In this lesson students learn the basics of Ionic, Covalent, and Metallic compounds through a reading and performing a lab. The Electrifying Solutions lab comes from the Health and Science Pipeline initiative's (HASPI) Medical Chemistry Curriculum with some revisions. All of HASPI's lessons can be found on their website. I have found that theses lessons are a great resource to bring real-world applications to chemistry class.
Within this lesson there are several resources needed.
To engage students in the lesson and revisit the idea of bonding, I review the lab we did the previous day. This is the link to the Ionic and Covalent Inquiry Lab.
I go through each station calling on different groups of students to go over the claim and evidence that we gathered at each station. The groups are organized based on the groups of the periodic table. The engage section from my Unit 1 First Day of Class Lesson explains how I group students.
For example I will call on the Halogens group and ask them what we learned about conductivity. I will expect them to reply with, "We learned that ionic conducts electricity and covalent does not." I usually have to probe for the evidence in which case I expect to hear, "The ionic solution made the light bulb light up and the covalent did not."
I then tell students that we will continue to learn about ionic and covalent along with metallic bonds by completing a reading and lab.
To help students gain a general understanding of the three major types of bonds: Ionic, Covalent, and Metallic, I have them perform a reading where they explore models of the three types of bonds.
The paper that I use is adapted from Living By Chemistry's lessons on Bonding. Living By Chemistry is a great book that often leads students into understanding concepts using inquiry and real-world examples. To learn more about this great resource visit their website.
I have students read using the technique of Popcorn Reading. See the reflection attached on Popcorn reading.
I have students first read about the types of bonds, and then read through and answer questions about the bonds.
As students read I stop them to add in tidbits related to what we already learned in the lab, to point out the information that can be gathered from the model, and to have them highlight important information.
Also as students read the questions on the back I give students time to answer the questions. This allows me to give hints to students concerning the questions, as in these examples:
Because of copyright issues I am not attaching the actual LBC worksheet I use.
If you want to perform a similar activity you can have students read about the types of models and then ask questions to compare them. This BBC site has information about the types of bonds.
In this section students perform a lab to understand how electrolytes are involved in the human body.
For evaluation I have students perform a quick quiz concerning the properties of Ionic and Covalent compounds. When students are done with the quiz I have them turn in.
I then have students work on completing their lab. Many students need to take the evening to complete the answers so they turn in the following day.
This is a lab which I do not grade with a rubric. Rather I give them points for having their data table complete and answering each of the questions.