Davin Hall

October 27, 2016

Sissonville High School
Chemistry (Grades 10. 11. 12)
Lesson Topic: Polyatomic Ions
Teaching Time: October 27. 2016. 9:00 a.m. to 10:30 a.m.
Lesson Plan #1
Instructional Outcome: The student will learn the name of common polyatomic ions, and know
how to use them in naming compounds. Afterwards, review these concepts, along with concepts
previously learned.
WV CSOS:
SC.O.C.2.6: generate the correct formula and/or name for ionic and molecular compounds.
National Standards:
HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based
on the patterns of electrons in the outermost energy level of atoms.* (May not entirely fit)
Management Framework:
Overall time: 1 hour 30 minute lesson
Time Frame: 5 minutes for teacher introduction, and question of the day review
30 minutes for the lesson on polyatomic ions
40 minutes for the review game
15 minutes to work on the foldable and closure.
Strategies:
Teacher lead discussion
Cooperating groups
Differentiated instruction:
For those that have difficulty seeing or hearing, it is possible to connect these to the students
iPads, so that they are able to zoom in and out if they so choose. Plus, this is already being
implemented with the review section of the course. If called upon, the teacher may walk up and
point out the question, if the student is hard of hearing.

Procedure:

Introduction: Go over the questions presented at the beginning of the class, to make sure they
understand the initial concepts, and to see if they got it correct Make sure they have a copy of the
polyatomic ion chart, or their foldable (if they have it inside)
Body: Go into details about the slides on the PowerPoint, titled Polyatomic Ions. Ask questions
to make sure they understand the concepts, and allow them to ask questions pertaining to the
slides. They may have questions, so address them in as much detail as the slides. Afterwards,
give them a second to rest their brain, and pull out the white boards. Then, go over the rules of
the review game. The game is a revised Jeopardy, where the students will be divided into groups
(in this classroom they already are) and each group will write the response to the question being
given. If they get everything correct, they get a point. For this game, they are given either the
name or the formula of a compound, and they have to give the thing missing, what type of
compound it is, and a secondary name if it is for a Type II binary compound. Allow for 1-5 mins
to get the materials, and the slides working on the iPads, if needed. The questions are on the
slides, and these contain either the formula or the name of a compound. The students have to say
what type the compound is, either give the name or formula (whichever is missing), and the other
name for it if the compound is a Type II compound. After asking the question, allow for each
group to have an answer by having them all hold up the whiteboards to check, walking around to
look at the whiteboards, or having each group present their answers orally, and have them hold
up the dry erase board with the answer. If they get it right, the group gets a point. They get
nothing if they are incorrect. Bonus points will be given to the winning team.
Closure: End the game at about 15 mins till class is over, and have them work on a foldable that
they are making. This can also be done if everything in the lesson has been completed. Pack-up
and leave at 10:30 a.m. (Note: Bell is not working right now. Have to keep a diligent eye on the
time)
Assessment:
Diagnostic: The students would be given an assessment, whether to work in groups or by
themselves, both before and after the lesson. It would highlight the key ideas brought up
throughout the lesson (naming the compounds, the reasoning behind the ite and ate suffixes,
etc.). These would be compared, and results found. Questions will be said during the lesson, and
also at the very beginning with the question of the day. The question of the day is a question
based on previous materials they have learned, usually in the last class meeting.

