UNIT COVER PAGE
Regular Chemistry
Bremen Dist. 228
School District:
Science
Department:
Unit Title: Chemical Bonding
Course:
Grade Levels:
Chemistry (R)
10
Topic Areas:
Time Frame:
4-5 Weeks
Unit Designer(s):
Date Created:
1/16/04
Date Modified:
5/12/09
Julie Montgomery & Gina West
Link to State Standards
11.A
12.C
13.A
Know and apply the concepts, principles and processes of scientific inquiry.
Know and apply concepts that describe properties of matter and energy and the
interactions between them.
Know and apply the accepted practices of science.
Link to Department Learner Program Outcomes (LPO)
Summary of Unit
This unit will cover ionic, covalent and other kinds of bonds, along with nomenclature for
chemical compounds.
Resources
Worksheets, element/ion bingo game, ion dating game, molecular model kits, “Come Together”
internet activity.
Key Words
ionic, covalent, metallic, hydrogen bonds, electronegativity, polarity, polyatomic, molecules,
anion, cation, ion, nomenclature
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
atoms will bond in different ways depending on their atomic structure.
it is important to name compounds in a standard format.
The type of bond formed will determine the characteristics of a compound.
Essential Questions
1. How would you role-play the difference between ionic and covalent bonds?
2. How would you recognize ionic and covalent bonds in a list of ingredients for a
product you use every day?
3. What are the similarities and differences of the different types of bonds you’ve
learned?
4. How would you illustrate a covalent bond?
5. How do you write correct chemical formulas and name compounds?
6. What determines whether a bond is ionic, covalent, or metallic?
Knowledge and Skills
Students will know
Ionic bonds, covalent bonds, metallic bonds, hydrogen bonds, electronegativities,
oxidation numbers and naming rules.
Students will be able to
Name compounds from their formulas
Write formulas from compound names
Explain the difference between types of bonds
Determine whether bonds are ionic, covalent or metallic
Students will be familiar with
hydrogen bonds, polarity, intermolecular forces, VSEPR, theory and molecular
geometry
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Write a story about a day in the life of an atom that illustrated two types of
bonding
Other Assessments (brief description)
Compound scavenger hunt
Create a flowchart to explain how to tell apart types of bonds
Draw a picture/cartoon to illustrate a type of bond
Practice worksheets for formula writing and compound naming
Role-play the formation of a compound
List compounds found in an everyday product and classify their type of bonds
Ion Dating Game
Ion Bingo Game
“Come Together” internet activity
Quizzes
Tests
Labs
Activities
Homework
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Use district reading strategies
Use visual organizers (i.e., concept maps, etc.)
Post unit objectives, essential questions
H
How will you hook students at the beginning of the unit?
Ion Bingo
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Give students the “Ion Dating Game” to help them learn how to form ionic compounds.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Students can work in groups to help correct each other’s mistakes and help each other learn the
correct procedure.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
By using the activity in which students will record and classify the compounds found in
products they use everyday, or a “compound scavenger hunt.”
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
By using engaging activities (such as the scavenger hunt, role playing, etc.) that all students
can be successful with.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
We will begin by teaching the concept of bonding, then naming bonds and writing formulas.
An optional finish is molecular geometry.
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Performance Task Blueprint
Unit:
Bonding
Topic Area:
Types of Bonds
Goal
To illustrate the similarities and differences between different types of
bonds by writing a story.
Role
You are an atom of your choosing.
Audience
The rest of your class.
Situation
You are an atom who needs to bond with other atoms. Over the course
of the story, you will participate in at least two types of bonds. Be
creative!
Product or
Performance
A 1-2 page story.
Standards
Must correctly illustrate two types of bonds that are appropriate for the
type of atom chosen.
Z:\Chemistry-Regular\UbD Units\Unit III - Chem Bonding\Chemical Bonding Unit.doc
Type: Perspective
Time Frame: 2 Days
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Student Performance Task
Unit III: Chemical Bonding
Task: Perspective
Time Frame: 2 Days
Overarching Understanding:

Students will understand that matter and energy’s behavior on the microscopic level
will explain how matter behaves in the macroscopic world.
Enduring Understanding:

Students will understand that atoms will bond in different ways depending on their
atomic structure.
Essential Question:

What are the similarities and differences of the different types of bonds you have
learned?
Vignette:
Being an atom can be an exhausting experience. Atoms need to bond with other
atoms. Pick an atom of your choosing and illustrate the similarities and differences
between the types of bonding that your atom can experience. To share this experience
with others, you will write a one to two-page story. Be sure to include two types of bonds
in your story.
Standard:
Be sure to write about two types of bonds in your story. You will be graded using
the rubric on the back.
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
What determines whether a
bond is ionic, covalent or
metallic?
Interpretation
Application
How would you illustrate
a covalent bond?
How do you write
correct chemical
formulas and name
compounds?
Chemical Bonding
Empathy
Perspective
How would you role-play
the difference between ionic
and covalent bonds?
Self-Knowledge
What are the similarities
and differences of the
different types of bonds
you’ve learned?
How would you recognize ionic
and covalent bonds in a list of
ingredients for a product you
use every day?
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Creating Possible Performances
Performance
verb
Generalization
Performance
Possible performances for Bonding (topic/unit)
Facet One: Explanation
1. Explain what determines whether a bond is ionic, covalent or metallic by
designing a flowchart to illustrate the process you need to go through to determine
which is which.
Facet Two: Interpretation
2. Illustrate one type of bond by drawing a picture or cartoon.
Facet Three: Application
3. Demonstrate the correct way to write compounds and formula names by
completing a worksheet.
Facet Four: Perspective
4. Compare and contrast the different types of bonds by writing a story about a day in
the life of an atom that illustrates at least two different types of bonds & the
differences between them.
Facet Five: Empathy
5. Consider the differences between ionic & covalent bonds by role-playing the formation
of a compound.
Facet Six: Self-Knowledge
6. Recognize ionic and covalent compounds by listing the compounds found in
everyday products and classifying them based on their name
Z:\Chemistry-Regular\UbD Units\Unit III - Chem Bonding\Chemical Bonding Unit.doc