Learning Task and Assignment#2

Ionic and Covalent Bonding

Lesson Plan on Ionic and Covalent Bonding

I. Subject Area: Chemistry

II. Topic and Core Standard: Ionic and Covalent Bonding 5.2.12.B.1

III. The Concept: Formation of polyatomic ions from covalent bonds, to create larger ionic bonds

IV. Essential Question: How are polyatomic ions created?

V. Objectives/ Student Learning Outcomes: Students will be able to describe what an ionic and covalent bond are, and how polyatomic ions are created

VI. Teacher Actions:

1. Planning: This is nearing the end of the topic of Ionic bonds for students. In lessons previous to this, while not done yet, I will be going more in depth in Ionic bonds before teaching them about Covalent bonds and the creation of a polyatomic ion. Students should already know many important pieces about ionic bonds, so conveying covalent bonds should go smoothly as they are closely related. This lesson will also be following a quiz on Ionic bonds thus I can further see if their skills for ionic bonds need to be developed before continuing with new material.

2. Motivate: At the start of class I will be giving a do now which will both reference material the class has recently started and help lead the way into the lesson as a whole. From here a follow up video/animation will be played to help keep the class on track with the topic, it will be a basic video, as anything too energetic would make the class unruly.

3. Teach: Dependent on the day this lesson occurs, Wednesday or Thursday, only one variation will occur. The lesson will begin with the do now and motivational animation video. Following this, depending on the day, will be a quick review of the quiz the class will be taking on Tuesday. At the conclusion the class will take a small amount of notes about the topic they are about to cover before working on a worksheet. Following this will be a small lab that students will break up into groups to complete. They will be tasked with creating ionic and covalent compounds according to a worksheet, wherein once it is complete one of these compounds will randomly be assigned to them for the group to create a poster in reference to it.

4. Image: The only images will be those displayed on the worksheets the students receive and the video presented at the start of class.

5. Ask:

Knowledge- Students will be able to define what a covalent bond is, as well as recognize what makes a polyatomic ion.

Comprehension- Students will be able to compare and contrast an Ionic and covalent bond.

Synthesis- Students will be able to create a note card by combining designated elements into cations, anions, and compounds.

Evaluation- Students will be able to take a specific compound from their notecard and create a poster that describes unique qualities about that compound in the real world.

6. Practice: Students will be able to practice skills taught to them after each individual topic is presented to them through examples in the notes. Classwork will also be given in worksheets that will be checked the following day as homework.

7. Create: Students will continue to make note cards involving the keywords in each slide, and if time permits will begin to make cards involving the creation of polyatomic ions bonding with ionic ions.

8. Presentation/Closure: Students will be given a wrap up slide at the time of the six minute bell; it will keep the students working while rounding out the day’s lesson. It will involve some ionic bonding, covalent bonding, and polyatomic ions.

9. Evaluation: The lesson will begin with a Do Now to assess the students’ prior knowledge of the subject. We will go over the do now, before handing back a quiz from the previous day and going over any problems the class had. I do not plan on spending more than ten minutes of the class time by the time these two aspects of the lesson are covered. Following this I will progress into the notes for the day and hopefully reach the end, if I am able to then one of two things will occur. A work sheet to evaluate the student’s comprehension of polyatomic ions will be given, and if more time is available students will begin work on the polyatomic ion note sheet. While possibly not started at the same time the ionic note card sheet and project will be given with a set of directions and a rubric for students to guide their project.

RUBRIC WILL BE SENT AS ATTACHMENT IN EMAIL

10. Accommodations: There are students that possess certain IEP’s that may require them to take more time, or be in a specific seat to hear the lesson better, as to this effect all accommodations have been met. Also to accommodate the class with only five computers I will set each of them in rounds, such that half way through the period the groups will switch off on the computers.

11. Role of Auxiliary Personnel: Depending on the class, I will have anywhere from one to three auxiliary personnel with me. Some of them will be allocated to specific students that require someone to be with them to keep them on track, while at other times the personnel can roam the classroom and make sure that students stay on target while also giving guiding questions when they see fit.

12. Summary of Assessment Data: This will be completed and recorded at the end of the lesson, and recovery/checking of assignments.

13. Family and Community: N/A

14. Reflection/Self Evaluation: To be completed at the end of the lesson.

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Resources Used

  1. For this lesson and lab, students were given time to work on computers within the classroom as well as in the computer lab. By using the periodic table to fill out the above note sheet, students would then be assigned one of the compounds, and instructed to research and discuss with the class a number of important facts about that substance.
  2. While the students would need to use the internet to research information, I also provided them with the substances so they can see the properties of the compound. From here many students would design their poster using PowerPoint, and were able to either present it using the Smartboard, or as a physical print out.

Directions for Poster

IMPORTANCE OF IONS

DIRECTIONS FOR POSTER

You have recently learned about Ionic bonding, and will extend your knowledge of the topic by learning about covalent bonds and polyatomic ions in the next few days. To assist with this a poster project will be assigned to each class to be completed for a grade.

While you will be allowed to work in groups, all students will be graded individually, so supporting your group is important to achieve a satisfactory grade for yourself

You will have time in class to work on these projects as a group. To assist in your project a rubric for the specific aspects I will be looking at will be given out to all groups. Also by following these simple concepts you can easily receive an excellent grade on the poster.

First a work sheet will be assigned in class to each individual to be completed as both classwork and if need be homework. From here groups can form. Students are allowed to work on projects on their own and may switch from group work to individually completing the project at any time, however switching from working alone or from one group to another, needs to be approved by the teacher.

Once the worksheet is completed and groups are formed a random compound will be given to each group. Students must then make a poster stating what their compound is as well as a several facts about it, these include:

· What is the cation and anion of the compound

· Charges of all ions in the compound

· The name of the compound

· The chemical formula

· At LEAST FIVE important aspects about this compound, this can include mass, density, boiling point and/or melting point, but must also include at LEAST THREE uses for this compound in the real world

o Yes the three uses you discover for your compound will count towards the mandatory five.

· PICTURES or DRAWINGS of the compound, as well as pictures or drawings of what the compound is used for. ANY images on the poster that are not related to the project or obscene pictures and/or terminology that is placed on the poster will result in scaled point deductions.

When grading these posters I will be looking for originality, team work, and of course, following the rubric very closely. If help is needed at any time please do not hesitate to talk your instructor(s).

https://drive.google.com/a/nyit.edu/file/d/0B5REyfFB4uzKampFWEl4cW5qSUU/edit?usp=sharing

Above is the link to the Rubric used.