Chemical Bonding
Chemical Bonding
Grade Levels
10th Grade, 11th Grade
Course, Subject
Chemistry
Related Academic Standards
Rationale
Vocabulary
Ionic bonding – Bonds that take place between atoms due to electrostatic attraction and the transfer of electrons.
Covalent bonding – Bonding that takes place when two atoms share pairs of electrons.
Metallic bonding – Bonds that exist between metal atoms in an array or matrix where electrons are free to move about.
Hydrogen bonding – Bonds that can form between hydrogen atoms in compounds (such as water) and other atoms or ions adjacent to them.
Organic – (No official description); often defines as compounds containing C-H or C-C bonds with close biological origin.
Inorganic – Substances that do not contain carbon as the principle element and are of mineral origin rather than plant or animal (with notable exceptions).
Objectives
The students will be able to…
o Differentiate between the 4 primary types of chemical bonding
o Identify the tendency for specific atoms to form a particular type of bond.
o Apply the concept of bonding to prior knowledge of organic and inorganic substances.
Lesson Essential Question(s)
What are the differences between the four (4) primary types of chemical bonds?
How is bond type related to the concept of organic versus inorganic substances?
Duration
This lesson will require two (2) days [80 minutes].
Day 1 – Introduction activity and video (+ homework).
Day 2 – lab activity.
Materials
Video – Chemical bonds (The World of Chemistry series [#1])
Periodic table, notebooks, misc samples for predicting bond type, video guide worksheet.
Suggested Instructional Strategies
W = Students will be questioned about the details for the structure and how matter (atoms) are assembled to from substances.
H = Students will actively work to connect two related concepts (one new and one prior knowledge).
E = Students will observe a discrepant event that combines what appear to be the same two substances which have a radically different result.
R = Students will have a directed activity to share and compare.
E = Students will share their small group opinions and build a working set of criteria that they will later get another opportunity to revise prior to turning in independent work.
T = The instructor will survey small groups as they work and redirect thought processes as appropriate.
O = Students will begin with independent activity that will be supplemented with video and guided {student/teacher} interviews and sum up with independent summary work.
Instructional Procedures
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Pair Share Share group descriptions to assemble a viable set of criteria for comparing organic and inorganic substances. [5 minutes] (day 1) |
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Whole Class, Mini Lesson Use video worksheet (see resources) to view and complete during the video “Chemical Bonds.” [35 minutes] (day 1) |
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Independent Activity Guided note-taking on lesson vocabulary [PPT], then revisit small group descriptions of organic versus inorganic to make revisions for exit ticket (note-card). [10 minutes] (day 2) |
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Independent Activity, Small Group Activity Laboratory activity observing substances and formulas to predict bonding types. Students will work from a guided worksheet (see resources) that will prompt them to write formulas and predict bond types. A [PPT] will be used to review all of the concepts to provide students with a clear rational for each substance on the worksheet. [25 minutes] (day 2) |
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Whole Class Discussion, Reflection Ticket Out the Door – Students will turn in completed video worksheet and note-card comparing organic & inorganic terms. Quiz – Students will complete a quiz on types of bonding at the end of class. [15 minutes] (day 2) |
Formative Assessment
Students will demonstrate knowledge and integration of new concepts via oral response, one-on –one interview, and sharing in both small and whole group interactions.
Students will write and revise criteria for organic versus inorganic substances.
Students will complete a video worksheet with independent questioning assigned as in-class-work/homework (exit slip).
Students will actively review peer responses for appropriateness and revise as necessary to refine their understanding.
Students will complete a quiz on the lesson content at the end of day 2.
Related Materials & Resources
Keywords may include:
o Chemical bonds
o Covalent bonding
o Ionic bonding
o Metallic bonding
Author
Date Published
March 24, 2011
