LESSON EXEMPLAR in SCIENCE 11- General Chemistry 1

Number of Hours: 1
Code STEM_GC11AM-Ic-23
hour
Domain GENERAL CHEMISTRY 1
Cluster Atoms, Compounds and Molecules
Lesson: NAMING COMPOUNDS (Nomenclature)
Name compounds given their formula and write formula given the
Competency:
name of the compound.
Chemistry; Magno et.al: pp.149-154
Chemistry; Mendoza et al; pp. 141-145
References: Chemistry; Espana, Rebecca et.al; pp. 166-172
http://Chemistry.Pdf.module.com

OBJECTIVES:
At the end of the lesson the students will be able to:
1. name compounds given their formula;
2. give the importance of knowing the names and chemical formulas of
different compounds.
Defining Success

ASSESSMENT: KEY POINTS:

Assessment for learning Ionic Compounds
(Gathering answers from the
students about origin of their Covalent Compounds
names and surnames)

Assessment as learning
(Group activities with rubrics in
making a diagram)

Assessment of learning
(circulating pair pair activity)

ELICIT: (Four Walls) (5 mins) Materials and Teacher’s

arn
ing

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Tips/notes
 Ask the students why we name Possible answers:
things? To have an identity
For record purposes
To familiarize things.
ENGAGE: (5 mins)
Have the students recite their names or
call the name of their classmates and ask
them where did their names come from?
(students might answer it came from the
combination of the names of their
parents or from the suggestion of their
relatives and friends)

In 1849, the Spaniards came up with a

book titled “Catalogo alfabetico de
apellidos). This is the list of approved
names that were assigned to the families
in all towns of the country.

This will serve as a springboard in - Projector

asking questions later on.
Laptop
Show a box and let students do a “Name Box
Guessing Game”. Let the students
guess the things inside a box through a
given clue.
www.worldCat.org/title/catalogo-alfabetico-
Guided Clues: de-apellidos/oclc/865725433

1. it is a colorless substance with a

coarse texture and you can
break it into pieces.
2. you can always find it in the
kitchen but it can also be found Projector
in the ocean.
Laptop
3. it is a very simple thing but it
plays an important role in our
Box with salt
daily living because it can serve
as a preservative that gives a
flavor.
4. if you eat a lot of this your
kidney will suffer.
Then ask the following questions?
1. What is inside the box?
2. How sure you are that the
thing inside the box is a salt?
3. How does it get its name?
4. If you will choose an
element to be your name,
what would it be?
(their chosen element names
will be their name until the
lesson will done)
EXPLORE: (20 mins)
Divide the students into groups of
4. Each group has its own leader,
secretary, time-keeper, presenter Projector
and material manager. The
students will get the materials Laptop
given by the teacher for the Activity Sheet
activity. (note that all students in
the class have their own element
names) Materials to be used:
Students perform the activity and Flashcards (w/ named elements in
answer the guide questions. Do square)
maximum supervision while the Flashcards (w/ numbers in circle)
students perform the group
activity. Double sided tape

Activity 1: Name my Friendclature Pencil/Paper/Pen/Marker

(Nomenclature)
Dichotomous Key
Key Questions:
1. What are the compounds that you
can name on the given elements in
your group?
2. Draw/create a simple diagram or a
flow chart on how you classify and
name all those compounds
(combined elements).
a. Ionic (Binary Compounds
Metal + Non-metal w/ only
1 oxidation number)
 b. Ionic (Binary Compounds
Metal + Non-metal w/ 2 or
more oxidation number)
c. Covalent (Non-metal +
Non-metal)
d. Ternary Compounds (Metal
+ Polyatomic ions)
EXPLAIN: (10 mins)
After the activity, the students present
their answers to the guide questions. A Projector
representative in each group will present
and discuss the observations and answers Laptop
to the guide questions based on the
activity conducted.

ELABORATE: (10 mins)

Strengthen the concepts gained by the

students in the activities by presenting
the diagram in naming compounds from
their formula. Correct misconceptions,
as the need arises.
(The teacher will discuss Nomenclature)
Projector
Laptop
The students are given pair-pair
Marker
circulating activity. Given their desired
element names, the students are paired
White Board
randomly and each of them will give the
name of compound they formed. The
wrong named compounds will be
removed and will gain no point. Their
score will be divided by two and will be
added to their scores in the evaluation
part.
EVALUATE: (10 mins)

The students are given pair-pair

circulating activity. Given their desired
element names, the students are paired
 randomly and each of them will give the
name of compound they formed. The
wrong named compounds will be
removed and will gain no point. Their
score will be divided by two and will be
added to their scores in the evaluation
part.
EXTEND:
Instruct the students to write down the the
different contents or chemicals present in
different fields: in medicine, industry,
school, and household.
1. What did you see in the labels of
those fields?
2. What were the classification of
those compounds?
3. As a student, why is it important to
know the names of different
compounds in the field?

Prepared by:

ILOCOS NORTE DIVISION

PRINCESS JIE R. MUSKA CLARENCE B. CASTILLO
HENRY N. LANGUISAN ROMEL B. BENAVIDEZ
DINAH B. DUMLAO JENNIFER B. BALISACAN
Science Math