Formative: Questions will be asked throughout the lesson to stir up their knowledge. There will
be naming of different polyatomic ions, and why certain things are written as they are. These will
also be present within the review section, along with Type I and Type II compounds. If there are
any issues, those will still be addressed as they go.
Closure: This will concern the review section as well, as it is the closing activity, or at least the
last activity they should have to do before working on a project that was assigned to them in the
last class period. While these may be directed questions, it will provide information as to what
they need to remember. This information does not pertain to exclusively polyatomic ions, but
nomenclature (the naming of atoms and compounds) does flow together. If the diagnostic
worksheet is used, the same one would be used to help determine their improvement over the
skill, and would occur here.
Materials:
Lesson
Working computer (preferably mac) with PowerPoint
A projector
The students iPads
A way to connect the PowerPoint slides with the iPads.
Foldable where the students will write about the rules of nomenclature. (Already provided)
Some dry erase boards and markers, if technology fails.
A whiteboard app on the iPads, if technology works.
Foldable:
Paper
Scissors
Glue
Colored pencils
Extended Activities:
If a student finishes early: While this should be impossible, as the lesson will end once the
review is over, there may be a few who do not wish to participate in the review game. If so, they
will work on their foldable. The materials will be present for them to use, and they should use the
time wisely. If they finish up early, they will get a set of notecards to quiz themselves with, or

will pull out their iPads or books, and do something quietly. This would be considered free time
for them.
If the lesson finishes up early: There are a lot of review questions to assist in stopping this, but
on the off chance the lesson is over soon, it depends on time. If there is half an hour left, or less,
then we will do another review game online. If this does not work out, the students are allowed
to make their own elements and have other students answer them.
They will also continue working on a foldable that they made on Tuesday. It contains the rules of
nomenclature.
If technology fails: we will use the whiteboard with markers. There would already be a print out
of the slides used for this instance. It would house the key points of the lesson, as well as the
review that they have to go over. and make sure to shuffle up the review. They should have the
foldable, as well as the materials required, and should continue working on them.
Post-Teaching:
Reflection:
Data-Based Decision Making:

11/20/2016

AlCl3

SnF4

Iron(III) Oxide

Polyatomic Ions

Magnesium Chloride

Pull out your foldable

A chart of common Polyatomic Ions is in
there

Charged entities composed of multiple atoms

bound together

Necessary for this section

Example
CaOH
FePO4
NH4Cl
(NH4)3PO4

What is it?

Calcium Hydroxide
Iron(III) Phosphate
Ammonium Chloride
Ammonium Phosphate

Not binary
Must be memorized

Some to note
NH4+ Ammonium
OH- Hydroxide
PO43- Phosphate

11/20/2016

Oxyanions

Extra naming
ClO-

hypochlorite

ClO2-

chlorite

ClO3-

chlorate

ClO4-

perchlorate

Atoms of a given element, but having

different numbers of oxygen.

Each have different atomic properties

Tips for naming

One more thing

Lowest number of oxygens to highest

number

Hypo-ite
-ate
per

Except for OH-, O22-, and CN-, polyatomic ions

never end with -ide

REVIEW

Rules

Be able to tell me what type of compound it is

JEOPARDY

Polyatomic or Binary (Type I or Type II). If they are Type II, give the name ending with
ic and -ous

Either name the compound, or give the formula

24 questions. Do not have to complete

11/20/2016

SnS

Na2CO3

Tin(II) Sulfide

Sodium Carbonate

MgO
Magnesium oxide

NaCl
Sodium Chloride

FeN
Iron(III) nitride

Cu3(PO4)2
Copper(III) Phosphate

11/20/2016

NaNO2

LiI

Sodium Nitrite

Lithium Iodide

CoBr3

PbF2

Cobalt(III) Bromide

Lead(II) fluoride

K2S
Potassium Sulfide

RaHPO4
Radium Hydrogen
Phosphate

11/20/2016

HgF2
Mercury(II) Fluoride

KC2H3O7
Potassium Acetate

BeF2
Beryllium Fluoride

Ag2O
Silver Oxide

BaCN
Barium Cyanide

HgCl
Mercury(I) Chloride

11/20/2016

Cs3P
Cesium Phosphide

Cu3P
Copper(I) Phosphide

Hg2O2
Silver(I) Peroxide

(NH4)2O
Ammonium Oxide

Pb3N2

NaI

Lead(II) Nitride

Sodium Iodide