##
* *Reflection: Intervention and Extension
Atoms vs Ions - Section 5: Individual Work Time

This lesson prompted one of the most direct outbursts I've received from a student in a long time. This young lady asked for help, and noticed she hadn't made any of the Bohr models of the neutral atoms. When I asked about it, she exploded at me that "**Pictures don't help me!**". Recognizing both her frustration but desire to figure it out, I asked her how we could know the number of valence electrons without the pictures.

She thought for a minute and said "**The group numbers right?**" So we adapted the exercise on the fly, having her write the number of valence electrons above the atom's name, and then whether it would gain or lose over the ion name. From that, she was able to determine the type of ion formed, the total electrons, and the ion symbol.

This was a powerful reminder for me as a teacher. Although 60+% of my learners identify as visual learners, not all need the constant scaffolding. Indeed, I would have rankled as a student being asked to draw all the neutral Bohr models. For next year, I am going to have this activity differentiated three ways:

- As is, where students need to use the periodic table to figure out and draw the Bohr models for the neutral atoms
- Slightly scaffolded, where the particle information is given for the neutral atom, but the diagrams need to be drawn.
- Most scaffolded, where the neutral atom drawing and particle information is fully given.

I will decide which student receives which model based on the Periodic Table and Particles quiz. I will then have the students who finish fast and are more advanced become my student experts to help those who are still struggling.

*Mister! Drawings don't help me!*

*Intervention and Extension: Mister! Drawings don't help me!*

# Atoms vs Ions

Lesson 8 of 13

## Objective: SWBAT apply the octet rule to determine if an element will lose or gain electrons, and how many, when becoming an ion.

This lesson gets to the heart of **HS-PS1-1:** *Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.* Now we get to predicting elemental behavior based on the valence structure. We continue to rely heavily on pictorial representations, based in **Science and Engineering Practice 2-** *Developing and Using Models.*

The focus on ion formation is what atoms do to become stable, so this lesson is the first to access the Cross Cutting Concept of **Stability and Change**. In particular, we are setting up the high school level that states students will understand "*Much of science deals with constructing explanations of how things change and how they remain stable*." A major focus in teacher talk today is in how elements get to a stable electron arrangement, like the noble gases.

I got this worksheet from a colleague, who found it online. It is nearly EXACTLY what I wanted to make for this lesson. Unfortunately, I have not been able to find it myself to give proper credit for its creation. If you know the origin of this work, please let me know so I can provide them the proper credit.

*expand content*

#### Whole Class Introduction

*7 min*

This video shows how we begin the lesson on the differences between atoms and ions. This is done via the document camera after all students have a paper and have put their names on the paper.

*expand content*

#### Paired Work Time

*13 min*

After modeling for the whole class, I give students time to work with a partner to become more comfortable with the process. Students may choose a partner from a different table and move to the lab space, or work with a partner at their current table.

I remind students of our Bohr-Rutherford models from a couple days ago as a way to help them make the neutral atom drawing faster.

I point out the reminders on the top of the page regarding how cations and anions are formed. I encourage them to write down that cations are formed by neutral atoms with 1-3 valence electrons, and anions are formed by elements with 5-7 valence electrons.

While students are working, I circulate the room to provide reinforcement, and answer questions. Whenever possible, I refer students back to the hints at the top of the page, their Bohr-Rutherford diagrams, and their Valence Electron notes. I am trying to foster some independence in my students and break their need to always ask me questions.

When we are close to the end of partner time, I give a two minute warning before we return to our seats at the front tables and check in.

#### Resources

*expand content*

#### Whole Class Check-In

*5 min*

When we stop the action, I ask all students to find Phosphorus on page 2. I ask students to walk us through the process, asking for different information from each table. One table tells us the periodic table information, another the numbers of each particles, and a third explains how to complete the Bohr model.

Now I pause and ask "*How does this Phosphorus atom obey the octet rule and fill its valence shell?*" Some students will respond without thinking "**Give up its electrons**" due to having just completed four examples who all give up their electrons.

I then prompt "*How do we know when elements will give up or gain electrons?*" and someone will check the front side and point out "**It has 5, so it's going to gain electrons**" If the student doesn't state it gains 3 electrons, I ask "*If it has 5, but needs 8, how many will it gain?*".

When we make our ion diagram, I encourage students to use a different symbol for the gained electrons, either an "X" or a checkmark. We then fill in the particle information for the ion, and write the correct symbol.

I caution students to pay extra attention to how many valence electrons they have before deciding if elements will gain or lose electrons going forward. I then instruct them to work independently now, but allowing them to check answers with their table mates after completing each element. Students are on the honor system to check answers instead of copying, and I reinforce this while walking the room. When students have different answers, I ask them to talk out the process to see who made the error, and will model it for them. "*Would this element gain or lose electrons? How many? So what's the difference between protons and electrons now? So what is the new charge?*"

*expand content*

#### Individual Work Time

*25 min*

While students work, I continue to circulate the room and check their work. Students may start to notice patterns in the periods, particularly in how the ions are getting to the same total number of electrons. I encourage these discoveries, and assist students who might be having difficulty in completing the diagrams or ion information on the charts.

When students finish, I ask them to turn in their work on the front table, or to turn it in at the end of the period regardless of completion so I can check it.

Students had some difficulty in switching between metals and non-metals. Approximately 75% showed mastery and being ready to move on, but the remaining had difficulties. The most common difficulty is in either ALWAYS adding or removing electrons regardless of the rules or original amounts. The second most common difficulty is in students who are still misinterpreting the information from the periodic table, using the mass number as the numbers of each particle. The final area of trouble is in creating the Bohr model of the neutral atom. When this is done incorrectly, students can not ascertain the correct changes to become an ion.

For next year, I plan on altering this activity. I would provide the Bohr model and particle information for the period 2 neutral atoms. In the beginning, I would refer to how we knew that information already, and only have students do that part independently on elements from period 3. This would focus students on the core content of ion formation, and also help speed up the process a bit. It would also provide additional practice and review at using the periodic table and creating Bohr models, but make that practice faster after students saw multiple correct representations.

#### Resources

*expand content*

##### Similar Lessons

###### Magnetism and Complex Text

*Favorites(3)*

*Resources(28)*

Environment: Suburban

###### Common Groups of Elements

*Favorites(56)*

*Resources(27)*

Environment: Urban

###### Modeling the Atomic Structure

*Favorites(51)*

*Resources(21)*

Environment: Suburban

- LESSON 1: Color Coding the Periodic Table
- LESSON 2: Decoding the Periodic Table
- LESSON 3: Periodic Table Scavenger Hunt
- LESSON 4: Bohr-Rutherford Modeling
- LESSON 5: Determining Valence Electrons
- LESSON 6: Elemental Behavior
- LESSON 7: Reactions of Metals Lab
- LESSON 8: Atoms vs Ions
- LESSON 9: Latino/Latina Scientist Project
- LESSON 10: Lewis Dot Diagrams
- LESSON 11: Periodic Trends- Reciprocal Style Day 1
- LESSON 12: Periodic Trends- Reciprocal Style Day 2
- LESSON 13: Chemical Bonding