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.
- How many electrons does an atom of chlorine (atomic number 17) have in its outer shell? → 7Prompt: Fill the shells 2, 8, 8 in order.
- Who arranged the elements in an early periodic table and left gaps for undiscovered elements? (Charles Darwin / Marie Curie / Isaac Newton / Dmitri Mendeleev) → Dmitri MendeleevPrompt: He predicted the properties of gallium and germanium before they were found.
- How many electrons does an atom of boron (atomic number 5) have in its outer shell? → 3Prompt: 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.
- What type of bonding is in aluminium (aluminum)? (ionic / covalent / metallic) → metallicPrompt: Is it metal + non-metal, only non-metals, or only a metal?
- What is the charge on a lithium ion? (+3 / −1 / +2 / +1) → +1Prompt: 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.
- 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?
- What is the charge on a oxide (from oxygen) ion? (+3 / −1 / +2 / −2) → −2Prompt: Metals lose their outer electrons and become positive.
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