Lesson Plan Title: Naming and Formulas for Covalent Compounds The Race

Date: 29/02/17
Subject: Science 10 Grade: 10
Topic: Chemical Reactions Naming of Binary Covalent Compounds

Essential Question: N/A

Materials:
Kent Chemistry introductory video
Smartboard and Blackboard
Chalk and electronic writing utensils
Periodic Table of the Elements/Ions
Table of Common Ions
Naming Compounds Procedural Flow Chart handout
Masking tape
For Practice Naming and Writing Formulas for Covalent Compounds
handout

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will need to be able to; utilize four basic rules in establishing the names of
chemical compounds formed through covalent bonding. Rules are as follows;
1. The first element is named first, using the elements name.
2. The second element is named as an anion (suffix -ide)
3. Prefixes are used to denote the number of atoms
4. Mono is not used to name the first element.
They will need to understand how these rules function together in creating the names
for covalently bonded compounds, as well as how to utilize the given name of a
covalently bonded compound to rationalize the correct chemical formula for the name.
Using this knowledge they will participate in a Covalent Naming and Formulas Race.
Students also need to know the ten basic prefixes for naming; mono, di, tri, tetra, penta,
hexa, hepta, octa, nona, and deca. Very briefly, student will need to know how to use the
Naming Compounds Procedural Flow Chart to name not only these covalent compounds
but also simple halogenated acids.

Broad Areas of Learning:

Lifelong Learners: during this lesson students are actively engaged as members of a
team to attempt to achieve a shared goal. They are also actively using accessible means
of technology to further their learning and development. Construction and application of
learned knowledge is expressed during both the formative and summative assessments
which evaluate students on their comprehension and recollection/application of the four
rules and prefixes covered during the lesson.
Sense of Self, Community, and Place: students must remain physically aware of
their surroundings during this lesson, working cooperatively and respectfully with one
another. If a student excels in the application of chemical nomenclature, they will have
the opportunity to display leadership qualities in the direction of their assigned group
during the race.

Cross-Curricular Competencies:
Developing Thinking: students are required to think critically about the IUPAC systems
of chemical nomenclature, differentiating the rules and structure for naming covalent
compounds from what they already know about ionic compound naming. They need to
begin to think critically about all the ways in which various chemicals can come
together; naturally and synthetically to create all of the things that they experience in
their natural environments.
Developing Identity and Interdependence: personal traits are on display during the
group-work portion of the lesson; those who display leadership qualities and greater
comprehension will have the chance to take on a larger role in the group. However, each
member is interdependent upon the others for success as the more they support one
another, the more likely it is they will win.
Developing Literacies: literacies displayed during this lesson range from; physical
literacy when completing the race, written literacy in the application of nomenclature
and formulas, scientific literacy in the understanding of chemical naming constructs and
prefix utilizations, and oral/communicative literacy when required communication with
group members is ongoing during formal assessment.

Outcome(s):
SCI10CR2 Name and write formulas for common ionic and
molecular chemical compounds, including acids and bases.
g. Name and write formulas for common molecular and organic
compounds (e.g., methane, propane, butane, octane, methanol, ethanol
and glucose), using the periodic table and a list of numerical Greek prefixes.
l. Name and write formulas for common acids and bases, using the
periodic table, a list of ions and rules for naming acids and bases.
m. Explain the importance of scienfic nomenclature systems such as the
International Union of Pure and Applied Chemistry (IUPAC) naming
convenons in communicang informaon about chemical compounds.

PGP Goals:
2.2 proficiency in the Language of Instruction
2.4 ability to use technologies readily, strategically and appropriately
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual
beings

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The assessment for learning completed during this lesson, will be the Covalent
Compounds Naming and Formula Race taken part in by the students during class time.
The game itself is a friendly competition between two teams of students; lined up along
the back wall of the room in to separate groups, teams will send one member to the
board at a time to come up with either the name, or chemical formula for a series of
given reciprocals. Students must take turns writing on the board, returning to the back of
the line upon completion of their turn, if a student is unable to name or write the formula
for any of the remaining compounds, they must run-up, touch the board, and return to
the end of the line before the next student can go. Students may also use a turn to
correct any mistakes presented in previous answers, but cannot write an additional
answer apart from the correction simultaneously. The first team to have all of their
answers correct (/20) will win the race.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.

The summative assessment component of this lesson is the For Practice Naming and
Writing Formulas for Covalent Compounds handout that students are assigned to
complete as homework for the next class period. This summative assessment draws on
all the; skills, rules, and naming conventions (i.e. the prefixes) learned during the lesson
while maintaining a length that does not pose difficulty in length of completion or
evaluation. Students are given a series of six questions; either the name of covalent
compounds, or chemical formulas of covalent compounds and asked to provide the
reciprocal.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~2 min)
To quickly engage these period one students first thing in the morning; I will begin with a
brief discussion review regarding the topic of their previous lesson (naming ionic
compounds), and the resulting areas of the periodic table covered during this lesson.
Students will be asked to use their smartphones to look up what IUPAC stands for and we
will briefly discuss why it is significant to what we are doing in todays lesson (i.e. they
come up with two fancy systems of naming, we are now on the second one).

