Reading in the Content Areas Lesson 6: Lesson Planning Grid
Lesson Planning Grid:
Teacher:
Erin Smith
Course/Subject:
Chemistry
Date Lesson Will Be
Taught:
Unit: Compounds and Bonding
Lesson Topic:
Naming Covalent Compounds
Length of Lesson in Class
Periods: 3
Grade(s): 10-12
Length of Class Periods:
90 minutes
Applicable Standards/Benchmarks & Support:
Virginia SOL Standard
CH.3 The student will investigate and understand how conservation of energy and matter is
expressed in chemical formulas and balanced equations. Key concepts include:
a) nomenclature;
c) writing chemical formulas (molecular, structural, and empirical; and Lewis diagrams)
More Specific Knowledge and Skills they should have at the end of the unit
 Chemical formulas are used to represent compounds. Subscripts represent the relative
number of each type of atom in a molecule or formula unit. The International Union of
Pure and Applied Chemistry (IUPAC) system is used for naming compounds.
 Name binary covalent/molecular compounds.
 Write the chemical formulas for certain common substances.
Essential Questions:
 How are universal names important to communication?
 What other sciences use universal naming systems and how to they compare to naming
compounds?
Learning Objective(s):
 Write the chemical formulas for simple molecular substance by converting between
chemical formula and the name of the compound and from the name of the compound to
the chemical formula.
 Identify that subscripts in a compound relate to the number of atoms of each element in
the compound by using prefixes to represent the subscripts.
 Demonstrate an understanding for nomenclature by making a flow chart for both the
naming systems for covalent as well as ionic bonding.
Learning Assessment(s):
1) Group work on naming covalent compounds where I walk around and take note of students
that are struggling and those who understand the rules.
2) Mini quizzes on going from chemical formula to name and then later from name to
chemical formula. Students will exchange quizzes after they are finished and will peer
grade them.
3) Daily warm ups (2 out of 3 days) on naming covalent compounds.
4) Quiz on naming covalent compounds. Given the chemical formula students will be able to
name the compound and given the name they will have to write the chemical formula.
5) Designing a flow chart for naming all compounds (covalent compounds come after ionic.
They can put all of the rules for naming compounds together).
6) Connections to other sciences: paragraph paper on the similarities between binary
compound and binomial nomenclature naming systems or binary compounds and the use
of the metric system.
Instructional Strategies & Activities:
(a) build on prior knowledge & communicate the relevance of the material?
-Review of naming ionic bonds. The two naming systems have similarities and differences. Using
what the students know about ionic bonds, we can then build on that knowledge and cover the
differences.
- Question that students need to write a paragraph on: How can having an international system of
naming compounds be helpful for all scientists as well as the non-scientific community?
PSLC Reading in the Content Areas
Lesson 6 Lesson Planning Grid
Page 1 of 4
3/9/2016
Teacher:
Erin Smith
Course/Subject:
Chemistry
Date Lesson Will Be
Taught:
Unit: Compounds and Bonding
Lesson Topic:
Naming Covalent Compounds
Length of Lesson in Class
Periods: 3
Grade(s): 10-12
Length of Class Periods:
90 minutes
(b) enable me to model the skills or strategies that students are to learn and use?
- From now on there are no common names for molecules. Water is not water it is dihydrogen
monoxide. Students and I are required to read, write, speak and listen to only chemical names of
compounds. I want students to be comfortable talking like a scientist and have confidence to
know that they can name all simple compounds if they can apply the naming system to the
compound. By showing confidence myself, and using chemical formula names only, students will
get used to hearing them and will become more confident as the year progresses.
(c) actively engage students in the content?
-I will use flashcards with compounds written on them and have students name the compound
and the reverse where they are given names and they have to give the chemical formula of the
compound. (When I was in high school I remember doing this with my chemistry teacher. She
started with the first two students in the left row and we would have to be the first one to say the
compound correctly. Whoever would say it first correct would move to the next person and so
one until the end. The student that makes it through to the end would get extra credit).
- Playing naming compound Jeopardy. It would have a column for ionic, more complex ionic,
covalent, and mixed ionic/covalent. Students would be broken into three teams and then can be
played on Turning Point so each team can get the points for having the correct answer and lost
points for getting the wrong answer.
- Naming compound bingo. Students will have to fill in their own bingo card with names of
covalent compounds- can be any compounds as long as they are covalent. I will generate names
of simple covalent and some more complex covalent molecules, hold them up and put them in a
breaker. I will call out the names and if a student has the name they will be able to cross it out.
(d) enable students to learn cooperatively?
-Students will be creating the flow chart in cooperative learning groups on the computer program
Inspiration that will have a peer participation grade that students will base off of a rubric (they will
need to circle on a scale of 1-5 how they think students did in a number of different areas.
(e) guide them in practicing the skills in class?
- Provide worksheets that students can work on in class independently while I walk around and
see what students are doing. If a student is wrong then I will quietly circle the questions that are
wrong and need to be re-evaluated. If I find that a lot of the same problems are being missed by
students I would go over them on the board for the class.
