Lesson Plans

Day 1 (80 minutes)
Question: How can we teach Ionic Compounds to K-8 students?

NGSS Standards
❏ 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.
❏ Communicate scientific and technical information about why the molecular-level
structure is important in the functioning of designed materials.
Objectives
❏ Students will review valence electrons (octet rule), Lewis-dot structure, and periodic
table.
❏ Students will demonstrate their knowledge of ionic bonds and ionic compounds by doing
a project.
❏ Students will explore how ionic bonds are formed using their understanding of the octet
rule and periodic table.
❏ Students will name and write chemical formulas for ionic compounds.
Agenda
1. Classroom Expectations & Norms
2. Day 1’s Objectives & Daily Agenda
3. Getting to know each other
4. Review: Valence electrons, periodic table, Lewis-Dot structure
5. Ionic Compounds Project Overview
6. Lessons: Ionic Bonds, Name and Chemical Formulas for Ionic Compounds
7. HW Assignments
Classroom Expectations & Norms (3 minutes)

● Leave your camera on
● Mute yourself when you are not talking
● Raise your hands when you have questions
○ Type your questions into the chat box
○ Unmute yourself to ask your questions
● Session will be recorded
● Take notes on a piece of paper, notebook, or inside Google Drive file
Day 1’s Objects (1 minute)
● Students will review valence electrons (octet rule), Lewis-dot structure, periodic table.
● Students will demonstrate their knowledge of ionic bonds and ionic compounds by doing
an art project.
● Students will explore how ionic bonds are formed using their understanding of the octet
rule and periodic table.
● Students will name and write chemical formulas for ionic compounds.
Daily Agenda (1 minute)

● Review valence electrons (octet rule), Lewis dot structures, periodic table
● Discuss about the Ionic Compounds Project
● Go over how ionic bonds are formed using the octet rules and periodic table
● Go over the rules for naming and writing chemical formula for ionic compounds
Getting to know each other (5 minutes)

● About Myself
○ Part of the GWTeach Program
○ Study Chemistry
○ Interested in Teaching
● About Yourself
○ Type into the chatbox a fact about yourselves (Ex: hobbies, goals, personal
interests)
○ Type into the chatbox your favorite animal
Review (15 minutes)
● Valence electrons & Periodic Table

○ How are the elements organized on the periodic table? In other words, what types
of elements are on the left side, middle, and right side of the periodic table?
■ Left= metals, middle= transition metal, right= nonmetals.
○ What are valence electrons?
■ Valence electrons refers to the electrons on the outermost shell.
○ How do you determine the number of valence electrons for an element using the
periodic table?
■ By group, so group one has 1 valence electron, group 2 has two and skip
the transition metals (we are going to find out why we skip transition
metals), group three has 3 valence electrons and so on.
○ What does the octet rule say?
■ Elements gain or lose electrons to attain an electron configuration of the
nearest noble gas (8 electrons in the valence shell). Understanding the
element’s valence electrons and octet rule can help us predict which
element it will bind to make a more stable molecule.
● Guess the element
○ Looking at the valence electrons of the unknown element, what group does this
element belong to? Group 2 b/c of 2 valence electrons
○ Name this element? (12 electrons= Magnesium)
● Electrons- dot structure
○ Which electrons-dot model represents Oxygen?

What is Project-based learning? (1 minute)
● Define project-based learning

○ Model that organizes learning around projects
● Discuss elements of project-based learning
○ Craftsmanship
○ Meaningful project
○ Clear and focused objectives
■ Learning through the project
Project Overview (19 minutes)
● Introduce Goal of the Project (3 minute)
○ The project is designed to let you demonstrate your knowledge of Ionic
Compounds and practice craftsmanship by creating a form of art that can be
utilized as a resource to teach K-8 students.
● Essential Question
○ How can we teach Ionic Compounds to K-8 students?
● Incentive for the Project
○ Your final artwork will be posted on GWTeach’s/Ms. T’s Weebly page for free
access.
● Project Contents (5 minutes)
○ Suppose you are teaching K-8 students about ionic compounds, what kinds of
content do you want to include? Ask yourselves what do you want to know about
ionic compounds?
■ Ex: Do you know what ionic compounds are?
● Project Template (7 minutes)
○ Art templates
■ Collage/Brochure/Website (Weebly)
■ Storybook/Comic Book/Graphic Novel/Short story: should have
characters and central themes
■ Poem: should have rhymes or patterns
○ Looking at the sample projects, what do you think we should include in our
artwork (Ex: poem, storybook, brochure, etc.) beside the contents?
■ https://modelsofexcellence.eleducation.org/projects/beauty-palouse
■ https://www.nsf.gov/news/classroom/images/OCE_KidsOceanBooklet_20
20_BK_Electronic_508.pdf
○ Why is it important to include graphics / illustrations in our artwork? Connect to
the goal of our project.
● Our project (4 minutes)
○ https://docs.google.com/document/d/112U1Ad8gUiiDcdCCLP3KApbkrNQJ3Vly
PqmAU7-ZzJc/edit?usp=sharing
Contact Info. Exchange (10 minutes)

