of 6

Lesson Title:

Chemical Bonds

Topic/ Focus Area:

Covalent and Ionic Bonding

Grade 8

Major Concept of Lesson:

Covalent and ionic bonds are two major types of chemical bonds. Covalent

bonding involves the

sharing of electrons between atoms. Ionic bonding involves the transfer of electrons from

one atom to another, thereby creating ions that attract each other.

Model:

How will students demonstrate their understanding of the major concept?

Ss will be abl

e to create diagrammatic and 3D physical models of molecular compounds. To build student

knowledge prior to this task, Ss will work with various models of atoms and molecules throughout the lesson.

These include Lewis dot structures, ball and stick, space

filling models, analogies, illustrations, and animations.

Ss will also engage in evaluating their peers’ 3D models.

California Standard(s) to be addressed:

8.3.b.

compounds are formed by combining two or more different elements. Compounds have properties

that

are different from the constituent elements.

8.3.

c. atoms and molecules form solids by building up repeating patterns such as the crystal structure of NaCl or

long chain polymers.

Student Objectives:

SWBAT

model how ionic bonds form.

SWBAT

model h

ow covalent bonds form.

SWBAT use information in the periodic table and knowledge of valence electrons, the octet rule, and

metals/nonmetals to determine whether atoms in an assigned molecule are covalently or ionically

bonded. They will then build a 3D m

odel of the entire molecule based on this information.

SWBAT draw an accurate diagrammatic Lewis dot model of a carbon dioxide molecule, showing the

double bond.

Materials and Resources:

1. Article for Explain 1

2. For the 3D model building the suggeste

d materials are: gum drops, pipe cleaners, toothpicks, modeling clay,

straws, bottle tops, glue, beads, popsicle sticks, foil, Skittles, yarn, coffee stirrers, paint, cotton balls.
3. Index Cards

showing empirical formulas of i

onic and

ovalent

ompounds

Prepare 1

2 cards of each kind of

bond for each group. For example:

CH

,O

,N

, NH

, LiN

, NaCl, Cl

, MgI

. Index card should show only the

empirical formula.

4. Power Point “Chembonds” by Charles Lemle

Los Angeles Charter Schools Science Partnership

Model

Based Inquiry Lesson Plan

5. Optional: 3D Molecular Structuring Website: Mat

hMol www.nyu.edu/pages/mathmol

Lesson Implementation Logistics:

1. Recommended Prior Instruction in: Review valence count;

nergy

evels

,p

eriodic

able

atomic number and

its relationship to valence electrons, location of metals and nonmetals,

Lewis

ot

d
iagram

2. Lesson following: Metallic bonding,

hemical

eactions using compounds from the present lesson. (Teacher

will choose ones that will actually combine.)

3. For each group, prepare compartmentalized trays (e

g. egg cartons) with materials and

index cards with

molecule assignments. This will cut down on time used for distributing materials.

4.

Caution students not to eat candy.

Vocabulary

ionic bonds, ionic charge, ionic compound, covalent bonds, covalent compounds, single bond, double bond

s,

triple bonds, octet, octet rule, valence, valence electrons, polar, nonpolar covalent, polar covalent bond

Steps of the Lesson

Learning Activities which lead to

Model:

Inquiry

Based; ELL and or Literacy

Strategies; Scaffolding

Teacher Questi

ons for

Activity:

Key questions that show

progression from lower

to higher order thinking.

Anticipated Student

Responses, Questions

and Errors:

Teacher Response

to Students and

Teacher

Intervention

Activities or

Strategies

ENGAGE

Warm Up

See Handout “Dete

rmining Accurate

Models

Lewis Dot Structures”

Display three elements and three

possible variations of those elements:

N, O, K, Mg, Cl, Na

Have students select the correct Lewis

T: This is a review warm

up. Which of the Lewis

dot structures is correct?

Why is it the correct one?

To encourage thinking, have

Ss do warm up without use of

book.

T can monitor to

assist Ss who need

review on filling in

energy levels.

