In this lesson students delve into ionic bonding through taking notes and practicing in several ways including bond with a classmate, whiteboards, and individual practice.
Within this lesson there are several resources used.
I engage students in the lesson in two ways.
1. I have students fill out a Venn Diagram to review the three types of bonds.
2. I have students perform Periodic Table Aerobics to review the components of the three types of bonds.
I then tell students that we are going to spend the day learning more about ionic compounds.
This is a copy of a student's filled in notes.
To reinforce the formation of ionic compounds from ions and the naming of ionic compounds I have students perform an activity.
To reinforce how to name ionic compounds I have students perform naming whiteboard practice. I have students work in pairs and each pair needs one whiteboard, one dry erase marker, and one dry eraser. I have students work with partners to encourage them to discuss why they think that a certain answer is correct. I periodically remind them to switch partners in terms of who is doing the writing throughout the whiteboard session.
This is the PowerPoint I use.
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.
The most common mistake that students make is forgetting to use roman numerals for transition metals and not correctly writing the number of each type of atom.
Here are two examples of student mistakes for Fe2O3 (Iron (III) oxide). Notice that one group did not use roman numerals (ionic-mistake-1), and the other group used the wrong roman numeral (ionic-mistake-2).
If you do not have access to whiteboards you can have your school order some such as these at Office Max or you can also have students write answers on a sheet protector with a piece of paper in the middle.
As a way to check for student understanding I have them do the last page of the notes graphic organizer as Homework Practice.
I check the homework for completion by stamping the next day.
I then go over the answers using the answer key.
The most common mistake by students is not having the correct oxidation numbers resulting in writing incorrect formulas is parts III and IV. Also in part II many students forgot to put the roman numeral (II) for Cobalt (II) nitride.