● Get into your group’s breakout room and fill out the Group Contract and
Responsibilities Form on Canvas.
● Once completed, turn in the assignment on Canvas.
● Return to the Main room when your group is finished and wait for further instruction.
Lessons (29 minutes)
● Octet Rule & Periodic Table (4 minutes)

○ What does the octet rule say?
■ “Elements gain or lose electrons to attain an electron configuration of the
nearest noble gas (8 electrons in the valence shell).”
○ Why is the octet rule important?
■ “Chemical bonding and structure stability”
● Ionic Bond/ Electrostatic Attraction (5 minutes)

○ Using what you know about a magnet, what do you think electrostatic attraction
means?
■ Hint: Think about what happens when you have the same pole facing each
other, what happen when you have the opposite poles facing each other
○ Another word for electrostatic attraction is ionic bond, based on what we just
discussed, what do you think ionic bond refers to?
■ “An ionic bond is the force of attraction that holds together two opposite
charged ions. In other words, it is a bond between a positive metal ion and
a negative nonmetal ion.
○ Since I gave you the hint that the metal is positively charged and nonmetal is
negatively charged. Do you think which will gain and which will lose electrons?
Is it the metal or nonmetal
■ Metal loses its electrons so it becomes positively charged (just think that
when an element is neutral, it has an equal number of positive protons and
negative electrons. But since the metal ion loses electrons, positive protons
dominate, which makes it have a positive charge.There are other names
for metal ion which are cation or electron donor (give away electrons)
■ Nonmetal gains electrons and it becomes negatively charged as electrons
dominate over protons. Another names for nonmetal ion are anion or
electron acceptor
■ I will be using these names interchangeably for metal and nonmetal ions
● Naming Ionic Compounds (Group 1&2 Metals + Nonmetals) (10 minutes)
○ We are just going to focus on group 1 & 2 metals because the charge on these
metals are the same as their group numbers, which are 1 & 2. We will use a
different rule for transition metals. But we’ll discuss more about it next class.
■ LiF= Lithium fluoride
■ BaS = Barium sulfide
■ SrS = Strontium sulfide
■ BeO= Beryllium oxide
■ RbI= Rubidium iodide
● Writing Chemical Formulas (10 minutes)
Homework Assignment (1 minutes)

● Complete Day 1 Homework (a playposit) independently and turn in the assignment on
Canvas.
● Contact and talk to your group about your plans for the project. As a group, choose an
art template and designate one person to briefly share it with the class tomorrow.
● Extra Credit: Ionic Compound (Group 1&2) Extra Practice worksheet. Due 11/20 on
Canvas.
Day 2 (80 minutes)
NGSS Standards
Objectives
an art project.
❏ Students will review naming and writing chemical formulas for ionic compounds (Group
1 & 2 metals).
❏ Students will expand their understanding of ionic compounds by naming and writing
chemical formulas that involve transition metals and polyatomic ions.
Agenda
3. Terrific Tuesday Activity
4. Sharing Art Template
5. Summary of Day 1
6. Review: Naming and Writing Chemical Formulas for Ionic Compounds (group 1&2)
7. Lessons: Naming and Writing Chemical Formulas for Ionic Compounds (Transition
Metals + Polyatomic Ions)
8. HW Assignments

Day 2’s Objectives (1 minute)
an art project.
● Students will review naming and writing chemical formulas for ionic compounds (Group
1 & 2 metals).
● Students will expand their understanding of ionic compounds by naming and writing
chemical formulas that involve transition metals and polyatomic ions.

● Share chosen Art Template
● Review naming and writing chemical formula for ionic compounds (Group 1 & 2 metals)
● Go over the rules for naming and writing chemical formula of ionic compounds that
involve Transition Metals
● Go over the rules for naming and writing chemical formula of ionic compounds that
involve Polyatomic Ions
Terrific Tuesday (3 minutes)
● Type into the chatbox a habit that you have developed this year.
Sharing Art Template (7 minutes)
● One person in each group share out what Art Template they will use for the Project
Summary of Day 1 (5 minutes)
● Octet Rule => 8 electrons in the valence shell (same electronic configurations as noble
gas
● Periodic Trends => Metals/cations lose electrons and become more positive.
Nonmetals/anions gain electrons and become more negative
● Ionic Bond => bond between metals and nonmetals due to opposite charges. Also called
electrostatic attraction
● Naming ionic compound (Group 1&2 metals) => Name of Cation + Base of Anion + ide
● Writing chemical formula (4 steps) =>
○ Metal first and nonmetal second
○ Charges on respective elements
○ Crisscross method
○ Reduce subscripts if have same ratio
Review (14 minutes)
● Naming Review (7 minutes)