When Ss have

completed the

warm up, have

them share. Ask

dot model that represents each

element.

Students should also explain why their

selection is correct and why the other

models are not correct.

Do not use your

textbook.

S: What are the d

ots

(Dots

represent

the

valence

electrons

.)

“Why do you think

this?”

EXPLAIN 1

(Pre

requisite Ho

mework)

Here Ss are

first introduced to bonding.

Students will read a selected text

(article or handout) about ionic and

covalent bonding). Students will

develop Cornell Notes from the

reading to develop essential questions

about molecular bonding.

In Cla

ss
1. Ss will share essential questions

from their notes.

2.

Pre

assessment

Our Initial Model

Prompt: “Draw a model of a carbon

dioxide molecule.” See handout “Pre

assessment/First Draft” slip for this.

1. What questions did

you have? What was

unders

tandable? What

was confusing? How

were the figures and

diagrams helpful?

As Ss share Cornell

notes, note

questions Ss ask

and how they

answered them.

What was

particularly

difficult? Were

they able to capture

main ideas in

summary?

EXPLAIN 2

Power Point on Bonding

1. Power Point Introduction

will use

PowerPoint to explain why

atoms gain, lose, or share electrons, as

well as ionic and covalent Lewis

structures

, and types of models.

T can also use the following analogies

to further clarify i

onic and covalent

bonds.

a.

Ionic:

Pennies at 7

leven

.
“Sometimes we give,

sometimes we get.”

b.

Covalent:

Video

game

purchase between two friends

Nonpolar covalent bond

Share

the video equally. That is, if

both persons paid half the cost

of video game, each plays an

equal amount of time.

Polar

covalent

Share

non

b. What is a nonpolar

covalent bond? How do

they share the electron

s?

This idea might be

counterintuitive to Ss.

equally! That is, if one person

paid more for the video game,

he/she will get more time to

play.

2. Worksheet Practice

Ss will practice with manipulation of

electron

dots to make ionic and

molecular compounds.

3. Students c

reate and write analogies

(models)

to explain covalent and ionic

bonds.

Students will pair

share and revise if

necessary.

c.

T: How can you

represent “sharing

electrons” and

“transferring

electrons?” You saw

some analogies in the

power point

the big

and small dogs with

the bone. What are

some of your own

ideas?

c.

Monitor and

evaluate

discussions and

ideas of model as

Ss discuss and

write down the Pair

Share

Activity.

EXPLORE

Build It!

Using a variety of materials provided

by the teacher, S groups will build

models of

molecular compounds

showing the correct type of bond.

ndex card assignments

CH

,O

,N

NH

, LiN

, NaCl, Cl

, MgI, etc

.)

Procedure

1. Teacher reviews and demonstrates

the 3 types of models, using materials

to give Ss ideas and examples. The 3

typ

es are: ball and stick, Lewis dot,

and space

filling model. Point out that

each different kind of element should

be a different color.

2. Review

“Steps to help Ss prepare

the 3D model”

(see column 2).

3.

Student groups

work together to

build models

Wh

en they complete

model for

one index card, teacher

gives them

the

next one.

Ss should

build at least one ionic and one

covalent molecule.

4. Place completed models in

1. T: For example, we

can use 2 balls of clay to

repre

sent two H atoms. A

toothpick can be used for

the bond that holds them

together. (Check that Ss

do not spell out names of

the elements with the

materials.

2. Steps to help Ss

prepare the 3D model

a) Use the periodic table

to find out if molecule is

etal/nonmetal

or

nonmetal/nonmetal

, and

determine if bonds are

most likely ionic or

covalent.

b) Use

periodic table
to

draw the

Lewis Dot

structure

of each atom

c) Move dots (electrons)

so octet rule is followed.

d) Use different colors

for electrons from

different atoms.

e) Build the 3D model

based on your drawing.

S: Does metal/nonmetal

have an ionic or covalent

bond? (ionic) Why do they

have ionic bond? What

does ionic mean?

T: If you look at

valence electrons

of metals, they

have a just a few.

