Lesson Plan: C1.3.02


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 C1.3.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What is ionic bonding?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. When a metal atom reacts with a non-metal atom, electrons in the outer shell of the metal atom are transferred.
  2. Metal atoms lose electrons to become positively charged ions.
  3. Non-metal atoms gain electrons to become negatively charged ions.
  4. The ions produced by metals in Groups 1 and 2 and by non-metals in Groups 6 and 7 have the electronic structure of a noble gas (Group 0).
  5. The electron transfer during the formation of an ionic compound can be represented by a dot and cross diagram. E.g. for sodium chloride.
  6. Students should be able to draw dot and cross diagrams for ionic compounds formed by metals in Groups 1 and 2 with non-metals in Groups 6 and 7.
  7. The charge on the ions produced by metals in Groups 1 and 2 and by non-metals in Groups 6 and 7 relates to the group number of the element in the periodic table.
  8. Students should be able to work out the charge on the ions of metals and non-metals from the group number of the element, limited to the metals in Groups 1 and 2, and non-metals in Groups 6 and 7.
Think about how you can match the needs of ALL students
Keywords:
  • Ratio: A ratio is a way to compare amounts of something (1)
  • Dot cross diagram: A diagram used to represent the transfer of electrons in a chemical bond. (1)
  • Electronic structure: is the state of motion of electrons in an electrostatic field created by stationary nuclei. (1)
  • Ion: an atom or molecule with a net electric charge due to the loss or gain of one or more electrons. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. Describe the transfer of electrons in an ionic bond
    Electrons are donated from the metal element in order to complete the outer shell of the non-metal element
  2. When a metal atom become an ion it loses electrons. How does this effect its charge?
    It becomes a positively charged ion.
  3. When a non-metal atom bonds ionically it gains electrons. How does this effect its charge?
    It becomes a negatively charged ion.
  4. What is the electronic structure of ions produced by group 1,2 metals and group 6,7 non metals?
    They have full outside shells of electrons giving them a stable electronic configuration, the same as a noble gas.
  5. How could you show the formation of an ionic compound using a dot and cross diagram?
    Showing outer electrons only. Crosses for one element and dots for the other. Show transfer of electrons on shell. Use brackets to show the overall charge of the ions formed.
  6. Draw a dot cross diagram to show the ionic bond in sodium chloride.
    Diagram: Sodium - Electron strucuture represented in square brackets, with a 1 charge on the top right outside the bracket. . It's one outer shell electron removed. Chlorine - Electron strucuture represented in square brackets, with a -1 charge on the top right outside the bracket. One extra electron represented as either a dot or cross shown to represent the electron gained from sodium.
  7. What charge do ions of elements from the following groups form 1) Group 1 2) Group 2 3) Group 6 4) Group 7
    1) Group 1 = +1 ion 2) Group 2 = +2 ion 3) Group 6 = -2 ion 4) Group 7 = -1 ion
  8. Explain why potassium chloride is KCl but potassium oxide is K2O
    The overall charge of an ionic compound will always be neutral. Potassium forms an ion with a 1 charge, so will bond in a 1:1 ratio chlorine as chlorine forms a -1 ion. Oxygen on the other hand forms a -2 ion, so for each Oxygen 2 potassiums would be needed to neutralise the charge.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task