○ Do you have any questions on the homework?
○ If not, I have some questions for you. How do you name the following
compounds? Each student will answer one number. Your number is your position
on the list of participants. If you are the 11th person, then you will do number 1,
and 12th person will do number 2 and so on. Please take about 3 minutes to do it.
Once you are done, type into the chatbox your answers in the format of number -
answer. You can access the periodic table on Canvas.
■ KI= potassium iodide
■ MgCl2 = magnesium chloride
■ Ca3P2= calcium phosphide
■ Cs2O= cesium oxide
■ Al2O3= aluminum oxide
■ Na3N = sodium nitride
■ LiF = lithium fluoride
■ BaO = barium oxide
■ Sr3N2= Strontium nitride
■ RaI2= radium iodide
● Review Writing Chemical Formulas (7 minutes)
○ Magnesium bromide = MgBr2
○ K2S= potassium sulfide
○ Lithium oxide = Li2O
○ Al2S3= aluminum sulfide

● Naming Ionic Compounds (Transition Metals)
○ What do you notice the difference between transition metals and metals of group
1 & 2? In the third video that you had to watch for HW mentioned it.
○ Since they have multiple charges, we need to have a way to differentiate the ion
that reacts with the nonmetals. If I say copper chloride, do you know which
copper ion reacts with chloride. So we need a way to differentiate it.
○ You should always put the roman numerals inside the parenthesis.
○ My Turn
○ Your Turn
■ Ag2S = Silver (I) sulfide
■ ZnS = Zinc (II) sulfide
■ Au2O3= Gold (III) oxide
● Writing Chemical Formulas (Transition Metals)
○ There is no change in writing chemical formulas for transition metals. We use the
same 4 steps
○ MnO= Manganese (II) oxide
○ CrP2= Chromium (VI) phosphide
● Group Practice (10 minutes)
○ Get into your group’s breakout room and complete slide 1-8 of the Ionic
Compounds PowerPoint on Canvas
○ Return to the Main room when your group is finished and wait for further
instruction.
● Challenge Time (5 minutes)
○ What are polyatomic ions?
○ What is the chemical formula for Magnesium hydroxide?
Group Work on Project (15 minutes)

● Work in your group on Idea Planning for the Project and submit one page of your work
on Canvas.
○ One submission per group (remember to put your group # and the names of your
group members)- Assignment Reviewer
○ Use the rubric to help you with Idea Planning
○ You can either take a picture if you do it on paper and submit it onto Canvas or
turn in a document electronically
HW Assignment (1 minutes)
● Google a property of Ionic Compounds and think about why these compounds have
this property (relate it to their structures, interactions with other molecules, bonds, energy
and etc.)
● Be prepared to share in group tomorrow during Group Discussion.
● Continue work on your project as a group. First Draft dues on Thursday at 11:59PM
● Extra Credit: Naming Ionic Compounds Extra Practice Worksheet. Due 11/23 on
Canvas.
Day 3 (80 minutes)
Original
NGSS Standards
Objectives
❏ Students will examine the electrical conductivity property of ionic compounds through a
virtual simulation.
an art project.
Agenda
3. Throwback Thursday Activity
4. Summary of Day 2
5. Review Naming and Writing Chemical Formulas
6. Properties of Ionic Compound
7. Electricity Lab + PHET Simulation
8. Hw: First Draft of Project

● Students will examine the electrical conductivity property of ionic compounds through a
virtual simulation.
an art project.

● Review Naming and Writing Chemical Formulas
● Properties of Ionic Compound
● Electricity Lab + PHET Simulation
● Hw: First Draft of Project
● involve Polyatomic Ions
Throwback Thursday (3 minutes)

● Type into the chatbox something that you planned to do this year but did not have a
chance to do.
Summary of Day 2 (3 minutes)
● Naming ionic compound (Transition metals) => Name of Metal (Roman Numeral) +
Base of Anion + ide
● Writing chemical formula (4 steps) =>
○ Metal first and nonmetal second
○ Charges on respective elements
○ Crisscross method
○ Reduce subscripts if have same ratio
● Quick checkin: Type into the chatbox, on a scale of 1-5 (1 being I have no clue what I’m
doing, 5 being really confident), how do you feel about naming and writing chemical
formulas for ionic compounds?
Naming and Writing Chemical Formulas Review! (14 minutes)
● How do you name and write the chemical formula for the following compounds? Group
1, 3, 5 will do 1-5 and group 2,4,6 will do 6-10. Please answer individually and take
about 10 minutes to do them. If you finish early, raise your hand using the icon.
○ KCl= potassium chloride
○ Fe2O3 = Iron (III) oxide
○ AuI3 = Gold (III) iodide
○ Na3N = sodium nitride
○ CdS = cadmium (II) sulfide
○ Copper (II) oxide= CuO
○ Silver (I) sulfide = Ag2S
○ Calcium nitride= Ca3N2
○ Aluminum bromide=AlBr3
○ Nickel (II) phosphide= Ni3P2
Naming and Writing Chemical Formula for Polyatomic Ions (30)

