Ionic Bonding Rationale

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Rationale

I decided to turn this lesson into a flipped lesson as the topic on ionic bonding is something very microscopic and I feel it would help students to develop a more concrete understanding of an abstract topic. By recording the lecture which includes a step-by-step guide on drawing a dot-and-cross diagram, the weaker ones will be able to study at their pace and choose to pause or rewind should they not understand. This helps them to understand the concepts better, as opposed to going slowly in class if it were a traditional classroom setting.

Following the flip lesson, the next day, students are able to clarify any doubts and consolidate their learning. The in-class activities helps to facilitate the students’ learning via interactive
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To check for students’ understanding and ability in identifying the ions of the constituent atoms and its respective charge.

Scaffolding provides guidance to weaker students and prevents them from ‘switching off’.
To allow students to be active participants during the lesson. The students are expected to work together to complete the activity. This helps to promote collaborative learning.

Allowing students to understand the formation of ionic bonds by using models helps to bridge the gap from micro level to symbolic. It makes it less abstract for them.

The teacher will still provide assistance to the students when needed and intervene by asking questions to stimulate student thinking.

15 mins Lesson Worksheet:
Hereon, they are to attempt the worksheet individually where they are required to draw the ‘dot and cross’ diagrams for the same 4 compounds they were assign in the previous activity. Teacher will remain as a facilitator.

After the starter activity, students should attain a better understanding with respect to the number of ions involved in forming trickier ionic compounds. (e.g. in MgCl2, there needs to be 2 Cl– ions with a total charge of –2 to balance out the +2 charge on the Mg2+ ion so Mg will donate 1 electron to each of the chlorine

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