Ionic Formulas Lesson Plan

Stage 1 Desired Results

Content Standard(s): Using TEKS

Standard
(7) Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The
student is expected to:
(A) name ionic compounds containing main group or transition metals, covalent compounds, acids,
and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules;
(B) write the chemical formulas of common polyatomic ions, ionic compounds containing main group
or transition metals, covalent compounds, acids, and bases;
(C) construct electron dot formulas to illustrate ionic and covalent bonds;
(D) describe the nature of metallic bonding and apply the theory to explain metallic properties such as
thermal and electrical conductivity, malleability, and ductility; and
(E) predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair
geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory.
Unpacked Standard(s): Essential Questions: (Module 2)

Students should be able to define ionic
bond
Students should be able to identify what
types of elements are involved in an
ionic bond
How does an ionic bond differ from other types
of bonds?
How do you determine the number of each
element in an ionic bond?
What are some real world examples of ionic
compounds you use in everyday life?

Students should understand the

mathematical relationship between the
various groups when bonding
Students should be able to write the
chemical formulas for ionic bonds
involving main group elements
Students should be able to write the
chemical formulas involving main group
elements and polyatomics
Students will set their own personal goals by:

Students were given their pre-assessment results and rubric. The students were given 15 minutes to set
some personal SMART goals.

Progress on students' personalized goals will be monitored by:

Student and teacher will collaboratively monitor progress on personal goals daily.
Rules and Procedures: As a guest teacher, its important that I follow the rules and procedures set forth by
the teacher. In my own classroom, the students assist me in developing rules and procedures. We post the
most important 5.

Rules:
Come prepared for class
Commit 100% to our work
Respect others opinions, personalities and preferences as we wish to be respected
Be confident in your ability to share ideas, opinions and thoughts
Respect authority.
Take responsibility for your own actions and duties
Request help when you need it.
Use safe practices at all times while in the lab
Cell phones are welcome when directed by a teacher
Seek win-win situations in every situation

Class Procedures:
Bring your textbook and any necessary materials to class every day.
Sit in your assigned seat
Check the board for the daily agenda and objectives and lessons when you first enter the classroom.
Complete warm-up or Do it Now activity
Minimize leaving the classroom except during assigned breaks.
If you have a question or comment please raise your hand unless we are having an open discussion.
Feedback/grading will be returned within one class period for short assignments/quizzes

Group Work:
Respect others opinions, personalities and preferences as we wish to be respected
During group activities please move quickly and quietly into groups.
Commit 100% to the group
Have pride in what you contribute

Stage 2 Assessment Evidence Directly Aligned to Content Standard

Pre-Assessment:

Pre-Assessment: Writing formulas for Ionic Compounds

1. What makes up an ionic compound?

A. NM+NM
B. M+NM.
C. P+NM
D. M+P
E. All of the above
F. B, C, D only
G. C, D only

2. Electrons are ___________in an ionic bond?

 A. Shared
B. Transferred
C. Kept with the element involved in bonding
D. Dancing
3. Metals ______electrons to have a ___charge, while non-metals ______electrons to have a ___charge?
A. lose, +, gain, -
B. lose, -, lose, -
C. gain, -, lose, +
D. gain, +, gain, -

4. What is the oxidation number (charge) on the Alkali Metals?

A. +1
B. +2
C. -1
D. -2

5. What is the oxidation number (charge) on Oxygen?

A. +1
B. +2
C. -1
D. -2

6. In a compound, the algebraic sum of the oxidation numbers (charges) of all atoms equals
A. The charge on the compound
B. 0
C. 1
D. 8

7. Which element is most likely going to react with Na?

A. H
B. Mg
C. Cl
D. Ar

8. What is the formula when Mg reacts with Br?

A. Mg2Br2
B. Mg2Br
C. MgBr
D. MgBr2

9. What is the formula when Na reacts with NO3?

A. NaN3O
B. NaNO3
C. NO3Na
D. Na3NO

10. What is the formula when Mg reacts with Phosphate (PO43-)?

A. MgPO4
B. Mg3PO4
C. Mg2(PO4)3
D. Mg3(PO4)2
Analysis of the pre-assessment results:

My student (daughter) took the pre-assessment and scored a proficiency level of 9/16. It is evident that she
recalled the very basics of an ionic bond, likely from prior science classes. (I.e. M+NM, + and charges coming
together, sum of charges to be 0, that electrons were transferred) She was unaware that + or charged
polyatomics could also be part of an ionic bond. While she was able to recall that the overall charge of a
compound would be zero, she could not consistently create the correct formula, which tells me, she does not
know why or how this overall charge of zero occurs.

