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Science lesson plan · 10th grade (Year 11 in England) · 45 minutes

Ionic, covalent and metallic bonding

Atoms, elements and the periodic table

CCSS NGSS.HS-PS1-1CCSS NGSS.HS-PS1-3England: KS4 Combined Science: Structure, bonding and the properties of matter

Objective and success criteria

Students will: Ionic, covalent and metallic bonding.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Electron shells and the periodic table

Leads to: the next skill in this area.

Materials: Periodic tables, Atom model kits, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Electron shells and the periodic table). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. How many electrons does an atom of fluorine (atomic number 9) have in its outer shell? → 7Prompt: Fill the shells 2, 8, 8 in order.
  2. Who arranged the elements in an early periodic table and left gaps for undiscovered elements? (Marie Curie / Charles Darwin / Isaac Newton / Dmitri Mendeleev) → Dmitri MendeleevPrompt: He predicted the properties of gallium and germanium before they were found.
  3. How many electrons does an atom of lithium (atomic number 3) have in its outer shell? → 1Prompt: Fill the shells 2, 8, 8 in order.

Hook · 5 min

  • Show the periodic table and ask what patterns students can see before anything is explained.
  • Share the objective: Ionic, covalent and metallic bonding. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: What type of bonding is in potassium bromide (KBr)?
  • Step 1: Ionic bonds form between metals and non-metals when electrons are transferred.
  • Step 2: So the answer is: ionic
  • Answer: ionic
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. What type of bonding is in iron? (ionic / covalent / metallic) → metallicPrompt: Is it metal + non-metal, only non-metals, or only a metal?
  2. What is the charge on a magnesium ion? (−2 / +2 / +3 / +1) → +2Prompt: Metals lose their outer electrons and become positive.

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Bonding: which statement is NOT true? (Diamond is a giant covalent structure and is very hard. / Ionic compounds conduct electricity when melted or dissolved. / Water has a high boiling point because its covalent bonds are weak. / Simple covalent substances such as water have low melting and boiling points.) → Water has a high boiling point because its covalent bonds are weak.Prompt: Can ions move in a solid?
  2. What type of bonding is in calcium chloride (CaCl₂)? (ionic / covalent / metallic) → ionicPrompt: Is it metal + non-metal, only non-metals, or only a metal?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Electron shells and the periodic table.
  • Use concrete materials: periodic tables.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.

Free lesson plan from eurekami.com/lesson-plan-builder

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Ionic, covalent and metallic bonding

Name

Date

Score/ 8

  1. Question 1

    Bonding: which statement is NOT true?

    • A. Solid sodium chloride conducts electricity.
    • B. Metals conduct electricity because they have delocalised electrons.
    • C. Simple covalent substances such as water have low melting and boiling points.
    • D. Ionic compounds have high melting points.

  2. Question 2

    What type of bonding is in chlorine gas (Clâ‚‚)?

    • A. ionic
    • B. covalent
    • C. metallic

  3. Question 3

    What is the charge on a aluminium (aluminum) ion?

    • A. −2
    • B. +3
    • C. −1
    • D. +1

  4. Question 4

    What type of bonding is in calcium chloride (CaClâ‚‚)?

    • A. ionic
    • B. covalent
    • C. metallic

  5. Question 5

    What type of bonding is in aluminium (aluminum)?

    • A. ionic
    • B. covalent
    • C. metallic

  6. Question 6

    What is the charge on a lithium ion?

    • A. +1
    • B. +2
    • C. −1
    • D. +3

  7. Question 7

    What type of bonding is in carbon dioxide (COâ‚‚)?

    • A. ionic
    • B. covalent
    • C. metallic

  8. Question 8

    What is the charge on a fluoride (from fluorine) ion?

    • A. +2
    • B. +1
    • C. −1
    • D. +3

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Answer key: Ionic, covalent and metallic bonding

  1. 1. A. Solid sodium chloride conducts electricity.

  2. 2. B. covalent

  3. 3. B. +3

  4. 4. A. ionic

  5. 5. C. metallic

  6. 6. A. +1

  7. 7. B. covalent

  8. 8. C. −1