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Ingram
TAG Strategy for this Lesson: Concept Attainment

Unit Name
Chemical Bonding & Stoichiometry

Lesson Name Time Needed (Hours/Days)

“Bonding: Taken v. Shared” 1 90-min block/period

Grade Subject Course

10th – 11th Science Honors Chemistry

GA Standards of Excellence & TAG Standards

(Please include both GSE & TAG Standards)

GSE Standards
SC2. Obtain, evaluate, and communicate information about the chemical and physical properties of
matter resulting from the ability of atoms to form bonds.
d. Develop and use models to evaluate bonding configurations from nonpolar covalent to ionic
bonding.
e. Ask questions about chemical names to identify patterns in IUPAC nomenclature in order to
predict chemical names for ionic (binary and ternary), acidic, and inorganic covalent
compounds.
f. Develop and use bonding models to predict chemical formulas including ionic (binary and
ternary), acidic, and inorganic covalent compounds.

TAG Standards
Advanced Communication Skills Standard
1. The student uses written, spoke, and technological media to convey new learning or challenge
existing ideas.
2. The student produces written and/or oral work that is complex, purposeful, and organized,
includes relevant supporting examples and manipulation of language.
7. The student responds to contributions of others, considering all available information.
8. The student participates in small group discussion to argue persuasively or reinforce others’
good points.
9. The student maintains a journal or log for self-reflection and/or self-evaluation.
10. The student supports and defends his/her own opinions while respecting the opinions of
others.

Advanced Research Skills Standard

1. The student uses a variety of print and non-print resources to investigate a topic of interest.
2. The student formulates original and appropriate questions to test the limits of an existing body
of knowledge.
3. The student uses concepts within and across disciplines to develop a valid hypothesis, thesis
statements, or alternative interpretations of data.
8. The student allows for and accepts alternative interpretations of data.

Creative Thinking & Problem-Solving Skills Standard

1. The student questions accepted practices, rules, and existing principles to discover new
knowledge.
3. The student incorporates brainstorming and other idea-generating techniques (synectics,
SCAMPER, etc.) to solve problems or create new products.
7. The student uses analogies, metaphors, and/or models to explain complex concepts.
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Higher Order Critical Thinking Skills Standard
1. The student asks probing, insightful, and relevant questions.
3. The student conducts comparisons using criteria.
6. The student extrapolates verbal-linguistic (e.g., analogies) and visual-spatial patterns (e.g.,
tessellations) to determine relationships.
14. The student identifies and illustrates basic principles and the foundational concepts that are
central to understanding the essence of a field of study.
15. The student recognizes that the responsibility to examine and challenge existing ideas and
theories is an ongoing process.

Essential Question(s)
What should students know when lesson is completed?

How are chemical bonds characterized by the movement of electrons between their atoms?

Teacher Lesson Preparation

Laminated Picture Cards for Yes/No Examples

Dry Erase Markers & Whiteboard
Class Set of Self-Reflection Questions
Class Set of Concept Definition Map Worksheet
Color Pencils/Markers for Student Use
Ensure technology and web sources are functional and assessible.

Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior Learning)

Teacher is beginning a lesson on ionic bonds. To start, the teacher wants the students to develop a
strong foundational understanding of the underlying principles of both types of bonds. Teacher will
say the following to the students: “Today, we’re going to do something a little different. I’m going to
hold up different pictures, some will be ‘yes’ examples that describe a concept I have in mind and
some will be ‘no’ examples. All of the ‘yes’ images are examples of an important concept that will be
at the center of what we’re going to study over the next couple of days. The ‘no’ example, although
they may have some things in common with the ‘yes’ examples, will not be examples of this concept.
As we progress through the images, I want you to pay close attention and examine each of the them
in order to figure out what the concept is; however, ultimately, what I really want is for you to
determine the critical attributes of the concept.”

Instructional Sequence and Activities (Including use of technology.)

