Have them create a revised list of rules or criteria for different categories.Īfter they have created a new list, have students create a flow chart which will allow them to name compounds. Have students perform a gallery walk, where they walk around and look at other groups posters. Say “On your poster, include the criteria or rule used to place compounds into each group.” no roman numeral or suffix of anion, such as “ate, ite, ide” etc.Īfter the groups have organized their cards and you have met with the group to discuss their organization, have them glue them to a large piece of paper or poster board in their groups. For example, “Why did you put this compound in this group?” Some examples of how students may choose to group compounds are based on roman numeral vs. Monitor and observe the groups working, asking questions as to why and how they decided on the groups. Students just need to create the criteria or rules to explain the groupings).Īllow students time to organize their cards. Be prepared to explain/defend your groupings.” (For ELL or special education students, who may need additional help, the cards can already be placed in groups based on teacher criteria and Provide and /or read the following instructions: “Arrange the cards into groups according to their formula or names. Finally by creating a teaching brochure or poster, students are developing a deeper understanding. The initial sorting and creating rules is teacher-facilitated, moving to more independent applications of naming compounds on their own. ![]() Provide an additional challenge by not providing the names of compounds on the cards, but rather providing the cards with the formulas and a list of names separately. Higher-level students can work more independently. Students who need additional help can be provided with more assistance, have the cards pre-sorted/organized, and be provided with a skeleton flow chart. They can self-evaluate using the rubric provided, as well as comparing flow-charts with other Students will express their understandings through their rules/criteria/flow-charts as well as their teaching brochure/poster. When students are asked to review other groups’ rules/criteria and create a flow chart, then use that flow chart to name compounds, students will be reflecting, revisiting, revising and rethinking the rules/criteria that they have used. ![]() Scaffolding can provide success for all students. By having students practice what they have learned, the understandings will be more lasting. Providing everyday items as examples will give students a context and purpose for this lesson. By working in small groups and providing real world examples, students will be To engage students at the beginning of the lesson, have students do a think-pair-share: “Why is a name important? What does your first name tell about you? What does your last name tell about you? How is a chemicals’ name important? What would happen if scientists did not have a consistent method of naming compounds?” Throughout the lesson, encourage the students as they are working and ask questions to keep them moving towards the goal. By providing rubrics ahead of time, students will understand how they will be evaluated. ![]() The teacher can provide examples of everyday items that use IUPAC names in their ingredients (for example, sodium fluoride in toothpaste, etc.) to show the importance of naming compounds. The essential questions and objectives let students know that the goal is to be able to name compounds. Inquiry-based learning, Gallery Walk, small-group learning
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