○ Notice that only ammonium is a cation (positive charge) and all other ions are
anions (negative charge)
○ You DO NOT have to memorize the polyatomic ions. These ions are formed
because it requires lower energy than those ions that are alone by themselves.
○ General Rule for Polyatomic Ions
● Naming Polyatomic Ionic Compounds
○ My Turn
■ Use the same rules for Naming Ionic Compounds that we learned before,
but replace the base of anion + ide with the polyatomic ions. Notice that if
the charge is one for polyatomic ions is one after doing the criss-cross
method, I did not use parenthesis.
○ Your Turn
■ Fe2(SO4)3 = Iron (III) sulfate
■ AgNO2 = Silver (I) nitride
■ K3PO4 = Potassium phosphate
● Writing Chemical Formulas
○ There is no change in writing chemical formulas for transition metals. We use the
same 4 steps
○ Ca(ClO3)2= calcium chlorate
○ Copper (II) acetate= Cu(C2H3O2)2
● Group Practice (10 minutes)
○ Get back into your group’s breakout room and finish the rest of the Ionic
Compounds Group Practice PowerPoint on Canvas
○ Once your group is done, Assignment keeper submits the Powerpoint on Canvas
○ Return to the Main room when your group is finished and wait for further
instruction.
Properties of Ionic Compounds (20 minutes)
● Get into your group’s breakout room and share the property of Ionic Compounds that you
did for homework and and why these compounds have this property (think about their
structures, interactions with other molecules, bonds, energy and etc.)
● You have 10 minutes for this breakout session. Return to the Main room when your
group is done or when time is up.
● Be prepared to share with the class
Group Work on Project (Only if have time, will skip if don’t have time)
● Get into your Group’s breakout room and do the first draft for your project.
● You have the rest of the class to work on it.
○ If you have not finished it by the end of the class, work on it for Homework, and
turn in the assignment on Canvas by 11:59PM
HW Assignment
● Work in your group to complete the First Draft of the project.

● Tomorrow, we will conduct peer feedback and group revision on the First Draft.
● Assignment keeper: Remember to turn in the group’s First Draft on Canvas by 11:59 PM.
● Extra Credit: Conductivity of Electricity Worksheet. Due 11/24 on Canvas
Revised
Day 3 Overview- Nearpod
Announcements (while students are logging in) (2-3 minutes)

● Almost half of the class did not submit the PlayPosit (Please submit by Nov. 24th - b/c it
will help you with the lessons covered in class)
● For those who finished the activities in class early, challenge yourself by doing the Extra
Credits. Learning how to name and write chemical formulas is like learning another
language. The more you practice or the more you get to see the compounds, the better
you get. So, I took my time to compile different examples into the Extra Credit. Do them
in class if you finish early
● I posted the PowerPoint Slides and Periodic Table on Teams under Files, you can
download to access. You need the Periodic Table everyday.
● Lastly, we will use Nearpod, the instruction is as follows:
○ https://nearpod.com/
○ Under STUDENT, join a lesson, put in this Code-
○ Use your real name
Expectations & norms (1 minute)

● Same deal-raise your hand or unmute yourselves to ask questions
● Reminder: Turn-in a copy of your notes throughout the week tomorrow
○ If you take notes on a piece of paper, you can take a picture and submit it
Project Update (5-7 minutes)

● Before we start today’s lesson, I want to get an update from you about the project. What
questions do you have about the project?
● I want you to answer the task questions but in a creative way that can be informative and
attractive. In the end, our goal is to teach K-8 students, so how can you make those
answers more interesting. For example, we know that ionic bonds are formed due to the
opposite charges of Metal and Nonmetal. But we don’t just put that in our project. We
need to make it more interesting. If it is a graphic novel, we can make it as if it is a
conversation between two characters. If it is a poem, we can use haiku to put it into
words and etc
Objective (1 minute)
Nearpod Polls (2 minutes)
● I have 2 check-in questions, please answer them honestly
● Previously, we learned the rules for naming ionic compounds. For group 1 and 2 , it is
______
● Fill in the Blank activity (2 minutes)
● Chemical Formula (Group 1 and 2)
● Use your real name for Time to Climb (2-3 minutes) => Pick a student to explain
● Rule for naming transition metals
● Fill in the Blank activity (2 minutes)
● Chemical Formula (Transitions Metals)
● Time to Climb (2-3 minutes)
● Writing Chemical Given Chemical Formula (this example is probably the hardest one
you’ll see from me. For example, if we are given CrO3, how do we name it. We will read
the 4 steps to writing chemical formulas backward. Now we are at the 4th step, now our
3rd step is to do criss-cross but since we are naming, we have to unplug criss-cross and
move the charge from subscript to superscript with their respective signs (as metals=
positive and nonmetal= negative). But if you look at the periodic table, we don’t have
oxygen as -1, that’s mean that during step 4, the ratio of the formula must have been
reduced from 2 to 1. So we multiply it by 2 to get -2, which is the charge that we expect
from oxygen. If we do it for the nonmetal, we have to do it for the metal as well, since
they are a ratio.
● Do you have any questions?
● Polyatomic Ions (made of multiple ions (this is due to stability- and the ability to
synthesize/make these compounds in real life, it takes less energy due to their structure/
resonance), typically serve as in place of non-metals b/c of negative charge, except for
ammonium, which serves as in place of metals b/c of positive charge.
○ You DO NOT have to memorize the polyatomic ions. These ions are formed
because it requires lower energy than those ions that are alone by themselves.
○ General Rule for Polyatomic Ions
○ Naming
○ Writing Chemical Formulas
○ Fill in the Blank activity (2 minutes)
○ Fill in the Blank activity (2 minutes)
Group Practice (15 minutes)

