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 for molecules with linear, linear, trigonal planar, or tetrahedral tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. Unpacked Standard(s): •
•
•
•
•
Students should be able to define ionic bond Students should be able to identify what types of elements are involved in an ionic bond
Essential Questions: (Module 2) •
•
•
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, it’s important that I follow the rules and procedures set forth by the teacher. In my own classroom, the student’s student’s assist me in developing rules and procedures. We post the most important 5.
• • • • • • • • • •
• • • • • • •
• • • •
Rules: Come prepared for class Commit 100% to our work Respect other’s 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 other’s 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. B. C. D.
Shared Transferred Kept with the element involved in bonding Dancing
to have a ___charge, while non-metals ______electrons ______electrons to have a ___charge? 3. Metals ______electrons to A. lose, +, gain, B. lose, -, lose, C. gain, -, lose, + D. gain, +, gain, 4.
What is the oxidation oxidation number number (charge) on the Alkali Metals? Metals? A. +1 B. +2 C. -1 D. -2
5.
What is is A. B. C. D.
6.
In a compound, the algebraic sum sum of the oxidation numbers (charges) of all atoms equals A. The charge on the compound B. 0 C. 1 D. 8
the oxidation number (charge) on Oxygen? Oxygen? +1 +2 -1 -2
7. Which element is most likely going to react with Na? A. H B. Mg C. Cl D. Ar 8.
What is is A. B. C. D.
9.
What is is the formula when Na reacts with NO3?
A. B. C. D. 10.
the formula when Mg reacts with Br? Mg2Br 2 Mg2Br MgBr MgBr 2
NaN3O NaNO3 NO3 Na Na3 NO
What is the formula formula when Mg reacts with Phosphate Phosphate (PO43-)?
A. MgPO4 B. Mg3PO4 C. Mg2(PO4)3 D. Mg3(PO4)2
Analysis of the pre-assessment results: !" $%&'()% *'+&,-%(./ %001 %-( 2.(3+$$($$4()% +)' $50.(' + 2.06757()5" 8(9(8 06 :;<=> ?% 7$ (97'()% %-+% $-( .(5+88(' %-( 9(." @+$75$ 06 +) 70)75 @0)'A 871(8" 6.04 2.70. $57()5( 58+$$($> *?>(> !BC!A B +)' D 5-+.,($ 5047), %0,(%-(.A $&4 06 5-+.,($ %0 @( EA %-+% (8(5%.0)$ F(.( %.+)$6(..('/ %.+)$6(..('/ G-( F+$ &)+F+.( %-+% B 0. D 5-+.,(' 208"+%0475$ 50&8' +8$0 @( 2+.% 06 +) 70)75 @0)'> H-78( $-( F+$ +@8( %0 .(5+88 %-+% %-( 09(.+88 5-+.,( 06 + 50420&)' F0&8' @( I(.0A $-( 50&8' )0% 50)$7$%()%8" 5.(+%( %-( 50..(5% 60.4&8+A F-75- %(88$ 4(A $-( '0($ )0% 1)0F F-" 0. -0F %-7$ 09(.+88 5-+.,( 06 I(.0 055&.$> Performance Task(s) or Assignment Description(s): •
JK2+)'7), %-( '(67)7%70) 06 +) 70)75 @0)' %0 7)58&'( 208"+%0475$>
•
L%787I( +) +5%797%" 5+88(' M-(4N$$7$% %0 -(82 -(. '7$509(. %-( 0K7'+%70) )&4@(. %.()' 6.04 %-( 2(.70'75 %+@8( +$ F(88 +$ '7$509(. -0F +%04$ @0)' %0,(%-(. %0 5.(+%( 5.(+%( +) 09(.+88 5-+.,( 06 I(.0> O-7$ 7$ +) +5%797%" %-+% 7$ -7,-8" 97$&+8 +)' +880F$ $%&'()%$ %0 2-"$75+88" 409( +%04$ +.0&)' &)%78 %-(" +.( +@8( %0 .(50,)7I( %-( 2+%%(.)>
•
G%&'()% F788 @( +@8( %0 ,(% 70)75 @0)' 60.4&8+$ F7%-0&% &$7), %-( M-(4N$$7$% 5+.'$>
Rubric: Ionic Bonding Formulas Objective
4 Advanced
3 Proficient
2 Partially Proficient
1 Still Working on it
I understand what an ionic bond is QUESTIONS 1-3
*I understand that atoms are involved in bonding. *Furthermore, I understand that ionic bonds are made of + and – charges coming together. *Ionic bonds can be a) M+NM b) P+ NM c) M+ P d) P+ P
*I understand that atoms are involved in bonding. *Furthermore, I understand that ionic bonds are made of + and – charges coming together. *Ionic bonds can be a) M+NM b) P+ NM c) M+ P d) P+ P
*I understand that atoms are involved in bonding. *Furthermore, I understand that ionic bonds are made of + and – charges coming together. *Ionic bonds can be a) M+NM b) P+ NM c) M+ P d) P+ P
(All are present)
(2 of the 3 are present)
(1 of the 3 are present)
I am not sure how bonding occurs and cannot recall what kind of charges are involved or the combinations of M, NM and P that make ionic compounds.
