Lesson+Plans

|| // Each student will construct a KWL foldable identifying what they know about each of the following molecules H20, SiO2, CO2, C8H18, N2, H2O2, NH3 // || // Watch the following chemical reaction, []. This reaction is the one commonly known as “elephant toothpaste” and can be performed as a demonstration. // // Discuss what students think occurred on the molecular level as the reaction happened. // || // Students will construct models using clay for the atoms and toothpicks to represent the bonds in the molecules. This will enable the students to explore the structure of molecules. The teacher should move around the room making observations of student progress. Students will complete their data sheet as they construct their models. Save the models for the elaborate phase of this lesson. // || // Discuss word names of molecular compounds the students have been working with. Ask if they notice any patterns & differences between these and the ionic compounds discussed in a previous lesson. Lead the discussion toward the rules for using the prefixes; mono, di, tri, tetra, penta, hexa, hepta, octa, nona, deca. These prefixes are used in naming covalent molecules. The second element in the name uses all of the prefixes to indicate the # of atoms of that element in that molecule, but the first element does not use the mono prefix. For example, carbon dioxide **not** monocarbon dioxide. // || //Return the student data sheets, demonstrate HyperChemLite using a couple of molecules. Then allow the students to construct the assigned models. Ask students to note in their data sheet any differences between their clay models and the ones constructed in HyperChemLite. Discuss why there are differences in the shapes and how shape and function are related. If appropriate for your age level this is where you can discuss geometrical shapes. Have students summarize this lesson, with teacher assistance in their notebooks.// || // Quiz using eInstruction Classroom Response System (clickers if available). I have several molecules created using HyperChemLite embedded in an ExamView file with questions about the diagrams. // || // Students will analyze labels they bring in for molecular compounds. Guest speakers who use chemistry in their work will also provide students with common molecules and compounds and how these chemicals are used in their work.. // || · HyperChem Lite's model builder turns rough sketches straight into 3D structures. It can even handle highly coordinated metal complexes. · Rendering choices include sticks, balls and cylinders, and CPK spheres, with and without shading. Stereo viewing is available, and the orbitals and electron densities can be displayed as wire-mesh or shaded solid surfaces, or as contour plots. · Extensive selection and highlighting capabilities make it easy to focus on areas of interest in complex molecules. · Mouse control of stereochemistry, rotation around bonds, and "rubber banding" of bonds makes manipulation of structures easy. || ||
 * ** 7-E Lesson Plan: Molecular Names  ** ||
 * ** Author: **** Annette Holder & Heather Hawk ** || ** Date: July 10th, 2009 ** ||
 * ** Topic: **** Naming molecules, recognizing subscripts, and formulas ** ||
 * ** Title: Molecular Names ** || ** Grade Level: ninth/tenth ** ||
 * ** Lesson Summary: **
 * Students will work with foldables, construct models, view videos, and use HyperChemLite to learn molecular naming. ** ||
 * **Arkansas** **Science Frameworks SLEs: (list # and text of each SLE)** || C.1.PS.9  |||| Model bonding: //ionic, covalent, metallic// ||
 * C.1.PS.11 || Write formulas for //ionic// and // covalent compounds // || ||
 * C.1.PS.12 || Name //ionic// and // covalent compounds // || ||
 * C.1.PS.12 || Name //ionic// and // covalent compounds // || ||
 * ** Main SLE covered in this activity: **
 * Writing and naming covalent compounds. ** ||
 * ** Objectives: The learner will: **
 * 1) Connect recognize common molecular compounds by their formula. **
 * 2) Understand not all atoms are the same size based by using hyperchemlite. **
 * 3) Correctly write the name of common compounds using IUPAC convention. **
 * 4) Build covalent compound models using concrete materials ** ||
 * ** Essential Question: **
 * How are molecules named differently from compounds? ** ||