○ Submit and Return to the main room when you are done. For those who finished
early, do the extra credit
Physical Property of Ionic Compounds (20 minutes)
○ 10 minutes of research
○ 10 minutes of discussion
Polls
No submission but continue to work on your project (the first draft-give you class time for
tomorrow)
Original
Day 4 (80 minutes)
NGSS Standards
Objectives
❏ Students will conduct peer feedback and revise their work based on the feedback
received.
an art project.
Agenda
3. Feedback Friday & Feedback Discussion
4. Kahoot Review for Quiz Monday
5. Group Think
6. Peer Feedback (2 rounds- Each 15 minutes)
7. Group Works on Project
8. HW Assignments
● Kahoot Review for Quiz on Monday

● Two rounds of Peer Feedbacks
● Group Revision on First Draft
● Students will conduct peer feedback and revise their work based on the feedback
received.
an art project.
Feedback Friday and Feedback Discussion (10 minutes)
● Take about 3 minutes to think and type into the chatbox what you know about feedback.
● Seven Keys to Effective Feedback: goal-referenced; tangible and transparent; actionable;
user-friendly (specific and personalized); timely; ongoing; and consistent.
○ Goal referenced: requires a person to have a goal, take action to achieve the goal,
and receive goal-related information about his or her actions.
○ Tangible and transparent: tangible results related to the goal such that anyone
who has a goal can learn from it.
○ Actionable: concrete, specific, and useful; it provides actionable information and
is accepted by the performer.
○ User-friendly: Even if feedback is specific and accurate in the eyes of experts or
bystanders, it is not of much value if the user cannot understand it or is
overwhelmed by it.
○ Timely: the sooner the better,
○ On-going: have the opportunities to use feedback, the more feedback received in
real time, the better the ultimate performance will be.
○ Consistent: become more consistent over time and formalize judgments in highly
descriptive rubrics supported by anchor products and performances
○ Reference:
http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Sev
en-Keys-to-Effective-Feedback.aspx
Kahoot Review (20 minutes)
● Kahoot Review for Quiz on Monday
● https://create.kahoot.it/details/c71f05c9-ade9-4f57-9096-6a6966fafdc2
GroupThink (5 minutes)
● Get into your group’s breakout room and decide which component(s) on the rubric do
you want to have peer feedback on.
○ The rubric is attached on Teams
● Return to the Main room once you are done or after 5 minutes.
Peer Feedback (2 rounds-Each 15 minutes) (30 minutes)
● Get into the Breakout room of your Peer Feedback group (Round 1).
○ Download the Peer Feedback (First Draft) form on Canvas. Each person in the
group has to turn in the form separately. Please also give verbal feedback during
the Breakout room.
● Direction: Give feedback on the component(s) that the group (whose you are doing peer
feedback on) want you to focus on, then give feedback based on the rubric.
○ You can download the First Draft of the group whose you are doing peer
feedback on through Canvas.
● Turn in the Peer Feedback (First Draft) form on Canvas and return to the Main room
when you are done or after 15 minutes.
● Round 1
○ Group 1 & 2 (Enter Breakout Room 1)
● Round 2
● Get into your group’s breakout room. I will organize and send your group the Peer
Feedback forms from other groups.
○ You should also have received verbal feedback during the Peer Feedback
breakout room.
● Review those Feedback and revise your First Draft based on the Feedback received.
Homework (1 minute)
● Work in your group to complete the Second Draft (should be almost completed) of the
project.
● On Monday, we will conduct another rounds of peer feedback and group revision for the
Second Draft.
○ Assignment keeper: Remember to turn in the group’s Second Draft on Canvas by
Sunday at 11:59 PM.
● Quiz on Monday on Naming and Writing Chemical Formulas for Ionic Compounds
Revised
Day 4 - Near pods
1. Announcement and Clarification

