READ – RESEARCH – TEACH Mrs. Cordero / Chemistry

The purpose of this lesson is to have each group teach a section selected by the teacher. You will be learning important skills such as: research skills, public speaking skills, and learning how to organize a long term project. In groups of 4, each group will be assigned a part of a chapter to read, research, and teach to the class. Be creative to try to make your presentations memorable. There is a group presentation grade (x4) AND an individual grade (x3) for each part of this project. 1. Everyone in the group must read the section they are assigned for homework and be prepared to discuss it the next day in class with their group. 2. Everyone must participate in planning the group’s presentation. Each group member will be assigned a number. That number tells you what individual contribution you must make. 3. Person 1 must find or make a visual aid for the group’s presentation. (Visual aid examples include: posters, videos, drawings, charts, models, handouts to pass out to the class, pictures, comic strips, graphs, diagrams etc.). 4. Person 2 must find a magazine, web or newspaper article about one part of their section. This article must be used in the presentation. You must also include the where you found the article (citations). 5. Person 3 must research 3 interesting facts about the topic that cannot be found by reading your science text book. Make sure the facts are included in your group’s presentation. 6. Person 4 must write a summary and three review questions to read and ask to the class at the end of the group presentation. Your review questions should incorporate information you presented to the class during your presentation. 7. The group is responsible for creating a game, exit slip, or activity that the rest of the class will complete. This should include 8-10 questions that relates to the information presented during your presentation. (Examples: jeopardy, kahoot, Poll Everywhere, White Boards, QR codes, Quizziz, bingo, exit slips, matching, Race to the board etc.). 8. At the end of each presentation, the group summarizes what the class should have learned and ask 3 review questions. Students not presenting should copy in their notebooks what I deem to be the three essential points they should have learned from their student teachers. This way I ensure everyone has the notes they will need to study for a possible quiz or test on the unit. REMEMBER that this assignment is graded. You know you will receive a group grade and an individual grade on how well you did your assigned part. The time period for this assignment is brief (2 class days), so you must go right to work. Our presentations will START on the third day. Every group MUST turn in their final product by that third day which is the start of our presentations. Each group not presenting will also receive points on how well behaved you are during other groups’ presentations.

READ – RESEARCH – TEACH Mrs. Cordero / Chemistry

Purpose of Lesson 1. to briefly review several topics from a specific section 2. Each group of 3-4 students will choose one of the topics below and prepare an 8 or 10 minute lesson.

Planning Outline of material to be covered: Students complete a formal outline of the material they will cover, this can be from the text or from other sources and will include definitions, explanations, and sample problems. The amount of material covered should be a logical unit of material (not a random or incomplete collection of facts) that can be presented in the time allowed. Lesson Plans: Students create a time schedule to explain in detail what will be happening at what time in the lesson. All lessons should include: five minutes of opening question and instruction (notes, examples, etc.) and five minutes of practice.

Instruction Notes: Students should decide how they wish to present their lesson to their fellow students, keeping in mind that we all learn in slightly different ways, through hearing, through seeing, through doing something, through touching something (PowerPoint, demos, smart boards, examples to use at student tables). Be creative.

Practice Practice Sheet: Students must come up with a way for their fellow students to practice the material they just presented. The standard way is to do a worksheet, but they could also hold a mini-lab or play a game. Again, be creative!

Assessment Productivity Checklist: Each day, every group member should show that he or she accomplished a task to support the development of the lesson plan. Presentation: Presentations should be made by all members of the group, but each individual student should be evaluated for the work he or she presents.

READ – RESEARCH – TEACH Mrs. Cordero / Chemistry

GROUP TOPICS AND SECTIONS THAT MUST BE COVERED DURING PRESENTATION BELOW

Topic #1: Section 8.4 (p. 247 – 253)    

Polarity Electronegativity Types of attractions Ionic VS Covalent

Topic #2: Section 10.1 (p.306 – 315)    

The mole Avogadro’s number Conversions from atoms to moles Molar Mass

Topic #3: Section 10.2 (p. 317 – 323)    

Molar Mass (p.313) Conversions from moles to mass Conversions from moles to volume Molar Mass and Density

Topic #6: Section 13.1 (p. 420 – 424) and 13.2 (p. 425 – 430)    

Topic #7: Section 13.3 (p. 431 – 434) and 13.4 (p. 436 – 439)     

Topic #4 Section 10.3 (p. 325- 333)    

Percent Composition from mass Percent Composition from formula Empirical formulas Molecular Formulas

Topic #5: Section 11.2 (p. 356 – 367)   

5 types of chemical reactions Activity Series Predicating Products using the Activity Series.

Kinetic Molecular Theory of Gases (assumptions) Relationship between Gas and Pressure and Temperature Differences between Vaporization and Evaporations (liquids) Relationship between Boiling point and pressure.

Melting points and Freezing points Crystals Allotropes vs. Amorphous Sublimation Phase Changes diagram (using diagram on p. 572)

Topic #8: Section 9.4 (p. 285 – 288) and 19.1 (p. 644 – 653)    

Naming and writing formulas for acids Naming and writing formulas for bases Properties of Acids and Bases Differences between Arrhenius, Bronsted-Lowry, and Lewis’s Theories of acids and bases.