Main Procedures/Strategies: (~40-45 min)

- I will give a short period of direct instruction detailing the four rules outlined in the
things to know section above for students on the smart board, as well as run
through the prefixes for chemical nomenclature. (~10-15 min)
- Students will view the Kent Chemistry video from the link below that goes
through these naming rule conventions an use of the prefixes in the practical
application for naming covalent compounds and writing resultant chemical
formulas from given covalent compound names. (~3 min)

http://www.kentchemistry.com/links/naming/NameCov.htm

- Students will be introduced to the Naming Compounds Flow Chart (created by

Carmen), to be used as a means of breaking down how to name chemical
compounds ranging from ionic, to covalent. From there we will go through four
examples of covalent compound naming to get students accustomed to using
these new rules and prefixes (~10-15 min):
HBr
H2SO4
CO2
P2O7
- Students will take part in the Covalent Compounds Naming and Formulas Race
outlined in the formative assessment portion of this lesson plan. (~10-15 min)

Adaptations/Differentiation:
- One of the students present in this classroom suffer from cerebral palsy, limiting
his mobility on the non-dominant side of his upper body (specifically his arm and
shoulder). I intend to inquire with this student before class whether the race, as it
is, is something that he feels he will be able to participate in with minimal risk
using his dominant hand. If he feels that the motion associated with writing on the
board will not be within his capabilities, I will establish a working area for him near
the front of the classroom adapting so that he has a desk to sit at while answering
one of the questions. While he is working, my proximity will need to be move
more to the front of the classroom to assist with checking off which of the
questions he was able to complete and communicating the results to his group to
ensure ongoing completion of the race in a fair manner.
- Due to the physical nature of the formative assessment, proximity itself is another
 adaptation all of its own in that while students are up and moving, at the back of
the room (only one moves to the front at a time) I will look to be near the back of
the room ensuring student safety from trip hazards as well as monitoring students
for appropriate behavior.
- Students who suffer from social anxiety need to be adapted for in this type of
interactive environment, encouraging the use of only positive language and
cooperative group work while students are idly waiting for their next turn is a
must.

Closing of lesson: (~3-5 min)

To close the lesson I intend to just briefly go over with the students the four rules that
we covered having to do with the naming of covalent compounds as well as reinforce the
need to learn the prefixes. This is before handing out the summative assessment
creation as a homework assignment for completion due the following day.

Personal Reflection:
In reflecting on this particular lesson, I found that the initial motivational set went really
well with students having the chance to interact academically with their smartphones as a
part of the class. It was vital to me to have something for the students to do immediately
after working with the phones to prompt them into putting the phones away and
reengaging with the lesson materials. I chose to forgo the video designed for the md-
lesson procedures because of feeling that the student remained slightly confused about
the topic of covalent naming. Instead of going through a rapid-fire exemplar like a video, I
chose to work slowly through two additional examples on the board to evoke discussion
and deeper comprehension. If I were to do this lesson again I would exclude the naming
convention practice for acids and polyatomics, electing to cover those topics during a
different lesson. With that I would have retained the flow chart for naming conventions
until such a time as we had covered all naming rules/styles. The formula race went well as
a means of getting students to practice, and begin to understand just how much they
didnt know/ how vital it is that they follow the four rules outlined in the lesson. During the
race we did have one student become physically aggressive toward another, as such I
removed him from the class momentarily, forcing him to settle down out in the hall. While
the other students continued with the race under the supervision of the PT, I went out into
the hall and talked the student down before allowing him back into the classroom on the
condition that the behavior not continue and an apology be issued to the other student,
who was also warned about instigating. The review discussion to close the lesson was kept
very brief allowing for specific students to come up and ask questions before they had to
leave class and I feel that the summative assessment practice questions given for
homework at the end of the lesson was a good practice application of student
comprehension of the four rules.
*Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Covalent Compounds Naming and Formula Race:

Team 1 Team 2

CO = carbon monoxide CS2 = Carbon disulfide

Sulfur dioxide = SO2 Silicon carbide = SiC

P4S3 = tetraphosphorus trisulfide N2O = dinitrogen monoxide

Iodine heptafluoride = IF7 Dihydrogen monoxide = H2O

H2S2 = dihydrogen disulfide Cl2O7 = dichlorine heptaoxide

Tetraphosphorus decaoxide = P4O10 Sulfur hexafluoride = SF6

N2O3 = dinitrogen trioxide OF2 = oxygen difluoride

Silicon tetrachloride = SiCl4 Sulfur trioxide = SO3

KrF2 = Krypton difluoride N2O5 = dinitrogen pentaoxide

Carbon tetrachloride = CCl4 Phosphorus pentabromides = PBr5

NO2 = nitrogen dioxide CO2 = Carbon dioxide

Silicon dioxide = SiO2 Boron tribromide = BBr3

ClF3 = chlorine triflouride PCl5 = phosphorus pentachloride

Dioxygen difluoride = O2F2 Selenium monoxide = SeO

SeCl2 = Selenium dichloride S2F2 = disulfur difluoride

 For Practice Naming and Writing Formulas for Covalent Compounds:

Given either the name, or the chemical formula for the covalent compounds below. Use
the information provided to find the opposite (i.e. if your given a name, write the formula
and vice versa). REMEMEBER; the four rules of naming covalent compounds, AND the
prefixes we use (sometimes. )!

1. CO
2. Dinitrogen trioxide
3. SiCl4
4. Dichlorine heptaoxide
5. P4O10
6. Selenium dichloride

Write your answers on a separate sheet of loose-leaf, put your name on it and hand it in
for the beginning of nex class to the Science 10 bin!