It’s

easier to give

them away than to

acquire a lot of

electrons from

another atom.

designated area for Galley Walk.

EXPLAIN 3

A. Student Explanation

1. Gallery Walk

Ss will examine a model from another

group and compare it to their own.

Each S will use the + and * format on a

card to wr

ite their thoughts.

2. Student groups share out gallery

walk findings with whole class.

Teacher monitors information shared

and

clarifies

or

corrects

any

misconceptions.

B. Teacher Explanation

For added practice and explanation,

eacher selects 2
-

mole

cules

to work

out

together with class.

Again, follow

“Steps to Prepare a 3D model...”

1. T: On the + side of

your card, write what you

like about the model, its

good and clear features.

On the * side, write any

suggestions you might

have to improve the

model, or what is not

clear about the model. At

the bottom of your card,

write how this model was

different from you own.

2. How was the model

you examined from the

other group different

from your own? How

was it similar?

S: What will they look for

in our

model when they

examine it?

T: What do you

think they should

look for?

Ss might suggest:

how

the

correct

number of each

kind of elemen

t,

show the correct

number of

valence electrons.

Use arrows to

show movement of

electrons, lines to

show bonds

(single,

double)
.

Label all parts of

the model!

2. Be sure Ss

share suggestions

in a constructive

way.

ELABORATE

Empirical vs Ball and Stick Models

Ss will compare these two different

models of carbon dioxide. Students

will use a Venn diagram to compare

empirical

formula model of CO

with

the ball and stick model showing the

double bonds.

1. What does the first

(formula) model show

that the second (ball and

stick) model does not

show? What does the

second show that the first

model does not show?

What do they have

in

common?

S: Do the extra pairs of

electrons on the oxygen

just hang there?

1. An empirical formula

gives the proportions of the

elements present in a

compound, but not the

arrangement of the atoms as

in a ball and stick model.

S:

Do all molecules r

eally

have 3D shapes to them?

(Yes, there are websites

with 3D models to help you

better visualize what they

might look like.

See

MathMol website.

Also, c

olors are used to

distinguish atoms, but we

really don’t know the actual

colors.

Yes the extra pair

s of

electrons on the oxygen

stay there. They are paired.

If you count the total

number of electrons around

oxygen, you will find that

there are 8, which follows

the octet rule. The same for

the number of electrons

around carbon.

EVALUATE

Post

Assessme

nt:

Same as pre

assessment: Draw a

model of CO

2.

Remind Students:

a.

Be accurate in showing the

number of each kind of

element

b.

Be accurate in showing the

number of valence electrons.

c.

Use arrows to show movement

of electrons, lines to show

bonds (single, dou

ble)

d.

Label all parts of the carbon

dioxide model!

A common mistake to Ss

is to draw 2 carbon

atoms and 1 oxygen

atom. Remind them to

look carefully at the

formula!

Ss can draw their

model in two

parts. The first

part showing the

movement of

electrons, a

nd the

second part

showing the

model again as a

ball and stick

model. It might

be too confusing

to read all the

information in a

single drawing.

knowledge of valence electrons, the octet rule, and metals/nonmetals to determine whether atoms in
an assigned molecule are covalently or ionically bonded.

They will then build a 3D model of the entire molecule based on this information.SWBAT draw an
accurate diagrammatic Lewis dot model of a carbon dioxide molecule, showing the double bond.
Materials and Resources: 1. Article for Explain 12. For the 3D model building the suggested materials
are: gum drops, pipe cleaners, toothpicks, modeling clay, straws, bottle tops, glue, beads, popsicle sticks,
foil, Skittles, yarn, coffee stirrers, paint, cotton balls.3. Index Cards showing empirical formulas of ionic
and covalent compounds-Prepare 1-2 cards of each kind of bond for each group. For example: CH4, O2,
N2, NH3, LiN2, NaCl, Cl2, MgI. Index card should show only the empirical formula

.4. Power Point “Chembonds” by Charles LemleLos Angeles Charter Schools Science PartnershipModel-
Based Inquiry Lesson Plan

5. Optional: 3D Molecular Structuring Website: MathMol www.nyu.edu/pages/mathmolLesson

Implementation Logistics:1. Recommended Prior Instruction in: Review valence count; energy levels,
periodic tableatomic number and its relationship to valence electrons, location of metals and
nonmetals, Lewis dot diagrams2.

