collecting, analyzing and/or evaluating data in a safe, accurate and
objective manner.
The learner will understand and use basic mathematical concepts and solve scientific
problems.
Summary of Unit
This unit will cover ionic, covalent and other kinds of bonds, along with nomenclature for
chemical compounds.
Resources
Worksheets, element/ion bingo game, ion dating game, molecular model kits, “Come Together”
internet activity.
Key Words
ionic, covalent, metallic, hydrogen bonds, electronegativity, polarity, polyatomic, molecules,
anion, cation, ion.
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
atoms will bond in different ways depending on their atomic structure.
it is important to name compounds in a standard format.
Essential Questions
1. How would you role-play the difference between ionic and covalent bonds?
2. How would you recognize ionic and covalent bonds in a list of ingredients for a
product you use every day?
3. What are the similarities and differences of the different types of bonds you’ve
learned?
4. How would you illustrate a covalent bond?
5. How do you write correct chemical formulas and name compounds?
6. What determines whether a bond is ionic, covalent, or metallic?
Knowledge and Skills
Students will know
ionic bonds, covalent bonds, electronegativities, oxidation numbers and naming
rules (ionic—standard; covalent—use prefixes)
Students will be able to
name compounds from their formulas
write formulas from compound names
explain the difference between types of bonds
determine whether bonds are ionic or covalent given element identities (formulas
or names)
draw Lewis Dot diagrams
Students will be familiar with
hydrogen bonds, polarity, intermolecular forces.
metallic bonds
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Ionic and covalent bonding analysis
Other Assessments (brief description)
Create a flowchart to explain how to tell apart types of bonds
Draw a picture/cartoon to illustrate a type of bond
Practice worksheets for formula writing and compound naming
Role-play the formation of a compound
Ion Dating Game
Ion Bingo Game
“Come Together” internet activity
Quizzes
Tests
Labs
Activities
Homework
Magnesium oxide (demo or lab)
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Use district reading strategies
Use visual organizers (i.e., concept maps, etc.)
Post unit objectives, essential questions
H
How will you hook students at the beginning of the unit?
Ion Bingo
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Give students the “Ion Dating Game” to help them learn how to form ionic compounds.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Students can work in groups to help correct each other’s mistakes and help each other learn the
correct procedure.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
By using the activity in which students will record and classify the compounds found in
products they use everyday, or a “compound scavenger hunt.”
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
By using engaging activities (such as the scavenger hunt, role playing, etc.) that all students
can be successful with.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
We will begin by teaching the concept of bonding, then naming bonds and writing formulas.
An optional finish is molecular geometry.
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
What determines whether a
bond is ionic, covalent or
metallic?
Interpretation
Application
How would you illustrate
a covalent bond?
How do you write
correct chemical
formulas and name
compounds?
Chemical
Bonding
Empathy
Perspective
How would you role-play
the difference between ionic
and covalent bonds?
Self-Knowledge
What are the similarities
and differences of the
different types of bonds
you’ve learned?
How would you recognize ionic
and covalent bonds in a list of
ingredients for a product you
use every day?
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Student Performance Task
Unit: Chemical Bonding
Task: Self-Knowledge
Course: Chem/Phys
Time Frame: 2 days
Overarching Understanding:

Students will understand that the application of chemical knowledge will foster a
greater understanding of societal, ethical and technological issues such as
alternative energy, chemical weaponry, etc.
Enduring Understanding:

Students will understand that atoms will bond in different ways depending on
their atomic structure.
Essential Question:

How would you recognize ionic and covalent bonds in a list of ingredients for a
product you use every day?
Vignette:
You are a chemical product analyst working for the Federal Drug Administration.
The FDA has recently begun to reclassify non-toxic items based upon their bonding
properties. These items need to be clearly labeled as having ionic or covalent bonds. It
is your job to identify the types of bonding present in a common household item,
containing five or more ingredients and present your results to the president of the
FDA.
Standard:
You will be graded with the following rubric:
 5 items correctly labeled – 5 points
 Bring in item – 10 points
 Full list of ingredients – 10 points
 Complete data table – 20 points
 Identification of bond type – 10 points
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Chem/Phys
Chemical Bonding Performance Task
Name: ____________________________
Per: _____________ Date: ___________
Name of Item: ___________________________
Ingredients:
Place each ingredient name into the appropriate column below:
Ionic Bonds:
Covalent Bonds:
Unknown:
Take three (3) unknown ingredients and do some research to find out the type of bond it
has:
Unknown Ingredient:
1.
2.
3.
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Type of Bond:
Performance Task Blueprint
Unit:
Chemical Bonding
Topic Area:
Types of Bonds
Goal
To identify the type of bonding present in common household items.
Role
You are a chemical product analyst.
Audience
The Federal Drug Administration
Situation
The FDA has recently begun to reclassify non-toxic items based upon
their bonding properties. These items need to be clearly labeled as ionic
or covalent bonds.
Product or
Performance
Bring in one item that is a mixture, which contains at least five or more
ingredients.
Standards
5 items correctly labeled (5 pts)
Bring in item (10 pts)
Full list of ingredients (10 pts)
Complete Data Table (20 pts)
Type of bond identified (10 pts)
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Type: Self-Knowledge
Time Frame:
Creating Possible Performances
Performance
verb
Performance
Generalization
Possible performances for
Chemical Bonding
(topic/unit)
Facet One: Explanation
1.
Explain what determines whether a bond is
ionic, covalent or metallic
By
Designing a flowchart to
illustrate the process you
need to go through to
determine which is which.
Facet Two: Interpretation
2.
Illustrate one type of bond
by
Drawing a picture or cartoon.
Facet Three: Application
3.
Demonstrate the correct way to write
compounds and formula names
by
Completing a worksheet.
Facet Four: Perspective
4.
Compare and contrast the different
types of bonds
by Writing a story about a day in the life of
an atom that illustrates at least two
different types of bonds and the
differences between them.
Facet Five: Empathy
5.
Consider the differences between
ionic & covalent bonds
by
Role-playing the formation of a compound.
Facet Six: Self-Knowledge
6.
Recognize ionic and covalent compounds
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by
Listing the compounds found in
everyday products and classify
them based on their names.