School of Education WRITTEN LESSON PLAN

Service *Leadership*Competence*Character

Teacher Candidate – Tyler Anderson________________________________________ School – Hyrule High______________________________________________________

Mentor Teacher – Jo Mama_________________________________________________ University Coordinator – Mickey Mouse____________________________________
Grade/Subject- Chemistry 10_________Lesson Title – Ionic Bonds__________________________________________________________ Date – 12/07/09___________
Learning Targets
EALRs GLEs Objectives

EALR: 1. SYSTEMS: The student
knows and applies scientific concepts
and principles to understand the
properties, structures, and changes in
physical, earth/space, and living
systems.
Component: 1.1. Properties:
Understand how properties are used
to identify, describe, and categorize
substances, materials, and objects
and how characteristics are used to
categorize living things.
Physical Systems: 1.1.1. Understand the atomic Students will…
nature of matter, how it relates to physical and
chemical properties and serves as the basis for the 1.
structure and use of the periodic table.
2.
Physical Systems: 1.2.3. Understand the structure of
atoms, how atoms bond to form molecules, and that
molecules form solutions. 3.
Explain why elements want to gain or lose electrons.
Predict what elemental ions will form based on their position on the periodic
table.
Describe how atoms bond to form molecules by transferring electrons and
creating ionic bonds (e.g., sodium atoms transfer an electron to chlorine atoms
to form salt).

Component: 1.2. Structures:

Understand how components,
structures, organizations, and
interconnections describe systems.

Learning Experiences – What learning experiences are the Strategies for Creating an Inclusive,
Assessment – What will students do to students engaged in to demonstrate the learning target’s Supportive Learning Community – What
demonstrate competence specific to learning? knowledge and skills? strategies will be used to facilitate effective
classroom management at key points during
Be sure to align all assessments with their corresponding learning experiences. the lesson?
 Anticipatory Set (5 min.)
- Bell-Ringer: Watch Paula Abdul music video “Opposites Attract”
- Ask: “Can anyone guess what we will be talking about today?”
Lecture (20 min.)
- PowerPoint (3 parts):
- Say: “Today we will be learning about ions, ionic bonds, and ionic
compounds.”
Formative: Lecture will consist of a lot of dialogue and 1. Ions
interaction with the students. Many questions will be
asked in an effort to engage the students and assess Ask: “What is an ion?”
their understanding of the material. Define: An ion is an atom that carries a positive or negative
electric charge as a result of having lost or gained one or more
electrons.
Ask: “Why do atoms want to lose or gain electrons?”
Explain: To create a full valence (outermost) electron shell.
Atoms strive to be “noble”. Generally speaking, this means 8
electrons in the valence shell.
Show & Explain: Image of periodic table with number of
valence electrons. Image of periodic table with ionic charges.
2. Ionic Bonds
Videos:
Ionic Bond Tutorial (pages 2-12 only)
http://www.teachersdomain.org/asset/lsps07_int_ionicbonding/
Ionic and Covalent Bonding Animation (first 50 seconds only)
http://www.youtube.com/watch?v=QqjcCvzWwww
Ionic and Covalent Bonding Example (first 39 seconds only)
http://www.youtube.com/watch?v=yjge1WdCFPs&NR=1
3. Ionic Compounds
Say: “Now, lets use our knowledge of ions and how they
interact with each other to create some ionic compounds”
Explain: Student Bonding Activity (See below). Use
PowerPoint to explain the activity, giving examples and
walking the class through the entire procedure. Hand out
worksheet and blank nametags so students can create labels
with their elemental names and ionic symbols.
Bell-Ringer will act mostly as entertainment. Paula
Abdul is a popular celebrity that many students will
know from American Idol, but many probably don’t
know her from her music career in the 90’s. Song will
hopefully lead students to think about opposites
[charges] attracting to each other.
Lecture will provide direct instruction and will ensure
that students are introduced to all of the important
information about ionic bonding. PowerPoint will
provide visuals in order to compliment (not substitute)
oral lecture. Discussion throughout the lecture will
engage the students and help make sure they are
paying attention.
Videos will be especially beneficial for visual learners.
Because the concepts being discussed are
microscopic, videos will provide a visual example of
what cannot readily be seen. Animations will show
students what is actually happening in the creation of
ions and ionic bonds. Video of sodium and chlorine
combining to create salt provides a real-world
example of an ionic compound. This will make the
lesson more meaningful because salt is something
that the students deal with on a daily basis.
Explaining the upcoming activity as a whole class will
accomplish two things: 1) it will reinforce the concepts
being taught, and 2) it will ensure that students are
clear about the expectations and will encourage time
on task.
Formative: Activity will effectively assess student
comprehension of the material. The worksheet they
complete will address all 3 lesson objectives. As they
perform the activity, I will walk around the room asking
questions and assisting where necessary.
Formative: Worksheet will provide evidence of
learning.
Activity (20 min.) Activity allows students to use their imagination and
be creative, thus meeting the needs of artistic
- Student Bonding Activity: Have students pretend they are an learners. The activity is meant to reinforce the
imaginary element. They should create a name, an atomic symbol, concepts of ionic bonding in a fun way. Students will
specify how many electrons need to be lost or gained to become have the opportunity to interact with each other and
stable, and conclude what their ionic symbol is. move around the room. Social interaction and
- Explain: When formed, ionic compounds no longer have a charge, physical movement are important components of
the positive ions bond with negative ions to produce a neutral knowledge acquisition.
compound. Think of some possible compounds that you are able
to form with other elements. (You are not limited to 2 atom
compounds.)
- Explain: Each student element is to form five compounds with the
various student elements in the class. Remember that the overall
charge of the compound must equal 0. First, list what ions
combine to create a net charge of zero. Finally, write down the
compound that was formed, remembering that the cation(s) (+) go
first, then the anion(s) (-).
- Turn In: Have students turn in their completed worksheets at the
end of the period.

Formative: Closing discussion will provide one last
opportunity to informally assess the student’s
understanding of ionic bonds.
Closure (5 min.) Closure wraps up the day and gives students an
opportunity to share what they have experienced and
- Ask: “What elemental names did you come up with, and what was learned.
your ionic charge?”
- Discuss: What compounds did you form? Who made the largest
compound? What would your ionic compound be called? Etc.

Grouping of Students for Instruction Instructional Materials, Resources and Technology

During the student bonding activity, students will get into various groups depending on how their Computer, Projector, Student Bonding Activity Worksheet, Periodic Table, Blank Nametags
imaginary ions should combine. There is no telling how this will happen in advance.

Accommodations and Modifications Family Involvement Plan

Students with poor vision will sit in the front of the class to better see. If needed, students with Newsletter will be posted online describing what we
special needs will be given additional time to complete their worksheet as well as the help of a will be learning throughout the unit and how parents
partner. can help students on their homework.