a. Point out that the extra credit can be found under week 12 on Canvas
b. Address work on the project individually: The point of the project is to become a
part of the community. Therefore, working as a group allows students to achieve
this goal. Also, I wanted us to practice teamwork skills because it is critical in
applying for college or jobs in the real world. Companies want to see your ability
to work together as a team and adjust yourself to fit into the team as well as how
you make the team well together despite different personalities and work
performances. I know that in some groups, some people will not be working and
some will do all the work. In this case, I will have a group’s evaluation at the end
of the presentation and based on the evaluation, I will deduct points of the
students who did not participate. Lastly, since it is virtual learning it is difficult to
meet people so I wanted us to take this opportunity to get to know each other.
You don’t know the future, some of you might be able to get someone their first
job because of the network that you have established. So enjoy this opportunity
and work with each other to produce a successful project. I just wanted everyone
to have fun learning! I think I have talked a lot now. If you have questions, please
let me know through Remind.
c. Lastly, today I will be using both Teams and Nearpod so if you can have two
windows side by side that will be helpful. I will use Teams to write the notes and
Nearpods for activities. With that being said, The code for Nearpod is “FPWXA”
2. Going over classroom expectations and norms
a. Remind students to turn in their notes Today
3. Going over objectives and agenda
4. Collaborative boards on HW questions
a. Before going over some questions on the HW, I will review the polyatomic ions
again. I received alot of messages from students expressing their confusions so I
would like to go over it again.
5. Polyatomic ions slides
a. Use Ipad to explain as well
6. HW questions
a. Question 1
i. Do you agree or disagree with ____’s answer?
b. Question 2
c. Question 3
d. Question 4
7. Collaborative board (5-7 minutes)
a. Take about 5 minutes to answer this questions
8. Discuss about Real-life Applications of Ionic Compounds
a. Gemstones color = crystal lattice structure and transition metals give color
b. Melting point = often use for road ice (Why)
c. Electrical conductivity = movement of electrons due to opposite charges (battery=
positive and negative ends)
9. Group Work
a. We will wrap up with today’s class by giving you time to work in class on the
project
b. Before going into your breakout session, I will go over your HW and special
announcement. I’m offering extra help today from 5pm-6pm on Teams. Also, if
you and your group want to meet, please message me on Remind and we can meet
on Saturday. As for Sunday, I’m busy but if you message me, I will reply to your
message instead of holding a meeting.
c. The homework is to turn in your first draft on Sunday at 11:59pm. 1 submission
per group.
i. We will have peer feedback and revision in class on monday, so make sure
to turn in your draft
ii. We will have a quiz on naming and writing chemical formulas (15
multiple choices questions). Please review your notes.
iii. You are welcome to leave at 10:55. I will remain in the main room for a
bit then stop by each group.
Original
Day 5 (80 minutes)
NGSS Standards
Objectives
received.
an art project.
Agenda
3. Marvelous Monday
4. Review Before Quiz
5. Google Form Quiz
6. Group Think
9. HW Assignments
● Google Form Quiz

● Two rounds of Peer Feedbacks
● Group Revision on Second Draft

received.
an art project.
Marvelous Monday (3 minutes)
● Type into the charbox your favorite dish during Thanksgiving.
Review before Quiz (10 minutes)
● Tin (II) nitrate = Ti(NO3)2

● Fe(NO3)3= Iron (III) nitrate
● Calcium carbonate = CaCO3
● Pb(SO4)2= Lead (IV) sulfate
● Which of the following pairs of elements would most likely form an ionic compound?
A) Ca and Ni
B) F and S
C) Zn and K
D) Na and Cl
Google Form Quiz (20 minutes)
● https://forms.gle/FZ7CE8u8SiLsL4EA8
GroupThink (5 minutes)
● Get into your group’s breakout room and decide which component(s) on the rubric do
you want to have peer feedback on.
○ The rubric is attached on Teams
● Return to the Main room once you are done or after 5 minutes.
Peer Feedback (2 rounds-Each 15 minutes) (30 minutes)
● Get into the Breakout room of your Peer Feedback group (Round 1).
○ Download the Peer Feedback (Second Draft) form on Canvas. Each person in
the group has to turn in the form separately. Please also give verbal feedback
during the Breakout room.
● Direction: Give feedback on the component(s) that the group (whose you are doing peer
feedback on) want you to focus on, then give feedback based on the rubric.
○ You can download the Second Draft of the group whose you are doing peer
feedback on through Canvas.
● Turn in the Peer Feedback (Second Draft) form on Canvas and return to the Main
room when you are done or after 15 minutes.
● Round 1
● Round 2
● Get into your group’s breakout room. I will organize and send your group the Peer
Feedback forms from other groups.
○ You should also have received verbal feedback during Peer Feedback breakout
room.
● Review those Feedback and revise your Second Draft based on the Feedback received.
● If you have time, practice how you are going to present your Final Project tomorrow.
Homework (1 minute)
● Work in your group to complete the Final Draft of the project.
● Tomorrow, we will have our presentations. Practice presenting with your groups and
review the rubric for presentations.
○ Assignment keeper: Remember to turn in the group’s Final Draft on Canvas by
11:59 PM.
Revised
Day 5 (80 minutes)
1. Announcements
a. Missing Assignments: I still have some missing assignments such as the playposit
and Ionic Bonding notes from several students. Please remember to turn them in
by tomorrow.
b. Going over classroom expectations and norms (Same deal-raise your hand or
unmute yourselves to ask questions)
3. Review before Quiz
a. Take about 4 minutes to do these two problems and once you are done post your
answers onto the whiteboard (you can either write, use the sticky notes or textbox)
b. I expect you to use only the periodic table to answer these questions. But since it
is a review, you can also use your note.
4. Quiz (Google form quiz)
a. https://forms.gle/9me4Qn4FpQznvQWr8 (20 minutes)
b. Once you finished, please raise your hand on Teams and I will give you further
instruction in the chat
5. Feedback discussion (5-10 minutes)
a. Seven Keys to Effective Feedback (Why do people do peer feedback- improve
toward your goal)
i. Goal-referenced
ii. Tangible and transparent
iii. Actionable
iv. User-friendly (specific and personalized)
v. Timely
vi. Ongoing
vii. Consistent
b. Read the following article and explain/summarize one key to effective feedback
i. http://www.ascd.org/publications/educational-leadership/sept12/vol70/nu
m01/Seven-Keys-to-Effective-Feedback.aspx
c. Write/ Put your response onto the Whiteboard
i. Goal referenced: requires a person to have a goal, take action to achieve
the goal, and receive goal-related information about his or her actions.
ii. Tangible and transparent: tangible results related to the goal such that
anyone who has a goal can learn from it.
iii. Actionable: concrete, specific, and useful; it provides actionable
information and is accepted by the performer.
iv. User-friendly: Even if feedback is specific and accurate in the eyes of
experts or bystanders, it is not of much value if the user cannot understand
it or is overwhelmed by it.
v. Timely: the sooner the better,
vi. On-going: have the opportunities to use feedback, the more feedback
received in real time, the better the ultimate performance will be.
vii. Consistent: become more consistent over time and formalize judgments in
highly descriptive rubrics supported by anchor products and performances
6. Peer Feedback
a. Get into your Peer Feedback Group
i. Show and explain your project to your peers and they provide verbal and
written feedback based on the rubric
1. Fill out the Peer Feedback form individually and turn in the form
on Canvas after finished
ii. Each group will have 10 minutes. After 10 minutes, please switch to the
other group
b. Once done, return to your group’s breakout room and perform the revision for
your Final Draft based on the feedback received
7. Group Work & HW
a. Go back to your group’s breakout room and revise the First Draft based on the
feedback received.
b. If you have time, practice in your group on how you are going to present your
Final Project tomorrow (look at the rubric’s requirement)
i. Return to the main room at 10:50 am
c. Complete and submit the Final Draft for the project (1 submission per group)
i. Assignment keeper: Remember to turn in the group’s Final Draft on
Canvas by 11:59 PM today
d. Tomorrow, we will have our presentations. Practice presenting with your groups
by reviewing the rubric for presentations.
Original
Day 6 (80 minutes)
NGSS Standards
Objectives
received.
an art project.
Agenda
5. HW Assignments
● Peer Feedbacks
● Group Revision on First Draft
received.
an art project
Peer feedback (30 minutes)
● Get into your Peer Feedback Group’s Breakout room

