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 group activities. It allows students to develop the skill of representing something microscopic using models and then, translating it into a symbolic representation. Context Secondary 3 Express class in Pure Chemistry Design Home Activities • Watch ‘Ionic Bonding – Dot-and-cross Diagrams’ video for 5 minutes o Includes videotaped lectures/audio-guided PowerPoint and a real-time guide on drawing • Post any questions on Padlet • Complete the exercises on ‘Flip Lesson Post-Assessment Worksheet’ In-class Activities • Address common problems • Facilitate whole group discussion by playing the ‘Ionic Puzzle’ game • Complete the lesson worksheet on drawing dot-and-cross diagrams • Teacher acts as a facilitator to guide if needed Goals 1. To transform the in-class time to a more student-centred learning experience by using collaborative learning. 2. To introduce the concept of a dot-and-cross diagram and reinforce what a proper one should look like. 3. To have students practice drawing dot-and-cross diagrams. Lesson Plan Name: Nurdiana Bte Abdul Khalid Class: 3E3 Date: 17/09/2015 Duration: 1 hour Subject: Chemistry Topic: Ionic Bonding Subtopic: Dot-and-cross Diagrams Description of students: Mostly made up of visual and kinaesthetic learners. Students are keen to work collaboratively (pair/group) and are not shy during oral presentations. They do respond well to extrinsic motivation. Students’ Prior Knowledge: (i) Deduce the numbers of protons, neutrons and electrons in atoms and ions given proton and nucleon numbers. (ii) Describe the stable electronic configuration of a noble gas. (iii) Describe the formation of ions by electron loss/gain in order to obtain the electronic configuration of a noble gas. Learning Objectives: (i) Describe the formation of ionic bonds between metals and non-metals. (ii) Draw the ‘dot-and-cross’ diagram for ionic compounds. Specific Learning Outcomes: (i) Recall and apply their knowledge of the stable octet configuration in forming ions (ii) Construct and assemble a model to represent ions and ionic bonding (iii) Distinguish between metals losing electrons and non-metals gaining electrons (iv) Recognize that the positive charges need to balance out the negative charges (v) Illustrate the transfer of electrons in ionic bonding between metals and non-metals Curriculum materials/resources/teaching aids: Worksheets, Ionic jigsaw puzzle pieces YouTube Before face-to-face lesson Section/ Duration Description of the activity Resources Rationale 5 mins Watch video – illustrates on how to draw the dot-and-cross diagram for LiF https://youtu.be/sYJ9zcjoDnY To provide an interactive way of learning. 10 mins Draw the dot-and-cross diagram for NaCl and BeO …show more content…
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
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 group activities. It allows students to develop the skill of representing something microscopic using models and then, translating it into a symbolic representation. Context Secondary 3 Express class in Pure Chemistry Design Home Activities • Watch ‘Ionic Bonding – Dot-and-cross Diagrams’ video for 5 minutes o Includes videotaped lectures/audio-guided PowerPoint and a real-time guide on drawing • Post any questions on Padlet • Complete the exercises on ‘Flip Lesson Post-Assessment Worksheet’ In-class Activities • Address common problems • Facilitate whole group discussion by playing the ‘Ionic Puzzle’ game • Complete the lesson worksheet on drawing dot-and-cross diagrams • Teacher acts as a facilitator to guide if needed Goals 1. To transform the in-class time to a more student-centred learning experience by using collaborative learning. 2. To introduce the concept of a dot-and-cross diagram and reinforce what a proper one should look like. 3. To have students practice drawing dot-and-cross diagrams. Lesson Plan Name: Nurdiana Bte Abdul Khalid Class: 3E3 Date: 17/09/2015 Duration: 1 hour Subject: Chemistry Topic: Ionic Bonding Subtopic: Dot-and-cross Diagrams Description of students: Mostly made up of visual and kinaesthetic learners. Students are keen to work collaboratively (pair/group) and are not shy during oral presentations. They do respond well to extrinsic motivation. Students’ Prior Knowledge: (i) Deduce the numbers of protons, neutrons and electrons in atoms and ions given proton and nucleon numbers. (ii) Describe the stable electronic configuration of a noble gas. (iii) Describe the formation of ions by electron loss/gain in order to obtain the electronic configuration of a noble gas. Learning Objectives: (i) Describe the formation of ionic bonds between metals and non-metals. (ii) Draw the ‘dot-and-cross’ diagram for ionic compounds. Specific Learning Outcomes: (i) Recall and apply their knowledge of the stable octet configuration in forming ions (ii) Construct and assemble a model to represent ions and ionic bonding (iii) Distinguish between metals losing electrons and non-metals gaining electrons (iv) Recognize that the positive charges need to balance out the negative charges (v) Illustrate the transfer of electrons in ionic bonding between metals and non-metals Curriculum materials/resources/teaching aids: Worksheets, Ionic jigsaw puzzle pieces YouTube Before face-to-face lesson Section/ Duration Description of the activity Resources Rationale 5 mins Watch video – illustrates on how to draw the dot-and-cross diagram for LiF https://youtu.be/sYJ9zcjoDnY To provide an interactive way of learning. 10 mins Draw the dot-and-cross diagram for NaCl and BeO …show more content…
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