Lesson following: Metallic bonding, chemical reactions using compounds from the present lesson.
(Teacher will choose ones that will actually combine.)3. For each group, prepare compartmentalized
trays (e.g. egg cartons) with materials andindex cards with molecule assignments. This will cut down on
time used for distributing materials. 4. Caution students not to eat candy.Vocabulary: ionic bonds, ionic
charge, ionic compound, covalent bonds, covalent compounds, single bond, double bonds, triple bonds,
octet, octet rule, valence, valence electrons, polar, nonpolar covalent, polar covalent bondSteps of the
LessonLearning Activities which lead to Model:Inquiry-Based; ELL and or Literacy Strategies;
ScaffoldingTeacher Questions for Activity:Key questions that show progression from lower to higher
order thinking.Anticipated StudentResponses, Questions and Errors:Teacher Response to Students and
Teacher Intervention Activities or StrategiesENGAGEWarm UpSee Handout “Determining Accurate
Models-Lewis Dot Structures”Display three elements and three possible variations of those
elements: N, O, K, Mg, Cl, NaHave students select the correct Lewis T: This is a review warm up. Which
of the Lewis dot structures is correct? Why is it the correct one?To encourage thinking, have Ss do warm
up without use ofbook. T can monitor to assist Ss who need review on filling in energy levels.When Ss
have completed the warm up, have them share. Ask

dot model that represents each element.Students should also explain why theirselection is
correct and why the other models are not correct.Do not use your textbook.S: What are the dots?
(Dotsrepresent the valence electrons.)“Why do you think this?”EXPLAIN 1 (Pre-requisite
Homework)Here Ss are first introduced to bonding.Students will read a selected text (article or
handout) about ionic and covalent bonding). Students will develop Cornell Notes from
the reading to develop essential questions about molecular bonding.In Class1. Ss will share essential
questions from their notes.2.Pre-assessment-Our Initial ModelPrompt: “Draw a model of a carbon
dioxide molecule.” See handout “Pre-assessment/First Draft” slip for this.1. What questions did you
have? What was understandable? What was confusing? How were the figures and diagrams helpful?As
Ss share Cornell notes, note questions Ss ask and how they answered them. What was particularly
difficult? Were they able to capture main ideas in summary?EXPLAIN 2Power Point on Bonding1. Power
Point IntroductionTwill use PowerPoint to explain why atoms gain, lose, or share electrons, as well as
ionic and covalent Lewis structures, and types of models.T can also use the following analogies to
further clarify ionic and covalent bonds.a.Ionic: Pennies at 7Eleven.

“Sometimes we give, sometimes we get.”b.Covalent: Video game purchase between two friends
Nonpolar covalent bond-Sharethe video equally. That is, if both persons paid half the cost of video
game, each plays anequal amount of time.Polar covalent-Share non-b. What is a nonpolar covalent
bond? How do they share the electrons? This idea might be counterintuitive to Ss.