○ Briefly show and explain your project to your peers and they provide verbal and
■ Fill out the Peer Feedback form individually and turn in the form on
Canvas after finished
○ Each group will have 15 minutes. After 15 minutes, please switch to the other
group
● Once done, return to your group’s breakout room and revise the First Draft based on the
feedback received. (At 10:50 am, return to the main room)
○ Peer Feedback Groups
■ Group 1 & 6 (Go to Breakout Room 1)
● Go back to your group’s breakout room and revise the First Draft based on the feedback
received.
● If you have time, practice in your group on how you are going to present your Final
Project tomorrow (look at the rubric’s requirement)
Homework (1 minute)
● Complete and submit the Final Draft for the project (1 submission per group)
○ Assignment keeper: Remember to turn in the group’s Final Draft on Canvas by
11:59 PM today (Convert into PDF)
● On Monday (Nov.30th), we will have our presentations.
Revised
Day 6 (80 minutes)
1. Announcements
a. Presentations: We will be holding our presentations on November 30th when you
come back from the break. I will give you about 10-15 minutes before class to
practice for your presentations
b. Final Draft Deadline: The deadline for the final draft has been moved to Sunday,
November 29th at 11:59PM. Please convert your google slides, google docs to
PDF when submitting.
c. Missing Assignments: Please remember to turn them in by today
d. Going over classroom expectations and norms (Same deal-raise your hand or
unmute yourselves to ask questions)
3. Peer Feedback (30 minutes)
a. Get into your Peer Feedback Group
i. Show and explain your project to your peers and they provide verbal and
1. Fill out the Peer Feedback form individually and turn in the form
on Canvas after finished
ii. Each group will have 15 minutes. After 15 minutes, please switch to the
other group
b. Once done, return to your group’s breakout room and perform the revision for
your Final Draft based on the feedback received
4. Group Work (45 minutes)
a. Go back to your group’s breakout room and revise the First Draft based on the
feedback received.
b. If you have time, practice in your group on how you are going to present your
Final Project tomorrow (look at the rubric’s requirement)
i. Return to the main room at 10:50 am
5. HW
a. Complete and submit the Final Draft for the project (1 submission per group)
b. Assignment keeper: Remember to turn in the group’s Final Draft on Canvas by
Sunday, November 29th, at 11:59pm.
c. We will have our presentations. Practice presenting with your groups by
reviewing the rubric for presentations.
Day 7 (80 minutes)
NGSS Standards
Lesson Plan
1. Go over Classroom Expectations & Norms & Daily agenda & Objective (2 minutes-
9:40)
2. Missing Assignments (5 minutes- 9:45)
a. I just finished grading what you have turned in so far, I noticed some missing
assignments. For the Ionic Compounds powerpoint, I received from group 1,5,
and 6. Two other groups have turned in, but I did not know which group is which.
One named their assignment as Group Practice and one named as Copy of Ionic
Compounds Group Practice. Please let me know when I visit your breakout’s
room later on today.
b. I only received the Ionic Compounds Notes from 14/23 students, if you have not
turned in, please do so.
c. As for the quiz, 4 students have not taken it yet, you know who you are, please
stay after class to take it.
3. Rubric Review/ Modifications (5 minutes- 9:50)
a. Your presentation will be at least 5 minutes
b. Your group will need to do two things: First, give a brief overview of your Final
artwork and explain your group’s chosen art template in relation to the goal of the
project
i. Ex: My group created a storybook because we believe that K-8 students
can learn better since it contains interesting plots and characters.
c. Second, go through your Final Artwork (all slides)
i. If your group’s Final Artwork is long, you can present a snippet/ several
slides
4. Presentation Practice (10 minutes- 10:00 or 10:05)
a. Get into your group’s breakout room and practice for your presentation
i. Decide how your group are going to present your Final Artwork
ii. Test your technology
1. You are required to share your project/screen with the class
iii. Run a Mock presentation
b. Return to the Main Room after 10 minutes
5. Presentations (30-40 minutes- 10:35)
a. Each group has 5-10 minutes to present their Final Artwork
b. Other students, who are not presenting, fill out the Presentations’ Evaluations
form individually and turn in the form on Canvas when you are done.
i. Make a copy of the Document
c. I will randomly pick two students to share their evaluations of the group who
presented in front of the class. So be prepared!
d. I use the random generator and this is what I got. The order is 5->4->6->1->2->3
6. Students’ Evaluations (10 minutes- 10:45)
a. Complete the Students’ Reflections and Teacher’s Evaluations form using the
link below:
i. https://forms.gle/UxeLEkLCdFpG39Z3A (10-15 minutes)
ii. Once I have received your form, you are welcome to leave!
b. Remember to submit the Presentations’ Evaluations form on Canvas before you
leave.
7. Last Announcement
a. Thank you for welcoming me and I had such a great time with you all!
b. When I get all of your artworks posted on my Webpage and GWTeach’s
Webpage, I will send Ms. Eichen the link to share with you. Be looking out for
that!
c. My email: tnton307@gwu.edu
d. The four students who did not take their quiz, please stay back and I attach the
link of the quiz into the chat.

