Title for the Conceptual Area:

The Bonding Game

Material & Safety Considerations:

• Small round coloured balls, approximately 10 per student
(ex. Ping-pong balls, mints, candies, or chocolates can be used).
• Element Name Tags (only main group elements).
• Worksheet
• Beakers (for students to carry around their electrons)
• Periodic Table

• Safety Issues: Ensure students have adequate working space. (ie. Move desks to
side of the room)

Curriculum Connections:
This topic fits into the Senior 2 Science curriculum in Cluster 2: Chemistry in Action. Particularly,
this can be used to achieve the following outcomes:

• S2-2-01: Relate an element’s position on the periodic table to its combining

capacity (includes valencey and the octet rule).
• S2-2-02: Explain, using the periodic table, how and why elements combine in
specific ratios to form compounds.
• S2-2-03: Write names and formulas of binary ionic compounds.

Instructional Sequence:

Introduction to Lesson
• Explain that we will be doing a review of covalent and ionic bonding.
• Review the Lewis dot diagram and why it is a practical model for use in
representing bonds.
• Review of the trends of the periodic table
• Review of the characteristics of ionic and covalent compounds.
(Proceed to do a verbal review with the students of these concepts.)
• Use their explanations as a starting point to develop this concept at the
psychological level following the activity.
Evidential Level:
• Have the candies/ balls in beakers, separated by colour, and the name tags
arranged at the front of the room before students arrive. This will create
curiosity as to what is going to come.
• Explain “The Bonding Game” activity:
 Each student will receive and wear a name tag that has the chemical
symbol from one of the following chemical families: alkali metals,
alkaline earth metals, chalcogens, or halogens (ie. the main group
elements).
 Ask the student to determine how many valence electrons they will
have being their element and what they would look like in ion form.
Encourage the students to use their periodic table.
 Each student will receive a worksheet that contains a chart. Tell the
students that they will have to record their ion charge in this chart.
 The students should then come to the front of the room to pick-up
their valence electrons.
o This will be the candy/ball. Ensure that the students select
the same colour of candies/balls because these will represent
their valence electrons. Ensure that there is a sufficient
amount so that each student can pick up at least 3-4 sets of
these valence electrons.
 Each student then will walk around the room to find another element
(student) to bond with. They will record that element’s symbol in ion
form in the chart. They will then use their electrons to complete
each other’s octet while determining, using the periodic table and
the rules discussed at the beginning of class, if they are
transferring or sharing their electrons.
 They will record these results on their chart and each member will
have to agree on a correct name for the compound that they
“created” before they move on to another person.
 After they "bonded" with 5 other students to create a total of 5
different compounds they must check their compound names with
you (teacher). If they are correct, they should pick up another name
tag and complete another 5 bonds.
 Try to allow each student to complete 20 different compounds.
(Allow 10-15 minutes for students to complete 5 bonds, therefore
allow for 40 minutes)

Psychological Level:
This lesson is primarily at the psychological level as it is a review (does not introduce a new
topic). It is an activity that serves to enhance the students understanding of an abstract
topic by creating a model through role-play. This is accomplished by allowing the student to
become the element and physically share and transfer (lose and gain) electrons
(candies/balls). The students have to actively participate by seeking possible matches with
other classmates and together recognizing possible bonds. The students are using the

Sangeeta Kauldher & Sheri MuggabergSangeeta Kauldher & Sheri Muggaberg

 knowledge they have acquired about bonding, ionic and covalent compounds, and the trends
of the periodic table learned from previous lectures.

 After students completed the activity ask them to move their desks
back and take a seat.
 Ask the following questions:
1. Why do Ionic bonds form?
2. How do you create an ionic bond?
3. What type of compound forms ionic bonds?
4. What types of atoms form an ionic bond?
5. What type of compound forms covalent bonds?
6. What type of atoms is used to form covalent bonds?
7. Why do covalent bonds form?
 Ask the students to record their observations and answers to the
above questions in their notebooks.

Theoretical Level:
Using the student’s answers to the questions asked above, make a chart on the board that
discusses the similarities and differences of the two types of bonding that the students
can add to their notes. Have a few students share the bonds they discovered with the class.
Ask the students to work out these examples using Lewis Dot structures. This will allow the
student to pictorially record what they physically did with their valence electrons. During
this time you (teacher) should address some of the preconceptions that the students may
have about chemical bonding. Using previously stated student explanations as a starting
point if needed.