equally! That is, if one person paid more for the video game, he/she will get more time to
play.2. Worksheet PracticeSs will practice with manipulation of electron dots to make ionic and
molecular compounds. 3. Students create and write analogies(models) to explain covalent and ionic
bonds.Students will pair-share and revise if necessary.c.T: How can you represent “sharing electrons”
and “transferring electrons?” You saw some analogies in the power point—the big and small dogs with
the bone. What are some of your own ideas?c. Monitor and evaluate discussions and ideas of model as
Ss discuss and write down the Pair Share Activity.EXPLORE Build It!Using a variety of materials
provided by the teacher, S groups will build models of molecular compounds, showing the correct
type of bond.(Index card assignments:CH4, O2, N2,NH3, LiN2, NaCl, Cl2, MgI, etc.)Procedure:1. Teacher
reviews and demonstrates the 3 types of models, using materials to give Ss ideas and examples.
The 3 types are: ball and stick, Lewis dot, and space-filling model. Point out that each different kind
of element should be a different color.2. Review “Steps to help Ss prepare the 3D model”(see column
2).3. Student groups work together to build models.When they completemodel forone index
card, teacher gives themthe next one.Ss should build at least one ionic and one covalent
molecule.4. Place completed models in 1. T: For example, we can use 2 balls of clay to
represent two H atoms. A toothpick can be used for the bond that holds them together. (Check that Ss
do not spell out names of the elements with the materials. 2. Steps to help Ss prepare the 3D model:a)
Use the periodic table to find out if molecule is metal/nonmetalor nonmetal/nonmetal, and determine
if bonds are most likely ionic or covalent.b) Use periodic table to draw theLewis Dot structureof each
atom.c) Move dots (electrons) so octet rule is followed. d) Use different colors for electrons
fromdifferent atoms.e) Build the 3D model based on your drawing.S: Does metal/nonmetal have an
ionic or covalent bond? (ionic) Why do they have ionic bond? What does ionic mean? T: If you look at
valence electrons of metals, they have a just a few. It’seasier to give them away than to acquire a lot of
electrons from another atom.

designated area for Galley Walk.EXPLAIN 3A. Student Explanation1. Gallery WalkSs will examine a model
from another group and compare it to their own. Each S will use the + and * format on a card to
write their thoughts. 2. Student groups share out gallery walk findings with whole class.
Teacher monitors information shared and clarifies or corrects any misconceptions.B. Teacher
ExplanationFor added practice and explanation, teacher selects 2-3 moleculesto work out together
with class. Again, follow “Steps to Prepare a 3D model...”1. T: On the + side of your card, write what you
like about the model, its good and clear features. On the * side, write any suggestions you might have to
improve the model, or what is not clear about the model. At the bottom of your card, write how this
model was different from you own.2. How was the model you examined from the other group different
from your own? How was it similar?S: What will they look for in ourmodel when they examine it? T:
What do you think they should look for?Ss might suggest: Showthe correct number of each kind of
element, show the correct number of valence electrons.Use arrows to show movement of electrons,
lines to show bonds (single,double).Label all parts of the model!2. Be sure Ss share suggestions in a
constructive way.ELABORATEEmpirical vs Ball and Stick ModelsSs will compare these two different
models of carbon dioxide.

Students will use a Venn diagram to compare empiricalformula model of CO2with the ball and
stick model showing the double bonds.1. What does the first (formula) model show that the second
(ball and stick) model does not show? What does the second show that the first model does not show?
What do they havein common?S: Do the extra pairs of electrons on the oxygen just hang there? 1. An
empirical formula gives the proportions of the elements present in a compound, but not the
arrangement of the atoms as in a ball and stick model.S: Do all molecules really have 3D shapes to
them? (Yes, there are websites with 3D models to help you better visualize what they might look like.
See MathMol website.Also, colors are used to distinguish atoms, but we really don’t know the actual
colors.Yes the extra pairs of electrons on the oxygen stay there. They are paired. If you count the total
number of electrons around oxygen, you will find that

there are 8, which follows the octet rule. The same for the number of electrons around
carbon.EVALUATEPost-Assessment:Same as pre-assessment: Draw a model of CO2. Remind
Students:a.Be accurate in showing the number of each kind of element.b.Be accurate in
showing the number of valence electrons.c.Use arrows to show movement of electrons, lines to
show bonds (single, double).d.Label all parts of the carbon dioxide model!A common mistake to Ss is
to draw 2 carbon atoms and 1 oxygen atom. Remind them to look carefully at the formula!Ss can draw
their model in two parts. The first part showing the movement of electrons, and the second part
showing the model again as a ball and stick model. It might be too confusing to read all the information
in a single drawing.