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They need time to digest content delivered and have to be called upon to answer questions in class. |\n\nIntended Learning Outcomes  \n1. Draw the ‘dot and cross’ diagrams of ionic compounds  \n2. Describe the formation of ionic bonds between metals and non-metals, e.g. NaCl; MgCl2  \nLesson  \n\n| AfL process Timestamp Activity Tips/Remarks |  |  |\n| --- | --- | --- |\n|  Explaining | [00:00] Teacher recaps the main points of the previous lesson and links it to the learning objectives of the day. |  |\n|  Exploring | [00:29] Teacher gets students to recall what they remembered about ions that they learnt in the previous lesson and write it on the online platform‘Nearpod’ to gauge whether students are ready to move on to the next topic. | 􀀉 Mini whiteboards or even blank pieces of paper can be used as substitutes to online platforms. |\n|  Engaging | [00:54] Teacher shows on the screen what students have written and gives her 􀀣 Instead of just saying, ‘Good job’, be\u003Cbr>feedback. specific about what students did right. |  |\n\n\n|  Exploring\u003Cbr> Explaining\u003Cbr> Engaging | [01:02] Still on recap of previous lesson. Teacher gets students to draw either an aluminium atom or aluminium ion. She shows their responses on the screen and gives feedback.\u003Cbr>She reminds the students to draw the bracket and the charge when drawing ions.\u003Cbr>She invites the students to evaluate their peers’work. | 􀀣 This encourages students to selfassess their work. |\n| --- | --- | --- |\n|  Explaining | [01:46] Teacher reiterates the lesson objective by linking what they have recapped with the day’s learning outcome. |  |\n|  Explaining | [01:56] Teacher explains the transfer of electrons during the formation of ionic compounds using the use of button magnets.\u003Cbr>Teacher models how to draw the diagram for sodium chloride. |  |\n|  Exploring\u003Cbr> Engaging | [02:25] Teacher asks questions to elicit students’ understanding.\u003Cbr>When student provides a wrong answer, teacher prompts him to think again and justify his answer. Teacher then provides tips on how to remember what the charge of the ion is. | 􀀉 Confusing between negative and positive charges is a common problem students face. An activity to reinforce their conceptual understanding might be helpful. |\n|  Explaining | [03:02] After explaining another example, the drawing of magnesium fluoride, teacher breaks down the marks that would be given for such a question. |  |\n|  Exploring | [03:21] Students are given a question to try on their own. Teacher walks around to elicit evidence of learning and pick up misconceptions to address. |  |\n\n\n|  Engaging | [03:39] Teacher shows a student’s worksheet where a mistake was made.\u003Cbr>Teacher offers the student a chance to correct his mistake.\u003Cbr>Teacher engages the rest of the class to offer feedback on how to further improve the answer. |  | 􀀉 Another form of peer assessment can also be conducted here. Get students to check their partners’work. This allows more students to have their work checked and encourages greater student ownership of learning. |  |\n| --- | --- | --- | --- | --- |\n|  Explaining | [04:42] Teacher shows another student’s worksheet that she deems as a good example of what she expects from them. |  |  |  |\n|  Exploring | [05:11] Based on her observations of the students’ first practice, teacher feels students need to have more practice.\u003Cbr>Teacher gives another question for them to try on their own in class (draw diagram of beryllium fluoride) . |  |  | 􀀣 Pace the lesson based on students’progress instead","cbCaitJtYS4FKpaJ","https://ap.wps.com/l/cbCaitJtYS4FKpaJ","pdf",217491,"English","# Intended Learning Outcomes\n## Draw ‘dot and cross’ diagrams\n## Describe formation of ionic bonds\n# Lesson Flow\n## Explaining, Exploring, Engaging (AfL processes)","[{\"question\":\"What are the intended learning outcomes for this lesson on ionic bonding?\",\"answer\":\"Students draw ‘dot and cross’ diagrams of ionic compounds and describe how ionic bonds form between metals and non-metals, such as NaCl and MgCl2.\"},{\"question\":\"How does the lesson check students’ readiness to move on to the next topic?\",\"answer\":\"The teacher has students recall ions from the previous lesson and enter responses on Nearpod to gauge whether they are ready.\"},{\"question\":\"What misconceptions does the handout highlight and how are they addressed?\",\"answer\":\"Students may confuse charges (negative vs positive) and may think ionic compounds exist as singular particles. The teacher uses prompts, detailed feedback, peer assessment, and models to reinforce the correct ionic crystal lattice idea.\"}]","AfL Lesson Example 1 - Ionic Bonding - Sec 3 Express | PDF",13]