 * **// BACKGROUND INFORMATION //** ||
 * ** Timeline: (about how many class periods, or minutes this lesson takes) **
 * 4 – 5 fifty minute class periods ** ||
 * ** Materials: HyperChemLite software which demonstrates molecular structure, bond length and angles, computers for each pair of students, clay, toothpicks, Student Data Sheet, saved YouTube/TeacherTube video to jump drive, colored paper (optional) for foldables, clickers, 5 labels per group provided by teacher plus 5 labels from household products brought in by students (windex, draino, toothpaste, deodorant, lotion, cereal, ketchup, aspirin, tylenol, splenda, artificial sweetner etc.), reference page for geometrical structures. ** ||
 * ** Teacher Preparation: (what the teacher needs to do ahead of time to get ready for this lesson; e.g. assemble materials, assign groups, schedule parents) **
 * Day 1: The teacher needs to have colored paper for students and a couple of prepared examples to aid students in making their own foldable. Also, chemical reaction video needs to be saved since YouTube is blocked by the state. **
 * Day 2: Copies of the student data sheet, tooth picks and clay for students working in groups of two. **
 * Day 3: Presentation for students on prefixes, & rules for naming compounds, laptops for pairs of students with hyperchemlite installed. **
 * Day 4: Clickers for students. **
 * Day 5: Clean labels/trash to obtain names of molecular compounds in common household materials. Chemist to discuss some common products…these may be a dietician, an organic chemist, a nurse, or a CWL chemical engineer. ** ||
 * **// PROCEDURE //** ||
 * ** Elicit: (Something a teacher does to draw on students’ prior knowledge) **
 * ** Engage: (something a teacher does to pique students’ interest; examples could include showing a short video from United Streaming, YouTube, TeacherTube, etc.; wearing something strange like an anatomy apron/football jersey/solar eclipse glasses, etc., doing a short demonstration, reading a newspaper headline, etc.) **
 * ** Explore: (typically done by students in pairs or small groups to investigate a concept using teacher-provided materials and possibly instructions) **
 * ** Explain: (usually done by a reporter from each group informing the whole class what happened in their groups’ investigation/activity and what they think explains it) **
 * ** Elaborate: (usually done by the teacher to clarify the student reporters’ ideas; summarize what was learned, tell students other areas of science in which this concept is used, tell students other disciplines (like math, geography, etc.) to which the concept relates; give ideas for either horizontal (for students who need to see it again to grasp the concept) or vertical enrichment (GT students or Science Fair ideas) **
 * ** Evaluate: (some sort of formal or informal assessment; rubric for group work which could be scored by teacher, students, or group members, quiz, etc.) **
 * ** Extend: (connect learning to authentic life experiences) **
 * ** CROSS CURRICULAR CONNECTIONS **
 * Math: Geometry: angles, names of polygons, counting, prefix nomenclature **
 * Language Arts: Technical writing to actually describe individual molecules. **
 * Social Studies: **
 * Other: Art: constructing models ** ||
 * ** Parental Involvement: Invite parents to assist in the classroom on days 2 and 3 with building models and on the last day to discuss common molecules found in everyday materials. ** ||
 * ** Technology Connections: YouTube/Teacher Tube Videos, HyperChemLite Software, eInstruction Classroom Responder System (Clickers) **  ||
 * ** Resources: zamzar.com, YouTube.com, Dinah Zykes 3 flap KWL foldable ** ||
 * **Notes:** //(note I use zamzar.com to convert YouTube Videos to files that will play on any computer. Set up an account at zamzar, copy the url from youtube, paste in the first box on zamzar, select the type of file you want, type in an email for zamzar to send it to and then hit convert. Zamzar will email you the link for your conversion you must download the converted file within 24 hours or it is lost at least with the free version.)//
 * About HyperChem Lite.** Approximately $69, form Hypercube, Inc.
 * ** Credits: **
 * This lesson: __X__ is original __was adapted from__ _’s original lesson. **