(None are present)
*I understand that *I understand that *I understand that I am not sure what metals give away metals give away metals give away the relationship is their electrons to their electrons to their electrons to between bonding have a positive have a positive have a positive elements or why charge and that non charge and that non charge and that non certain groups tend metals gain metals gain metals gain to bond with other 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. atom using the atom using the atom using the QUESTIONS 4-6 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
I understand the mathematical relationship between the various groups involved in ionic bonding.
(All are present)
I can write the chemical formulas for ionic bonds involving metals and non-metals.
(2 of the 3 are present)
I was able to write the chemical formulas for all questions involving main group elements correctly
(1of the three are present)
I was able to write the chemical formulas for 80% of questions involving main group elements QUESTIONS 7-8 correctly I can write the I was able to write I was able to write chemical formulas the chemical the chemical involving main formulas for all formulas for 80% group elements and questions involving of questions polyatomics. polyatomics involving correctly polyatomics QUESTIONS correctly 9-10
I was able to write the chemical formulas for half of questions involving main group elements correctly
I am not yet able to write the chemical formulas for main group elements
I was able to write I am not yet able to the chemical write the chemical formulas for half of formulas for ionic questions involving bonds that include polyatomics polyatomics correctly
Score: ___________/16
Self Assessments: •
•
(Day 1) Student was given a multiple choice pre-assessment and the results to compare against the rubric. The highlighted their current level of understanding. Student used their pre-assessment results and rubric to set SMART Goals for the lesson. (Day 3) Student was given a post lesson assessment in the form of a quiz. Using these results, they again compared their responses to the rubric to identify areas of growth and areas still still needing addressed. Students asked to update SMART Goals.
Formative Assessments, Summative Assessments, etc.: •
•
•
•
Students will be given feedback as they work through the essential questions Students will be given feedback as they work through each problem in the activity Students will receive feedback from their exit tickets Students will receive feedback after the Kahoot 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 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 p eriodic 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 a s the periodic table is arranged and take note of the trends in size they see. (10 minutes-concentration) Lecture. I will go over the 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 Activity Part 2: Students will trade partners. Students will be given a legal size 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 nd charge sums to 0. We will work through the the first example together, and the the 2 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, answer, they must request approval from 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/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. sheet. This time they 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 be fore 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 c oncept and for me to identify iden tify
•
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 pre-assessment and re-evaluate their learning goals.
P(6(.()5($Q
(n.d.). Retrieved April 24, 2017, from http://ritter.tea.state.tx.us/rul http://ritter.t ea.state.tx.us/rules/tac/chapter112/ch112c.html#112.35 es/tac/chapter112/ch112c.html#112.35
