Lesson Plan Title: Ionic Bonding

Date: March 28
Subject: Science Grade: 10
Topic: Chemical Reactions
Essential Question: Why do we need to understand the name, structure, and formula of chemical
compounds?

Materials:
Computer Lab or Class Laptops or Cell Phones
Ionic Bonds Match Making Cards and Worksheet

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will need to understand the process of ionic binding using charges, the concept of the octet rule, and
how to name binary ionic compounds. Also, they will learn how to work together with bits of information to
create a chemical compound.

Broad Areas of Learning:

Lifelong Learners: Students will work together to come up with a variety of ionic compounds that can be
formed using the ions given. Their curiousity will hopefully be engaged through both the simulation the main
activity.

Cross-Curricular Competencies:
Developing Identity and Interdependence: Students will have to work together to create success. They will
have to learn skills pertaining to understanding and care of their classmates thoughts, opinions, and
knowledge.

Outcome(s):
SCI10-CR2: Name and write formulas for common ionic and molecular chemical compounds, including acids
and bases.

PGP Goals:
3.2: the ability to use a variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual
beings

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
Formative assessment will happen throughout the class while I am teaching to ensure that the students
understand what they are learning. While I am teaching, students will be asked yes or no questions in which
they will have to answer with thumbs up or down.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
Students will submit their assignment worksheet to determine their knowledge and abilities to form ionic
compounds.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Ionic Bonds Simulation

 Using phones or computers, students will Google “PBS Learning Media Ionic Bonding” and launch the
first choice
 They will complete steps 1-13 on their own to introduce the idea of ionic bonds

Main Procedures/Strategies:

Review
 Review last classes material: Lewis dot structures, gaining or lending electrons, and charges
Octet Rule
 Explain the concept of the octet rule
 Atoms arrange themselves in such a way to create a full outer shell of 8 valence electrons by forming
ions
Naming Binary Ionic Bonds
 Walk students through the process of naming ionic binary bonds using examples
 Step 1: List the metal first, followed by the non-metal
 Step 2: Change the suffix of the non-metal to be “ide”
Ionic Binds Match Making Activity
  Students will be each given a small card, one with the name of a metal and the other with the name
of a non-metal. They will have to figure out a write down the Lewis diagram, the symbol and the
charge of the element.
 Once their info is complete, students will have to move around the class and find their “perfect
match” based on the charges of each atom
 Once found, the pairs of students will come up with and record the name and formula of the
compound they formed on the worksheet

Adaptations/Differentiation:
The student with social anxiety will be given multiple metals and non-metals to complete the assignment on
their own without having to work with all of their classmates.
Images and step-by-step instructions for naming and bonding will be provided for the student with the
learning disability.
The simulation will allow visual learners to benefit from a visual representation of ionic bonding.

Closing of lesson:

Students will count up the points they have based on the amount of correct bonds that they have created
while match making.

Personal Reflection:
This was a lesson that I was super excited for. I wanted something that was different from anything else
the students usually do in their class, and I wanted to get the students communicating between themselves,
hence the Match Making activity. I started off with the simulation as a way to more easily demonstrate the bond
between different charged ions. The students seemed to really enjoy the visual aspect of the simulation. There
was a need for a little bit of direct teaching and review so that the students would be able to successfully
complete the assignment and the shorter teaching time went well.
When it came time for the main activity, there was a large mix in the engagement with students. Some
students really enjoyed being able to learn from and work with a variety of their classmates. These were the
students who made it clear that they learned the concept from the activity and were able to successfully
complete the worksheet. However, there was also a large portion of the students who took this as a time to be
social rather than complete their work. They struggled with what they were supposed to do but didn’t ask
questions for clarification.
My cooperating teacher gave me important feedback, while the idea behind the activity is great and
allows for a more engaging social aspect, the group of students need to be completely trustworthy to ensure
overall success. Since I only see the students twice a week, I did not have the relationship with all of the
students that allowed for overall success. In the future, I would keep this lesson, but try and wait to do it with a
group that I am more familiar and comfortable with, knowing how the lesson should go based on the students in
the class.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Element: Lithium Element: Sulfur

Symbol: ________ Symbol: ________

Lend or Borrow Lend or Borrow

Electrons? Electrons?

Charge: _______ Charge: _______

Element: Fluorine Element: Aluminum

Symbol: ________ Symbol: ________

Lend or Borrow Lend or Borrow

Electrons? Electrons?

Charge: _______ Charge: _______

Element: Sodium Element: Phosphorus

Symbol: ________ Symbol: ________

Lend or Borrow Lend or Borrow

Electrons? Electrons?

Charge: _______ Charge: _______

Element: Chlorine Element: Beryllium

Symbol: ________ Symbol: ________

Lend or Borrow Lend or Borrow

Electrons? Electrons?

Charge: _______ Charge: _______

Element: Magnesium Element: Nitrogen

Symbol: ________ Symbol: ________

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Electrons? Electrons?

Charge: _______ Charge: _______

Element: Oxygen Element: Boron

Symbol: ________ Symbol: ________

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Electrons? Electrons?

Charge: _______ Charge: _______

Element: Calcium Element: Potassium

Symbol: ________ Symbol: ________

Lend or Borrow Lend or Borrow

Electrons? Electrons?

Charge: _______ Charge: _______