** Lessons based on one class period (approximately 48 minutes).

9-3 and 9-4 will switch

between 1 period of science and two. By the end of the week, both groups should be at around
the same spot.

Lesson Tuesday January 15 Class 1: 3.1 Course Science 9 Chemistry

Title/Focus Naming Compounds

PROGRAM OF STUDY OUTCOMES

GLO 4: Apply simplified chemical nomenclature in describing elements, compounds and

chemical reactions
● 4.1 read and interpret chemical formulas for compounds of two elements, and
give the IUPAC (International Union of Pure and Applied Chemistry) name and
common name of these compounds (e.g., give, verbally and in writing, the name
for NaCl(s) (sodium chloride), CO2(g) (carbon dioxide), MgO(s) (magnesium
oxide), NH3(g) (nitrogen trihydride or ammonia), CH4(g) (carbon tetrahydride or
methane), FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
● 4.2 identify/describe chemicals commonly found in the home, and write the
chemical symbols (e.g., table salt [NaCl(s)], water [H2O(l)], sodium hydroxide
[NaOH(aq)] used in household cleaning supplies)

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Identify and be able to interpret the different elements found in chemical
formulas.
2. Begin to use both the common name and the IUPAC name for different
compounds. Be able to demonstrate this through different household items (i.e.
chemical nomenclature).

MATERIALS AND EQUIPMENT

● Class notes and powerpoint

● Exit Slip

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Prepare worksheet and smartboard ahead of time

● Have exit slips be prepared
 PROCEDURE

Introduction Time

● Students will hand in their tile element projects, which will lead to a 9:58-10:08
discussion about what happens when different elements combine 10 min.
together. This will allow for a good indication as to what the
students already understand about compounds.
● Let the students know that today we will be discussing naming
compounds. We will be looking at how elements combine together
and how to name different chemical compounds.
● A starter question will be posted on the SmartBoard and students
will have two minutes to discuss the following question: What does
NaCl stand for? Where might have you seen this symbol before?
How does it relate to our discussion of elements and the periodic
table
Classroom management: a timer will be displayed on the board to help
students stay on task. When the beeper goes off, students know that this is
the time that all talking will end and it’s time to share ideas.

Body Time

Review from last 1) The class will then share the ideas that they have 10:08-
week come up with as a group. The teacher will take this 10:23
opportunity to see what interests the students 15 min.
may have or what they may remember from
previous science classes.
2) The teacher will then hand out class notes along
with the powerpoint slides. The teacher may share
extra information where needed/where interests
lie to help the students understand the concepts
better.
3) A review will take place at the beginning of the
powerpoint to help students remember important
concepts that occured from last week.
4) The students will work through the graphic
organizer to help them remember the important
concepts from the review.

Accommodation/modification: Modified class notes

can be handed out if needed in order to help students
gain a greater understanding.
Naming 1) The teacher will go through the powerpoint, 10:23-
compounds checking for understanding from the students as they 10:38
table (together go through different concepts. They will go through 15 min.
as class) atomic bonding, noble gases, and IUPAC
2) If time remains, the students and the teacher can
begin going through a brief introduction to naming. If
not, this will be saved for the next class.

Accommodations/modifications: images and videos may

accompany the notes in order to help all students
understand the topics that are being discussed.

Conclusion Time

● The teacher will quickly review what the students learned in class
today. An exit slip will be handed out with ten minutes remaining in 10:38-
the lesson. It will have a question like the ones that the students 10:46
encountered today along with what the students found the most 8 min.
interesting in the class.

Assessment

● Formative assessment- Class notes (topic 3). Students will fill in these notes and
ensure that any questions or misconceptions have been answered. The teacher can
circle and observe which students are remaining on task
● The participation from the students during the filling out of the graphic organizer
will allow the teacher to evaluate if anything needs to be reviewed in more depth.
Ticket out of class: January 15 Name: ______________________

One thing I learned today was

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Why does every element want to be like the noble gases (hint: it involves the number 8)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

I understood what we were doing today

Yes! A bit more practice! I’m a little confused!

Ticket out of class: January 15 Name: ______________________

One thing I learned today was

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Why does every element want to be like the noble gases (hint: it involves the number 8)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

I understood what we were doing today

Yes! A bit more practice! I’m a little confused!

Graphic Organizer Review

3-2-1 Chart
Three Facts I’ve Learned...

Two things I found interesting...

One question I still have…

Lesson Wednesday January 16 Class 2: 3.1 Course Science 9 Chemistry
Title/Focus Naming Compounds Continue

PROGRAM OF STUDY OUTCOMES

GLO 4: Apply simplified chemical nomenclature in describing elements, compounds and

chemical reactions
● 4.1 read and interpret chemical formulas for compounds of two elements, and
give the IUPAC (International Union of Pure and Applied Chemistry) name and
common name of these compounds (e.g., give, verbally and in writing, the name
for NaCl(s) (sodium chloride), CO2(g) (carbon dioxide), MgO(s) (magnesium
oxide), NH3(g) (nitrogen trihydride or ammonia), CH4(g) (carbon tetrahydride or
methane), FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
● 4.2 identify/describe chemicals commonly found in the home, and write the
chemical symbols (e.g., table salt [NaCl(s)], water [H2O(l)], sodium hydroxide
[NaOH(aq)] used in household cleaning supplies)

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Identify and be able to interpret the different elements found in chemical
formulas.
2. Begin to use both the common name and the IUPAC name for different
compounds. Be able to demonstrate this through different household items (i.e.
chemical nomenclature).