As we are working through these examples, you (the teacher) should start foreshadowing
the importance for learning the correct method for bonding. Start discussing that naming
elements will become more difficult and that we have to follow certain rules so the proper
method of bonding is crucial to complete the upcoming tasks successfully.

Sangeeta Kauldher & Sheri MuggabergSangeeta Kauldher & Sheri Muggaberg

 Preconceptions:

Student’s Thinking Explanation

• Molecules are glued together • Forces of attraction hold molecules

• Ionic pairs, such as Na+ and
Cl-, are molecules
• Bonds within "ionic
molecules" are stronger than
inter-molecular forces.
• Na+Cl- bonds are not broken
in dissolving; only inter-
molecular bonds are broken
• Electron pairs are equally
shared in all covalent bonds
together, not glue.
• Ions are not considered molecules,
which contain covalent bonds. A
better word to use for ionic pairs in
ionic compounds may be formula unit
• Ionic compounds are not composed
of "molecules", but of ions which are
attracted to one another. For
example, an Na+ ion that is surrounded
by Cl- ions is attracted to all of the Cl-
ions, even though they are not all
considered part of the "formula unit".
It is these bonds that are broken
when the ionic compound is dissolved
in water, resulting in Na+ and Cl- ions.
• Electrons pairs are not shared
equally in all covalent bonds. In some,
one atom attracts the electron pair
more than the other atom (i.e. a
difference in electronegativity), and
causes the electron pair to be closer
to it than to the other atom.

Make the connection between the students’ preconceptions about bonding and the actual facts of
bonding. Explain to the students that the Lewis dot diagram is only a model or representation of
what an atom actually looks like, and that it is used to explain the trends that are observed during
bonding of atoms. Address the preconception that covalent bonding is an equal sharing of electrons.
Explain that this is not the case and that equal sharing only occurs if the two atoms bonded are
identical. Do not get into an explanation of electronegativity as this is not in the Senior 2
curriculum.
Address the preconception that electrons are "lost" or "gained". Students may think this implies
that matter is not conserved. Explain to the students that matter is neither created nor destroyed
during bond formation and that matter/electrons are simply transferred referring back to Atomic
Theory.

Sangeeta Kauldher & Sheri MuggabergSangeeta Kauldher & Sheri Muggaberg

Extensions:
o Get students to line up in families with their name tags on and valence
electrons, creating a human periodic table.
 Discuss family trends
 Reactivity trends – who can bond with who?
o Use to review Lewis Dot Structures
o To demonstrate the formation of diatomic molecules.

Conclusion:
This activity is designed to serve as a review of many new concepts in chemistry. It is useful
for the S2 Science Chemistry cluster because is reinforces many of the new abstract
concepts. The students can engage in an activity that allows them to become a Lewis Dot
model of bonding between different elements of the periodic table. Following the activity
there is an opportunity to address many of the preconceptions that students will have about
bonding and the behaviour of electrons and elements during bonding as well as
foreshadowing upcoming topics.

Note: The above activity follows the 3 levels of the LEP Model in a manner that is interconnected
and continuous. Ie. The levels are not distinctly separated, but are blended together.

References:
http://educ.queensu.ca/~science/main/concept/chem/c07/C07CDTL1.htm
http://sciencespot.net/Media/chembond.pdf

Sangeeta Kauldher & Sheri MuggabergSangeeta Kauldher & Sheri Muggaberg

 Name: _______________________________________________

When you find another classmate ion which you can bond, write in each symbol and charge. Then
write the new compound formed by combining the two. Give the compound’s name and determine if it
is an ionic or covalent bond.
Remember:
• You cannot “bond” until you and your partner agree on a chemical
formula and name.
• You must check with your teacher after completing 5 bonds and get a
new element.
• Positive ions only bond with negative ions and vice versa!

+ Ion - Ion Compound Name Type of

Bond
Mg2+ Cl- MgCl2 Magnesium Chloride Ionic

Have Fun!

Sangeeta Kauldher & Sheri MuggabergSangeeta Kauldher & Sheri Muggaberg