(f) provide adequate independent practice through homework?
-There will be worksheets and a problem set in the Unit Packet that students will complete.
(g) provide a review of key points, draw connections between the content & enable students to
draw conclusions?
-Go through a written and verbal review of both ionic and covalent bonding, noting the similarities
and differences between the two naming systems and more flashcard examples with the entire
class.
- There will be review questions posted to blackboard for students to access. There will also be a
mandatory review on blackboard that students will need to fill in the blanks in a paragraph about
naming covalent as well as ionic compounds.
Differentiation/Accommodations:
Gifted Students- Naming common covalent as well as ionic compounds will be very easy for them.
PSLC Reading in the Content Areas
Lesson 6 Lesson Planning Grid
Page 2 of 4
3/9/2016
Teacher:
Erin Smith
Course/Subject:
Chemistry
Date Lesson Will Be
Taught:
Unit: Compounds and Bonding
Lesson Topic:
Naming Covalent Compounds
Length of Lesson in Class
Periods: 3
Grade(s): 10-12
Length of Class Periods:
90 minutes
I would supplement them with naming acids and more complex covalent compounds. It is not a
topic that is covered in the Standards of Learning but it is a more challenging concept. I would
also give these students more polyatomic ions to know. Polyatomic ions are covalently bonded
compounds that have an overall charge. Students are required to know six different ions. For
gifted students I would have them know different forms of ions that are made of the same
elements in different ratios. This will tie into naming acids.
- I would have them to this independently and in small groups if there are a number of students
that are gifted or can handle the extra material and would like the added push.
Inattentive Learners- I would make sure that any student that are identified as have attention
disabilities or that seem to me that they might have some trouble paying attention are seated in
the front part of the room closer to my desk. I would keep changing what we are doing in class
so that they are not working on any one task for more than 20 to 30 minutes as a time,
depending on what we are doing.
Culturally/Linguistically Diverse Learners- Students would get a vocabulary list for the lesson. I
would encourage them to include any “regular” words that might come up and add the words to
the vocabulary list. There is a Word Wall in the classroom that includes all the vocabulary words
that have been covered so far. I would also print off any notes for them so they can concentrate
on getting the material and not copying the information perfectly.
Delayed/ Unprepared Learners- Students would get a vocabulary list for the lesson. Any reading
materials- which for this lesson are mostly directions or the powerpoint presentation, I would
modify to make the wording easier to read. I would start these students off with a review of
covalent bonding and what it means to have a covalent bond. They would start off with the
simplest compounds and once mastered they can expand to harder problems. I would pair them
with a gifted student so the gifted student could also do some teaching and reviewing of material
with the student.
Instructional Materials & Resources:
An online quiz that students can use in class or at home to practice naming covalent compounds
at Sciencegeek.net.
http://www.sciencegeek.net/Chemistry/taters/Unit4BinaryNomenclature.htm
- They can use their textbook as a resource although it will go into much more detail then they
are required to know. It is more like a college textbook than a high school textbook.
- A quiz on my Blackboard site that students can do for extra review and extra credit if they
complete it.
- Worksheets
- Powerpoint for class that will be available online on my Blackboard page as well
PSLC Reading in the Content Areas
Lesson 6 Lesson Planning Grid
Page 3 of 4
3/9/2016
Lesson Content:
Day 1:
o How can having an international system of naming compounds be helpful for all scientists as well as
the non-scientific community? Students answer in a paragraph on a separate piece of paper.
o Review of ionic bonding and naming
o Verbally go over ionic bonding and naming
o Worksheet with 20 questions on going from name to formula and formula to name for
ionic compounds
 To be worked on in groups of 3 students
o Review of Covalent bonding
o Class review on the SMARTboard- identifying compounds
o Rules for naming covalent compounds
o 3 rules- first element, second element with suffix, prefixes used
o Go over the 10 first prefixes- mono- through decao Go over examples with student volunteers by having students write the names on the
board
o Independent worksheet on going from chemical formula to name. I will be walking around while
the students do this to observe how they are doing.
o Homework- Problem set 2.5 on naming compounds
Day 2
o 3 question warm up on naming covalent compounds
o Naming compounds Jeopardy- students in three groups made by me.
o Groups are made up of students of all levels of understanding of chemistry
o Mini-quiz that will be student graded.
o This is more for me to see if the students can really understand when they are completely
on their own
o Flashcard game for speed and extra credit
o Make bingo cards in the last 10 minutes of class
o Homework- finish cards if all the boxes are not complete
Day 3
o 3 question warm up on naming all compounds
o Naming compounds bingo
o Separate students into groups of 4. Groups will construct a flow chart on the computer program
Inspiration.
o Students are required to “grade” their peers on how well they contributed to the group
and worked well with others.
o Homework- Blackboard quiz on naming compounds by midnight
PSLC Reading in the Content Areas
Lesson 6 Lesson Planning Grid
Page 4 of 4
3/9/2016