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Comprehensive Lesson Plan (Blackburn High School)

Title Chemistry Duration of lesson 70 mins Class Size 24
Topic and Focus Bonding Year Level 10
Learning Intention:
To learn about ionic bonding.
Success Criteria:
I can identify characteristics of ionic bonding.

Key Vocabulary List: physical properties, chemical properties, shiny, tarnished, rate, ion, cation, anion, charged, particle, lattice structure.
AusVELS Key elements of standards to which lesson is
Domains Dimensions
Level focused


Assessment Strategies: questioning, worksheet completion, observation of practicum
Resources and Materials:
Projector, Laptop, Whiteboard, Paper, Stationery
ICT Considerations:
Projector Power Point
Connecting to Student Background Knowledge: What chemical properties are
Periodic table trends for elements.
Stage of lesson Student Action /Tasks Time Differentiated Learning Teacher Action

Introduction Do Now Discuss quietly with a 5 mins Marking roll and circulating, asking students what their answers are.
partner, what is a non-metal and (2:05)
what is a metal?
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Body of lesson Students listening to each other and 5 mins Going through Do Now, getting several responses from different students.
providing responses. (2:10)

Students listening to demonstration, 5 mins Introduce spoons card game. Have a demonstration of a game.
some of them will be asked to (2:15)
participate.

Students forming groups of 4+ to 5 mins Observing as students play spoons.

play spoons. (2:20)

Students listening and contributing 10 mins Explaining ionic bonding again

to recap of ionic bonding. (2:25) What does an atom need to be stable?
If an atom loses electrons, what charge does it have? What about if it
gains electrons?

Students providing
predictions/hypotheses for
properties based on how their
classmates are.
5 mins Lattice structure get students to come up and form a lattice
(2:35) What do you notice about the arrangement of them?
What could this imply about electrical conductivity?
What about strength
Do you think this looks very malleable?

Writing notes, answering questions 15 mins Naming Ionic Compounds

as necessary. (2:40) Does aluminium want to gain or lose electrons? What about fluorine?

10 mins Finding ionic partner activity

(2:55) Hand out cards to students to form groups of ionic compounds.
Get them to name their ionic compounds. Change partners over and over.
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Conclusion Conduct leave pass students
writing answer in their books
Why do you think ionic bonding occurs between positive and negative
ions?
Similar to metals, ionic compounds form lattices. What might this tell you
about the boiling point? Or the strength of the bond?
But dissimilar to metals, ionic compounds cant conduct electricity when
solid. Why is that? What are they missing?
10 mins
(11:35) Circulating as students work on questions 2.1.2 and 2.3. Answering
questions where necessary.
5 mins Instruct students to complete leave pass question.
(11:45)

Closure

Post Lesson Reflection: Need to explain the rules of spoons more. Give explanation then get them into groups.
n a second youre going to be in groups. But im going to explain the instructions first.
If you find a mistake during your lesson, then can own up to it, make a joke, or turn it into a learning opportunity.

Could deliberately make mistakes? See what this could be useful for.

Reflection on Student Learning: Students werent paying attention for the electrical conductivity section.
Use salt for demonstration Will this conduct electricity? Have videos for salt. Whats needed?Dont always need sea of electrons,
Reflection on Lesson: Was talking a lot over the students at one stage. Should be able to settle them easier, they arent a rowdy class.
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During the group demonstration that rory, Georgia, will, etc were part of. Need to show that the middle is also strong. What are the implications of this analogy?
What are the limitations of this model? See how students can understand how different representations dont have all the information.
What could cause these atoms to move?f I got a hammer to smash this thing, what would happen to the atoms?What are the forces, or interactions between the
atoms?

Follow-up:
Think more about the representations or models you use.
Need to have learning have a better flow. Shouldnt just consider teaching them stuff like a checklist.
Get students to argue. Keep asking different questions to get them to prove their statements. Teasing answers out of students gives them time to think about things. Give them
more time to think.
When asking questions, try to have materials they can reference. Ie, look at the period table, what group is this element in? How many electrons can they give or take.
Keep linking back to prior knowledge.

Another way of doing the element card game: Sort into groups, get each group to pair up ionic compounds and name them. Give them a pile of cards eachs.

Other Notes:
Georgia and Sol left the class at the start as Georgia was feeling upset.
Dominic: went to toilet at the start
Rory asked to go to toilet at 2:55 didnt let him till he insisted.
Less direct teaching means more opportunity to keep an eye on class and spot disruptive behaviour.

Make sure you make students aware that you are the one dismissing them orderly. Rather than them being dismissed by the bell.
Be direct and obvious when you want them to write something down.
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