Teacher will hold up the first set of images– dog with a shoe (yes), lady in the tramp spaghetti (no),
football interception (yes), duplex (no), before asking the students to speak with a partner and
formulate an initial hypothesis. The teacher will tell the students to think about what all the “yes”
examples a have in common and how are they different from the “no” examples. The teacher will
have the students call out the attributes from their original hypothesis and write them on the board.
Then, the teacher will show more examples – burglar (yes), mosquito (yes), marriage (no), ant colony
(no), tug of war (yes), and instruct the students to test their initial findings against the second set of
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examples. Teacher will then ask students to share out their new findings modify the attributes written
on the board based on student responses. By this point, the students should have a reasonable level of
confidence in understanding that the difference between the ‘yes’ and ‘no’ examples is some
represent ‘taking’ while others represent ‘sharing’. The teacher will then hold up a the final set of
examples that consists of Lewis structures for the following compounds that showcase the movement
of electrons – water (no), sodium chloride (yes), and a phosphate ion (a wildcard example that to
many students’ surprise will be a yes). With these examples, students should understand that they
haven’t considered the movement of electrons/particles in any of the previous images. The teacher
will lead the class (as a whole) in reviewing all the examples and nonexamples and, with the teacher,
will develop a final set of critical attributes for the concept of ionic bonding. Students will then,
define the unknown idea (ionic bonding where the electrons are transferred/taken by the nonmetal
to/from the metal) based on the final set of attributes developed and the teacher will clarify the proper
vocabulary as needed based on the student responses. Afterwards, students will complete the self-
reflection question that will allow them to develop a deeper perspective on both the ionic bonding
concept and their own learning process. Lastly, students will apply their understanding of the concept
by completing a synthesis activity that requires them to design a concept definition map for ionic
bonds.

Assessment Strategies

The methods of assessment will come in 3 parts:

1. Their engagement throughout the activity through the use of the strategy will be assessed
(which will also help the teacher gauge the efficiency of the strategy implementation).
2. Each student will turn in their self-assessment questionnaire which will serve as an additional
resource to gauge strategy implementation, and also, an assessment of their growth in
understanding the concept as the activity progressed.
3. Each student will turn in their constructed concept definitions map that highlights their
understanding of the concepts within ionic bonding and its movement of electrons.

Differentiation
Scaffolds/ Interventions/Extensions/Enrichment

This lesson, which is based on the concept attainment learning/teaching strategy, is an example of
differentiation as it allows students to explore critical concepts actively and deeply by examining
examples and nonexamples of a given concept and developing their understanding from scratch by
identifying similarities and differences between the examples and generating/testing their hypothesis
until their understanding of the concept it’s rock solid. The students aren’t intentionally grouped but
will work with an elbow-neighbor that may extend to a small group throughout the beginning of the
activity to discussion similarities/differences in the examples before instruction continues via the
whole class as one group. More specifically, differentiation is seen through the use of visual images
that relate to the interest of the students with the intent that every student has come in contact with at
least one example in their everyday life. Lastly, differentiation can be seen at the end of the lesson
when students are able to generate their own concept map based on their own level of creativity with
their own individually created examples and nonexamples of ionic bonding.
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Materials/Links/Text References/Resources

The following additional required documents are included below on pages 5 & 6:
 Class Set of Self-Reflection Questions
 Class Set of Concept Definition Map Worksheet
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Name: ________________________________________ Date: _______________________ Block: _____

Ionic Bonding “Concept Attainment” Self-Reflection Questions

1. What was your original hypothesis?

2. How do your initial ideas (based on the first set of examples) compare to your current understanding of
ionic bonding?

3. Did any particular example or nonexample from the activity lead to a ‘conceptual breakthrough” for you?

4. Can you think of any other concepts that might be related to ionic bonding?

5. How do you know when you really understanding a concept?

6. What was most difficult for you in this activity?

7. How can you improve your performance next time?

8. What do you think you learned about yourself and how you think?
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Name: ________________________________________ Date: _______________________ Block: _____

Ionic Bonding Concept Definition Map

Directions: Mapping concepts on paper improve your comprehension of the basic underlying principles of a
concept, dissect its most important key components, and provide a memorable visual study guide for its
important ideas. Use the following acronym to construct your concept definition map for ionic bonding in
the area below.

Make a circle at the center of the page and write the name of concept in the circle.
Add branches to your central concept that correspond to the following:
1. Category – What larger idea or unit theme is the concept apart of?
2. Properties – What is the important information that explains what the concept is? Choose the most
essential information about the concept and list each piece of information in a separate box.
3. Examples – List examples of the concept. (Brand-new examples not used in the activity.)
4. Nonexamples - List nonexamples of the concept. (Brand-new examples not used in the activity.)
5. Comparisons – Are there any related concepts that you can compare with your concept?
Put the relevant information in boxes and ovals connected to the branches.