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Objectives:

Practice significant figures.

Lesson:

(1) Mr. Reimer did not make the quiz so we moved ahead to a lab.  (2) Students test 5 known powders (salt, sugar, alum, baking soda, and starch) with different reagents to find characteristic tests.  Students should record results in a neat table.  (3) Next class we will urse our data to test unknown powders.

Assignment:  

(1) Study for vocab final on May 30; next Friday.

Objectives:

Practice significant figures.

Lesson:

(1) Grade sig  fig practice #2 in class.  (2) Grade sig fig practice #3 in class

Assignment:  

(1) Sig fig quiz on Wednesday. (2) Vocab #5 due on Wednesday (write term, list definition, write a sentence.) (3) Sig fig quiz practice due.

Objectives:

Final practice for naming summative next class (in one week on Wednesday, May 7).

Lesson:

1) Remind Rachel, David, Chaeri of quiz makeup on Tuesday after school. 2) Hand in:  crossword on vocabulary (4/23), naming peer formulas (4/21) - note that David did not share document on time with other students, names --> formulas answers (4/25). 3) Students take practice quiz in class. 4) Begin teaching students to make naming flowchart for ionic compounds. [only got first 3 shapes done...]

Assignment:  

None!

Objectives:

...

Lesson:

1.    First thing, please give these students a "trial" test.  Have them treat this as a real test (put all books away, sit separately, etc.)  When all students are gone have students take turns offering correct answers and compare them to the key (see hard copy).  Where this is disagreement among students about the right answer, encourage them to talk and reach a consensus.  The students are doing well and can help each other successfully with this difficult material.

2.  Students have a list of vocabulary words:  jigsaw, bonding, covalent, electrostatic, pooling, monatomic, polyatomic, monovalent, net charge, cation, anion, ionic compound, valence.  Students should finish making definitions for each of the words or terms.  Their vocabulary paper-which they should already have-needs to have three columns:  word in English, same word or synonym in Korean, definition in English. 

3.  Students should make a crossword of their terms.  It should look like a normal crossword puzzle-see attached example.  The crossword should be made on paper and should include definitions, numbered clues, boxes for letters and so on.  Students to not need to cut-off words like we have done in tests; they can use the whole word in this assignment (see example).  Students may use 1 cm graph paper for their puzzle and cut out the pattern they need or they can make the whole thing on paper with a pencil and a ruler.  Please do not let them do this on the computer (they stay focussed better when working on paper.) 

Assignment:  

None

Objectives:

(1) Student will diagram lab procedures sufficiently correct to enable them to perform complete lab using only their flowchart. (2) Students will make explanations and decisions based on characteristics of ionic compounds. (3) Student will learn definitions of and fluently use: flow and flowchart, sequence, evaporate, 

Lesson:

[Background:  Last period students learned what a flowchart was and how to make a flowchart.  We discussed a flowchart showing how to sharpen a pencil, highlighting that: circles represent unique "objects," rectangles represent unique events or "actions," and diamonds are "decisions." Students were assigned to make flowchart about how to eat a banana - hopefully a common experience that we can collectively learn from.  The goal of this exercise is to begin making students fluent in flowcharting so that students can use flowcharts as a method to prepare for, and as a guide in doing, experiments and labs.]

(1) Students take out assigned flowcharts they made about "how to eat a banana." 

(2) Choose three or four students (Rachel participates the most so choose the other four) to write their flowcharts on the whiteboard.  Remind them that they will be similar but not identical and that is ok (not always easy for Korean students to accept.) 

(3) After students are done drawing their flowcharts, discuss the flowcharts highlighting what is good in each and identifying and correcting gross errors or omissions. 

(4) Share Google Doc with students titled, "Separating a Mixture Following a Flowchart."  Student should individually, make a flow chart from the narrative instructions.  Separate Chaeri and Rachel so that students do individual work.  Later in the period each student will use their flowchart as instructions to do the lab.  Help students as they develop their flowcharts.

(5) Each flowchart should have: at least one circle, at least one rectangle/square, at least one diamond, AND should have one loop (like the pencil sharpening loop when pencil is not sharp.)

(6) When students seem to have correctly flowcharted lab instructions, then introduce them to lab.  Each student should use separate lab equipment and do own exercise; no sharing.

(7) At conclusion of lab, show post-lab questions to students.  Students should attempt all questions and email or come to lab after school for help if they need assistance.

Assignment:  

(1) Students answer questions about separating mixture lab in writing (not on computer); due next period.

Objectives:

(1) Assess students ability to name ionic compounds in which the cation can have more than a single valence.

Lesson:

(1) Begin with quick assessment of student ability to name binary monovalent ionic compounds and ionic multivalent ionic compounds-teacher assess on the fly [students' named binary monovalent well, but EVERYONE failed to name multivalent cations with Stock system names].  (2) Review multivalent metals and Stock naming system.  (4) Students make ion models to to demonstrate, in kinesthetic way, how ionic compounds form and how charges must "match" or "cancel."  (5) Re-assign students to name all 30 problems on "multivalent" handout-see below.

Assignment:  

(1) Students practice naming ionic compounds for multivalent cations after re-teaching lesson today.

Objectives:

(1) Introduce students to naming ionic compounds

Lesson:

(1) Collect data and graph from last class. (2) Using worksheet F, "Naming Binary Monovalent Ionic Compounds," teach students basic ionic naming procedure.  Students complete all 30 naming problems before next class (Monday).

Assignment:  

(1) Complete assignment to name 30 binary monovalent ionic compounds from handout, "F_Binary Monovalent Ionic Compounds."