In this lesson students delve into covalent bonding through taking notes and practicing with whiteboards and individual practice. Students have already learned the basics of covalent bonds through the introductory lessons of Bonding Inquiry and Ionic, Covalent, and Metallic Bonds.
Within this lesson the only resource needed is whiteboards, dry-erase markers, and erasers for the covalent naming whiteboard practice.
In this section of the lesson I engage students in the topic in two ways.
1. I have students do an Ionic Compound Quick Review to help reinforce what we have already learned about ionic compounds.
2. I have students perform Periodic Table Aerobics. See my reflection on Kinesthetic Learners in Chemistry in the previous lesson on Ionic Compounds.
In this section of the lesson I discuss metallic bonding (slide 2), covalent bonding (slides 3-5), how electronegativity differences dictate bond type (slides 6-12), and how to name covalent bonds (slides 13-17).
For this section of the lesson students have an opportunity to practice covalent naming. To help them I have them keep their notes out with the table of prefixes. Also, I have a poster in the classroom of the prefixes for covalent compounds for students to refer to.
The first thing students do to practice naming covalent compounds is doing Partner Whiteboards.
1. I put up a problem on the PowerPoint and then have students hold up their answers.
2. I either give thumbs up or down and if they get it incorrect they should retry.
3. After most students answer I go onto the next answer. If it is one that many get wrong I go over why the correct answer is correct either by myself explaining or having a student explain how they determined the answer.
4. See my embedded Covalent Whiteboard Reflection to get a better idea of how this works in my class.
The second thing that students do is individual practice with covalent naming.
For homework students perform the practice questions at the bottom of the last page of their Unit 3 Lecture 2 Notes Graphic Organizer.
I stamp the homework for completion when students come to class the next day.
I then go over the answers to the homework using the answer key.
Most students that have problems with the homework get confused with naming (remembering which rules are for Ionic and which rules are for Covalent). Also many forget to write down whether the covalent compounds are polar or non-polar. This student work shows a copy of the filled in homework by a student on the third page.