Chemistry Lesson Plans
Instructor: M. Stokley
Week of: November 26-30
Weekly Objectives:
2e Compare the properties of compounds according to their type of bonding.
(DOK 1)
 Covalent, ionic, and metallic bonding
 Polar and non-polar covalent bonding
 Valence electrons and bonding atoms
2g Develop a three-dimensional model of molecular structure. (DOK 2)
 Lewis dot structures for simple molecules and ionic compounds
 Valence shell electron pair repulsion theory (VSEPR)
3c Classify chemical reactions by type. (DOK 2)
 Single displacement, double displacement, synthesis (combination), decomposition,
disproportionation, combustion, or precipitation.
 Products (given reactants) or reactants (given products) for each reaction type
 Solubility rules for precipitation reactions and the activity series for single and double
displacement reactions
Monday:
Activities:
1. Prebell – Name the following compounds: (a) CCl4 (b) NaBr (c) P2S4 (d) KBrO3
2. Students will complete their element presentations. These were due on the Friday
before Thanksgiving break, but due to time restraints or absences, some students
were not able to give their presentation that day. This is a major project that
compiles much of the information we have learned throughout the school year.
3. Review and RETEACH naming compounds and writing formulas. Students have
already learned and tested on this material, but they are likely to be rusty since
they were out of school for a week.
a. Quickly review the differences in naming covalent, ionic, and polyatomic
compounds. Allow students to come to the smartboard and work problems
out for themselves.
b. Quickly review writing formulas for covalent, ionic, and polyatomic
compounds.
4. Quick pop-quiz on naming compounds and writing formulas.
5. After the pop quiz, students will create “Lewis letters.” Students will be supplied
with sheets of paper that contain element cards. They will draw the dot diagrams
for the symbol on the card and cut out the cards.
6. LEWIS STRUCTURES - Teacher will explain what Lewis structures are and give
students a handout explaining the rules for drawing Lewis structures. Teacher will
demonstrate how to draw Lewis structures for simple covalent and ionic compounds.
7. Students will use their Lewis letters to help determine the Lewis structures for
several different compounds.
8. Closure – Exit Question – 1) Students will be given a chemical formula. They must
name the compound and then draw the Lewis structure for it. 2) Students will be
given the name of a chemical compound. They must write the correct formula,
then draw the compound.
Tuesday:
1. Prebell – Draw Lewis structures for the following: (a) dicarbon tetrachloride (b)
sodium oxide (c) phosphorus trichloride **Students must write the correct
chemical formula in order to draw the Lewis structure correctly.
2. Review Lewis structures and provide students with independent practice on drawing
Lewis structures.
3. Pre-Assessment on balancing Equations. Students should have had some exposure
to this in previous classes.
4. Teacher will explain why equations must be balanced and demonstrate how to
balance simple equations. Teacher will provided guided/independent practice on
balancing equations of varying difficulty.
5. Peer Tutoring (ENRICHMENT) – students who already know how to balance
equations (scored 80 or above on pre-assessment) will help struggling students.
6. Closure – the extra hard equation. Put a super hard equation on the SMARTboard.
Tell students to copy it onto their paper and work it out. The first person to get
the correct answer gets a prize.
Wednesday:
1. Prebell: Provide students with a sheet of paper containing three equations. There
will be 3-4 different versions of this paper, each with different equations of
varying difficulty. Students who scored well (80-100) on the pre-assessment will
get the most difficult problems, students who scored proficient but not advanced
(60-79) will get equations of moderate difficulty, and students who scored below
50 will get the less difficult problems.
2. Guided and Independent Practice on balancing equations. Students will balance
equations until I feel confident that every student can balance even difficult
equations. Teacher will provide one-on-one help with students who need it, and
advanced students may peer tutor struggling students.
3. Review Lewis structures and naming compounds.
4. If time allows, play “Hide the Cards.” Teacher will make 75 neon colored flash
cards, each containing some sort of problem (Lewis structure drawing, naming
compound, writing formulas, balancing equation) and hide them around the room.
Students will be placed into groups of three. Each group will search for cards,
solve the problem, re-hide the card, and start again. There will be a quiz tomorrow
on each of these types of problems.
5. Closure – Call time on the game, collect answer sheets, and make sure all cards are
re-hidden. Review some of the more difficult problems.
Thursday:
1. Prebell: A small worksheet with an assortment of problems similar to what will be
on today’s quiz (Lewis structures, balancing equations, naming compounds, writing
formulas).
2. Review prebell and review for quiz.
3. Quiz
4. After completing quiz, students will define terms in chapter 8.
5. Pre-assessment for Chapter 8. Review pre-assessment.
6. Writing and Balancing Equations – combine skills used on the quiz to read through a
paragraph of information and write an equation to signify what has happened in said
paragraph. They must write formulas using the chemical names in the paragraph,
determine which chemicals are products and which are reactants, then balance the
equation.
7. Closure -- Teacher will introduce other symbols that can be present in a chemical
reaction, and students will add them to their equations if necessary.
Friday:
1. Prebell: Write an equation for the following: In the presence of heat, solid sodium
bicarbonate decomposes to form solid sodium carbonate and diatomic hydrogen gas.
2. Writing and Balancing Equations again (time may not have allowed for this to be
taught Thursday. If not, it will be taught today).
3. Interpreting Chemical Equations – students will realize how much information can
be gained by reading a simple chemical equation
4. Notes – Types of Equations and Predicting Products
Students will take notes and teacher will discuss all things below
a. Teacher will discuss the five types of reactions studied in this chapter
b. Teacher will show students how to determine what type of reaction is
occurring by looking at the equation.
c. Once student has determined which type of reaction is occurring, they can
predict what the products of that reaction will be.
5. Guided Practice – As a class, we will look at the reactant side of several equations.
We will use the reactants to determine what type of reaction is taking place. Then,
students will predict the products of those reactions.
6. The Activity Series – not all reactions can occur. Students will be shown how to use
the activity series to determine whether or not a reaction will occur.
7. Closure – reflective paragraph. Write a paragraph describing the five types of
reactions discussed in class today.
ENRICHMENT – BALANCING CHALLENGE and PEER REVIEW
- Students will be given difficult equations to balance.