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Day 1 (80 minutes)

Question: ​How can we teach Ionic Compounds to K-8 students?

Classroom Expectations & Norms (3 minutes)

Day 1’s Objects (1 minute)

Daily Agenda (1 minute)

Getting to know each other (5 minutes)

Review (15 minutes)

● Valence electrons & Periodic Table

● Define project-based learning

Contact Info. Exchange (10 minutes)

Lessons (29 minutes)

● Octet Rule & Periodic Table (4 minutes)

● Ionic Bond/ Electrostatic Attraction (5 minutes)

Homework Assignment (1 minutes)

Classroom Expectations & Norms (3 minutes)

Day 2’s Objectives (1 minute)

Daily Agenda (1 minute)

Terrific Tuesday (3 minutes)

Sharing Art Template (7 minutes)

Summary of Day 1 (5 minutes)

Review (14 minutes)

● Naming Review (7 minutes)

Lessons (30 minutes)

Group Work on Project (15 minutes)

Classroom Expectations & Norms (3 minutes)

Day 3’s Objectives (1 minute)

Daily Agenda (1 minute)

Throwback Thursday (3 minutes)

Summary of Day 2 (3 minutes)

Naming and Writing Chemical Formulas Review! (14 minutes)

Naming and Writing Chemical Formula for Polyatomic Ions (30)

Properties of Ionic Compounds (20 minutes)

● Work in your group to complete the First Draft of the project.

Announcements​ (while students are logging in) (2-3 minutes)

Expectations & norms​ (1 minute)

Project Update​ (5-7 minutes)

Group Practice ​(15 minutes)

Daily Agenda (1 minute)

● Kahoot Review for Quiz on Monday

Day 4’s Objectives (1 minute)

Feedback Friday and Feedback Discussion (10 minutes)

Peer Feedback (2 rounds-Each 15 minutes) (30 minutes)

Group Work on Project (10 minutes)

Day 4 - Near pods

1. Announcement and Clarification

Daily Agenda (1 minute)

● Google Form Quiz

Day 5’s Objectives (1 minute)

Marvelous Monday (3 minutes)

● Type into the charbox your favorite dish during Thanksgiving.

Review before Quiz (10 minutes)

● Tin (II) nitrate = Ti(NO3)2

Peer Feedback (2 rounds-Each 15 minutes) (30 minutes)

Group Work on Project (7 minutes)

Daily Agenda (1 minute)

Day 6’s Objectives (1 minute)

● Get into your Peer Feedback Group’s Breakout room

Group Work on Project (45 minutes)

Day 6 (80 minutes)

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Question: How can we teach Ionic Compounds to K-8 students?

Announcements (while students are logging in) (2-3 minutes)

Expectations & norms (1 minute)

Project Update (5-7 minutes)

Group Practice (15 minutes)