MATERIALS AND EQUIPMENT

● Class notes and powerpoint

● Household items and ‘element money’
● Exit Slip

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Prepare worksheet and smartboard ahead of time

● Have materials ready for the ‘common chemicals in your home’ activity

PROCEDURE
 Introduction Time

● Quick review from the previous lesson will be supported by an 11:44-

introduction question on the SmartBoard. What does stability have 11:49
to do with atomic bonding? 5 min.

Body Time

Finish class 1) The students and the teacher will then work 11:49-
notes together to complete the remainder of the notes. 12:09
This will include naming and physical states, 10 min.
2) Students will then work together to fill in the
blank table Working with Compounds
3) The teacher can pick on volunteers to help fill out
the different parts of the table. The teacher will
ensure that the students have the opportunity to
finish filling out the table on their own notes.

Accommodation/modification: Modified class notes

can be handed out if needed in order to help students
gain a greater understanding (this may include less
blanks to fill out,or a focus on highlighting the
information instead of writing it down).

Common 1) The teacher will then have a group of items spread 12:09-
chemicals in out around the room (common household items) and 12:27
your home will group the students together. 18 min.
2) The teacher will then hand out elements cards and
an information sheet. Explain to the students that their
cards are their ‘money’. The information sheet will
help the students interpret the chemical formula for
each item.
3) Students need the correct amount of element
money in order to ‘buy’ the common household items.
The students will go around the room and if they find
an object that they can afford with their ‘money’ they
can take the object. If not, they must leave the object
where they found it.
** note: compounds made up of two or more
elements have more value than items made up of one
 element.
4) Calculate the total value of the items you have
bought
5) The class will then share their total as well as
discuss why some materials were easier to purchase
as well as any patterns that emerged between the
chemical formula and the cost.
Sponge Activity: Check & Reflect (if not finished-
homework)

Accommodations/modifications: images and videos may

accompany the notes in order to help all students
understand the topics that are being discussed.

Conclusion Time

● The teacher will quickly review what occurred in class today. This will
be followed by a ticket out of class in which students will demonstrate 12:27-
their understanding of today’s concepts. 12:32
5 min.

Assessment

● Formative assessment- Class notes (topic 3). Students will fill in these notes and
ensure that any questions or misconceptions have been answered. The teacher can
circle and observe which students are remaining on task
● Formative assessment: Students filling out the table as a class as well as the check &
reflect. This will provide the teacher with the opportunity to see who is
understanding the concepts and who may need a bit more guidance.
Ticket out of class: January 16 Name: ______________________

Identify the elements in the following compounds and the number of atoms in each element

HgCl2 (s)

K3P(s)

I understood what we were doing today

Yes! A bit more practice! I’m a little confused!

Lesson Thursday, January 17 Class 3: 3.1 Course Science 9 Chemistry
Title/Focus Naming Compounds- Marshmallow
Lab

PROGRAM OF STUDY OUTCOMES

GLO 4: Apply simplified chemical nomenclature in describing elements, compounds and

chemical reactions
● 4.1 read and interpret chemical formulas for compounds of two elements, and
give the IUPAC (International Union of Pure and Applied Chemistry) name and
common name of these compounds (e.g., give, verbally and in writing, the name
for NaCl(s) (sodium chloride), CO2(g) (carbon dioxide), MgO(s) (magnesium
oxide), NH3(g) (nitrogen trihydride or ammonia), CH4(g) (carbon tetrahydride or
methane), FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
● 4.3 assemble or draw simple models of molecular and ionic compounds (e.g.,
construct models of some carbon compounds using toothpicks, peas and cubes
of potato) [Note: Diagrams and models should show the relative positions of
atoms. Diagrams of orbital structures are not
required at this grade level.]

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Identify and be able to interpret the different elements found in chemical formulas
through practical approaches found in the marshmallow lab.
2. Begin to use both the common name and the IUPAC name for different
compounds. Be able to demonstrate this through different household items (i.e.
chemical nomenclature).

MATERIALS AND EQUIPMENT

● Marshmallow lab write-up

● Marshmallows
● toothpicks

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Prepare materials for lab ahead of time

● Have write-up ready
 PROCEDURE

Introduction Time

● Quick review from the previous lesson will be supported by an 9:58-10:08

introduction question on the SmartBoard: How can we visualize 10 min.
atomic bonds and different compounds?
● The teacher will quickly review how drawings of compounds were
done in the previous class. The teacher will explain to the students
that they will now move on to building models of the compounds for
more visualization.