Performance Task(s) or Assignment Description(s):

Expanding the definition of an ionic bond to include polyatomics.

Utilize an activity called ChemAssist to help her discover the oxidation number trend from the periodic
table as well as discover how atoms bond together to create an overall charge of zero. This is an
activity that is highly visual and allows students to physically move atoms around until they are able to
recognize the pattern.

Student will be able to get ionic bond formulas without using the ChemAssist cards.

Rubric:

Ionic Bonding Formulas

4 3 2 1
Objective
Advanced Proficient Partially Still Working on it
Proficient
I understand what *I understand that *I understand that *I understand that I am not sure how
an ionic bond is atoms are involved atoms are involved atoms are involved bonding occurs and
in bonding. in bonding. in bonding. cannot recall what
QUESTIONS 1-3 *Furthermore, I *Furthermore, I *Furthermore, I kind of charges are
understand that understand that understand that involved or the
ionic bonds are ionic bonds are ionic bonds are combinations of M,
made of + and made of + and made of + and NM and P that
charges coming charges coming charges coming make ionic
together. together. together. compounds.
*Ionic bonds can be *Ionic bonds can be *Ionic bonds can be
a) M+NM a) M+NM a) M+NM
b) P+ NM b) P+ NM b) P+ NM
c) M+ P c) M+ P c) M+ P
d) P+ P d) P+ P d) P+ P (None are present)

(All are present) (2 of the 3 are (1 of the 3 are

present) present)

I understand the *I understand that *I understand that *I understand that I am not sure what
mathematical metals give away metals give away metals give away the relationship is
relationship their electrons to their electrons to their electrons to between bonding
between the have a positive have a positive have a positive elements or why
various groups charge and that non charge and that non charge and that non certain groups tend
involved in ionic metals gain metals gain metals gain to bond with other
bonding. electrons to have a electrons to have a electrons to have a groups. I cannot
negative charge negative charge negative charge determine the
* I can determine * I can determine * I can determine oxidation number
the charge of an the charge of an the charge of an of an element.
QUESTIONS 4-6 atom using the atom using the atom using the
periodic table. periodic table. periodic table.
*I understand that *I understand that *I understand that
the opposite the opposite the opposite
charges attract in charges attract in charges attract in
such a way that such a way that such a way that
their oxidation their oxidation their oxidation
(charges) sum to (charges) sum to (charges) sum to
zero zero zero
 (All are present) (2 of the 3 are
present) (1of the three are
present)

I can write the I was able to write I was able to write I was able to write I am not yet able to
chemical formulas the chemical the chemical the chemical write the chemical
for ionic bonds formulas for all formulas for 80% formulas for half of formulas for main
involving metals questions involving of questions questions involving group elements
and non-metals. main group involving main main group
elements correctly group elements elements correctly
QUESTIONS 7-8 correctly
I can write the I was able to write I was able to write I was able to write I am not yet able to
chemical formulas the chemical the chemical the chemical write the chemical
involving main formulas for all formulas for 80% formulas for half of formulas for ionic
group elements and questions involving of questions questions involving bonds that include
polyatomics. polyatomics involving polyatomics polyatomics
correctly polyatomics correctly
QUESTIONS correctly
9-10

Score: ___________/16

Self Assessments: Formative Assessments, Summative Assessments,

etc.:
(Day 1) Student was given a multiple choice
pre-assessment and the results to compare Students will be given feedback as they work
against the rubric. The highlighted their through the essential questions
current level of understanding. Student used
their pre-assessment results and rubric to set Students will be given feedback as they work
SMART Goals for the lesson. through each problem in the activity
(Day 3) Student was given a post lesson
assessment in the form of a quiz. Using these Students will receive feedback from their exit
results, they again compared their responses tickets
to the rubric to identify areas of growth and
areas still needing addressed. Students asked Students will receive feedback after the Kahoot
to update SMART Goals.
review
 Students will take a post-lesson quiz and receive
feedback. Goals will be updated.

Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments

Learning Activities: (3 day lesson)

Intro: (Typically this is a pair activity)

DAY 1

(10 minutes-connection) Warm-up: Put students in pairs and have them answer the essential question
How does an ionic bond differ from other types of bonds? Have student/s write their answer on the
white boards, and think-pair-share their responses.

(15 minutes-curiosity) Activity Part 1: Student will be given a periodic table and the ChemAssist
activity set which includes elements from the periodic table sized by their respective charge. Student/s
should put these cards in order as the periodic table is arranged and take note of the trends in size they
see.

(10 minutes-concentration) Lecture. I will go over the trends they discovered and/or correct any
misconceptions I witnessed in interacting with the students during think-pair-share and trend discovery.
I will expand on the trends they noticed and introduce oxidation numbers and how they too follow a
trend on the periodic table. I will identify this trend and explain how when ions combine, the sum of
their overall charge must be zero.

(20 minutes-coherence) Activity Part 2: Students will trade partners. Students will be given a legal size
sheet of paper and told to fold it into 8 squares. Using the same set of cards, I will give them two main
group elements and ask if them to construct their formulas with the cards in such a way that the overall
charge sums to 0. We will work through the first example together, and the 2nd if needed. Each pair of
students will complete the remaining six practice problems. Each example will take up one square.
When students think they have the answer, they must request approval from me. Once received, they
will trace the compound cards, label the elements as M, NM, or P (To reinforce ionic combinations),
write the oxidation number of each element and write the correct formula for the ionic compound.

(5 minutes-connection) Exit Ticket: Write the formula for Mg and O.

DAY 2

(10 minutes-curiosity) Warm-up: Essential Question-What are some everyday items we use that have
ionic compounds in them? (Teacher call out-What would _____be like/taste like/function like without
 that?)

(10 minutes-coaching) Follow up- Change partners from prior day. Go over any misconceptions and/or
re-teach missed components from prior day.

(15 minutes-concentration) Activity Part 3: Repeat same activity on back of sheet. This time they will
be using main group elements and polyatomics

(20 minutes-curiosity/connection/context/coaching) Choice activity: Students can choose one of the

following activities to demonstrate competency:

a) Complete a practice worksheet

b) Design a brief lesson or power point explaining how to find ionic formulas

c) Have them analyze the ingredients in everyday items such as laundry detergent, salt, cleaning
products, an energy drink, a bottle of vitamins, the snack they brought to class (Identify the ionic
compounds, break them apart into ions and explain how the ions combine to make the ionic formulas
they see on the packages of everyday items.

(5 minutes-connection) Exit ticket: What do you feel confident about? So-So? Or Lost?

DAY 3

(15 minutes-concentration) Kahoot review

(15 minutes-coaching) Reteach concepts based on exit tickets from prior day and Kahoot results.

(15 minutes-context) Quiz on ionic formulas

(15 minutes-connection/coaching) Compare results to pre-assessment and re-evaluate/re-write learning

objectives if needed.

Stage 4 Feedback Strategies, including Timeliness

Students will know what they need to improve and work towards mastery by:

During the learning periods, mainly days 1-2, students will have their SMART Goals worksheet
out on their desks so that as I am walking around asking probing questions and checking their
work, I can be aware of their goals and also provide feedback as we move through the lesson.
The activity is set up such that they will require my feedback before they are free to move
forward. This is to ensure that they are successful as they move throughout the lesson and any
misconceptions or errors get corrected as they arise.
Exit tickets also allow students to demonstrate mastery of a concept and for me to identify
 problem areas and provide feedback, including positive feedback that can be used to update their
goals.
Day three there will be a multiple-choice formative assessment to see where they are at in
relation to their goals on this particular task. We will compare the results to their pre-assessment
and re-evaluate their learning goals.

References:

(n.d.). Retrieved April 24, 2017, from

http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html#112.35