Written Lesson Plan Template



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 |Physical Systems: 1.1.1. Understand the atomic nature of matter,|Students will… |

|scientific concepts and principles to understand|how it relates to physical and chemical properties and serves as| |

|the properties, structures, and changes in |the basis for the structure and use of the periodic table. |Explain why elements want to gain or lose electrons. |

|physical, earth/space, and living systems. | | |

| |Physical Systems: 1.2.3. Understand the structure of atoms, how |Predict what elemental ions will form based on their position on the periodic table. |

|Component: 1.1. Properties: Understand how |atoms bond to form molecules, and that molecules form solutions.| |

|properties are used to identify, describe, and | |Describe how atoms bond to form molecules by transferring electrons and creating ionic bonds (e.g., |

|categorize substances, materials, and objects | |sodium atoms transfer an electron to chlorine atoms to form salt). |

|and how characteristics are used to categorize | | |

|living things. | | |

| | | |

|Component: 1.2. Structures: Understand how | | |

|components, structures, organizations, and | | |

|interconnections describe systems. | | |

|Assessment – What will students do to demonstrate competence |Learning Experiences – What learning experiences are the students engaged in to |Strategies for Creating an Inclusive, Supportive Learning |

|specific to learning? |demonstrate the learning target’s knowledge and skills? |Community – What strategies will be used to facilitate |

| | |effective classroom management at key points during the lesson?|

|Be sure to align all assessments with their corresponding learning experiences. | |

| | | |

| |Anticipatory Set (5 min.) | |

| | | |

| |Bell-Ringer: Watch Paula Abdul music video “Opposites Attract” |Bell-Ringer will act mostly as entertainment. Paula Abdul is a|

| |Ask: “Can anyone guess what we will be talking about today?” |popular celebrity that many students will know from American |

| | |Idol, but many probably don’t know her from her music career in|

| |Lecture (20 min.) |the 90’s. Song will hopefully lead students to think about |

| | |opposites [charges] attracting to each other. |

| |PowerPoint (3 parts): | |

| |Say: “Today we will be learning about ions, ionic bonds, and ionic compounds.” | |

| | | |

| | | |

| |Ions |Lecture will provide direct instruction and will ensure that |

|Formative: Lecture will consist of a lot of dialogue and | |students are introduced to all of the important information |

|interaction with the students. Many questions will be asked in |Ask: “What is an ion?” |about ionic bonding. PowerPoint will provide visuals in order |

|an effort to engage the students and assess their understanding |Define: An ion is an atom that carries a positive or negative electric charge as a |to compliment (not substitute) oral lecture. Discussion |

|of the material. |result of having lost or gained one or more electrons. |throughout the lecture will engage the students and help make |

| |Ask: “Why do atoms want to lose or gain electrons?” |sure they are paying attention. |

| |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. | |

| | | |

| |Ionic Bonds | |

| | | |

| |Videos: | |

| | |Videos will be especially beneficial for visual learners. |

| |Ionic Bond Tutorial (pages 2-12 only) |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|

| |Ionic and Covalent Bonding Animation (first 50 seconds only) |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 |

| |Ionic and Covalent Bonding Example (first 39 seconds only) |because salt is something that the students deal with on a |

| | |daily basis. |

| | | |

| |Ionic Compounds |Explaining the upcoming activity as a whole class will |

| | |accomplish two things: 1) it will reinforce the concepts being |

| |Say: “Now, lets use our knowledge of ions and how they interact with each other to |taught, and 2) it will ensure that students are clear about the|

| |create some ionic compounds” |expectations and will encourage time on task. |

| | | |

| |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. | |

| | | |

| |Activity (20 min.) |Activity allows students to use their imagination and be |

| | |creative, thus meeting the needs of artistic learners. The |

| |Student Bonding Activity: Have students pretend they are an imaginary element. They |activity is meant to reinforce the concepts of ionic bonding in|

| |should create a name, an atomic symbol, specify how many electrons need to be lost or |a fun way. Students will have the opportunity to interact with|

|Formative: Activity will effectively assess student |gained to become stable, and conclude what their ionic symbol is. |each other and move around the room. Social interaction and |

|comprehension of the material. The worksheet they complete will|Explain: When formed, ionic compounds no longer have a charge, the positive ions bond |physical movement are important components of knowledge |

|address all 3 lesson objectives. As they perform the activity, |with negative ions to produce a neutral compound. Think of some possible compounds that|acquisition. |

|I will walk around the room asking questions and assisting where|you are able to form with other elements. (You are not limited to 2 atom compounds.) | |

|necessary. |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. | |

| | | |

| |Closure (5 min.) | |

| | | |

| |Ask: “What elemental names did you come up with, and what was your ionic charge?” | |

| |Discuss: What compounds did you form? Who made the largest compound? What would your | |

| |ionic compound be called? Etc. |Closure wraps up the day and gives students an opportunity to |

| | |share what they have experienced and learned. |

|Formative: Worksheet will provide evidence of learning. | | |

| | | |

|Formative: Closing discussion will provide one last opportunity | | |

|to informally assess the student’s understanding of ionic bonds.| | |

| | | |

| | | |

| | | |

|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 imaginary ions|Computer, Projector, Student Bonding Activity Worksheet, Periodic Table, Blank Nametags |

|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 special |Newsletter will be posted online describing what we will be learning throughout the unit and how |

|needs will be given additional time to complete their worksheet as well as the help of a partner. |parents can help students on their homework. |

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