Body Time

Marshmallow 1) The lab write up and questions will be handed out 10-08-
lab to the students. 10:40
2) This will be followed by directions of the lab: 33 min.
Students will be conducting a lab where they will
be building models of compounds out of different
colored marshmallows.
3) Students will be allowed to pick their own groups,
but will be aware of any changes will be made if
work cannot be done
4) Once students have successfully completed the
models of the compounds, they can move on to
answering the questions.
Classroom management: Music will be played while students
are completing their models. They are made aware of the
routine that when the music stops it is their turn to put the
materials done and listen to more instructions/ additional
information from the teacher.

Accommodation/modification: Additional support can

be offered to students who may be struggling during
this lab. It could be that students draw the models that
are created if this helps them understand the concept
better.

Fast finishers 1) Students who complete the lab, along with the lab
questions will be allowed to practice naming different
compounds on practice sheets
 Accommodations/modifications: Students who finish
quickly can also help students who may need a bit more
support during this lab activity.

Conclusion Time

● The teacher will quickly review what occurred in class today. Students
may take this opportunity to show their models to the class. 10:40-
Furthermore, the teacher will take this time to go 10:46
6 min.

Assessment

● Formative assessment- conversations and questions asked throughout the lab will
allow the teacher to understand how the students are comprehending the
information. It will also allow the teacher to evaluate if any concepts need to be
reviewed.
● Summative assessment: students will turn in the lab write-up when they have
finished the questions. This will make up part of their mark for the chemistry unit.
Lesson Friday January 18 Class 10: 3.2 Ionic Course Science 9 Chemistry
Title/Focus compounds

PROGRAM OF STUDY OUTCOMES

GLO 4: Apply simplified chemical nomenclature in describing elements, compounds and

chemical reactions
● 4.1 read and interpret chemical formulas for compounds of two elements, and
give the IUPAC (International Union of Pure and Applied Chemistry) name and
common name of these compounds (e.g., give, verbally and in writing, the name
for NaCl(s) (sodium chloride), CO2(g) (carbon dioxide), MgO(s) (magnesium
oxide), NH3(g) (nitrogen trihydride or ammonia), CH4(g) (carbon tetrahydride or
methane), FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
● 4.2 identify/describe chemicals commonly found in the home, and write the
chemical symbols (e.g., table salt [NaCl(s)], water [H2O(l)], sodium hydroxide
[NaOH(aq)] used in household cleaning supplies)
● 4.3 identify examples of combining ratios/number of atoms per molecule found in
some common materials, and use information on ion charges to predict
combining ratios in ionic compounds of two elements (e.g., identify the number of
atoms per molecule signified by the chemical formulas for CO(g) and CO2(g);
predict combining ratios of iron and oxygen based on information on ion charges
of iron and oxygen)

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Identify and be able to interpret the properties and naming system associated
with ionic compounds.
2. Begin to use both the common name and the IUPAC name for different
compounds.

MATERIALS AND EQUIPMENT

● Class notes and powerpoint

● Exit Slip

PREPARATION AND LOGISTICAL CONSIDERATIONS

 ● Prepare worksheet and smartboard ahead of time
● Have exit slips be prepared

PROCEDURE

Introduction Time

● A quick review of the marshmallow lab will provide students with a 9:10-9:15
clear understanding of atomic bonds and naming properties. This 5 Min
will carry forth as the students begin to explore another set of
compounds- ionic compounds.
● A starter question will be posted on the SmartBoard and students
will have two minutes to discuss the following question: How and
why do we classify different compounds?
Classroom management: a timer will be displayed on the board to help
students stay on task. When the beeper goes off, students know that this is
the time that all talking will end and it’s time to share ideas.

Body Time

Classroom notes 1) The teacher and students will share some of their 9:15-9:35
for 3.2 ideas of how and why different compounds are 20 min
classified. This will give the teacher an
understanding of the interests of the students as
well as what they may know/not know about the
concept already.
2) The teacher will hand out classroom notes to go
along with the powerpoint.
3) It will be ensured that the lesson is stopped so that
the new concepts can be clarified at several times
throughout the lesson.

Accommodation/modification: Modified class notes

can be handed out if needed in order to help students
gain a greater understanding.

Practice 1) The teacher will then hand out the formula 9:35-9:50
worksheet 15 min
2) This will ensure that the students have many
opportunities to practice the different concepts that
they have learned.
 Accommodations/modifications: : students can pick their
own groups to practice in order to help each other during
the practice period.

Conclusion Time

● The students will quickly review what happened in the class today. 9:50-9:57
This will be followed by a closure question on the SmartBoard: Which 7 min
of the following are ionic compounds, why?

Assessment

● Formative assessment- Class notes. Students will fill in these notes and ensure that
any questions or misconceptions have been answered. The teacher can circle and
observe which students are remaining on task
● Formative assessment: Students’ participation/ questions during the closing period
of the lesson.