Name: Clara Guerra

Grade Level: 8th grade

Subject: Science
Title: Chemical Formulas

Establishing the Lesson Framework

NETS-S:
2.
Communication and collaboration: Students uses digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
b.
Students will communicate information and ideas effectively to multiple
audiences using a variety of media and formats.
TEKS
8.5 Matter and energy. The student knows that matter is composed of atoms and has chemical
and physical properties.
Applicable Student Expectations:
8.5(D) recognize that chemical formulas are used to identify substances and determine
the number of atoms of each element in chemical formulas containing subscripts
Objective 1: Students will be able to identify and determine the number of atoms of each element
in a chemical formula and share their results on a discussion thread.
Objective 2: Students will use a discussion thread of a web-based tutorial on counting atoms to
describe and justify their results.
Rationale:
This concept introduces the foundation necessary for 8.5F, high school Chemistry 8D and IPC
6C, 6D, and 6E in which these expectations require students to recognize the relationship of the
atoms, subscripts, and coefficients that they will find in a chemical equation. Students have had
limited experience with chemical formulas before Grade 8. Learning expectation 8.5D provides
the prerequisite needed to able to write and balance chemical equations. Campus data shows a
disturbing declining trend from STAAR 2012 through 2015 that must be addressed before
STAAR 2016.

Designing Supportive Learning Environments

Materials:

Resources

Teacher Use
Facilitating questions

Technology

Document camera, CPU

Student Use
Interactive notebook,
Handout-Chemical Formulas
Chrome book or tablet cart

Setting:
Small group intervention based on campus based assessment. Students will be identified by their
teacher of record using data from district data software Eduphoria. Students will report to the
library or in classroom with instructional coach (myself) during intervention period or afterschool tutorial.
Student needs/adaptations:
Special education and 504 students will work with a co-teacher assigned to them. Students will
be given be additional clarification according to their IEP or ELL documentation. Research from
my literature review suggests some students may struggle with writing; others will find their
stronger voice in images, video and audio. Special-education students may also find it easier to
express themselves verbally or through images rather than in writing (Aho, 2005).
Prior knowledge: Students will need their interactive notebook in which previous notes are
recorded from their lesson with their teachers. Coach will verify the following vocabulary words
using a chemical formula in which students will label: element, coefficient, and subscript.

Instructional Strategies:
Introduction/Focus:
The essential questions that are being answered are the following:

What is a chemical formula?

What specific information does it illustrate?
How are elements and the number of atoms of elements identified in a compound?

Instructional Procedure: (45 minutes)

1.
2.
3.
4.
5.
6.

Students will be given a pre-test through Schoology and Google form to assess prior
knowledge.
Students will view tutorial webcast on counting atoms in a chemical formula that will be
posted on Schoology.
Students will participate in a discussion thread by responding to facilitating questions
posted on Schoology.
Instructional coach will monitor and facilitate the small groups.
Students will be given a post-test through Schoology and Google form to assess their
learning. Instructional coach will provide results to students teacher of record. (10 mins)
Students will add notes and handouts provided into their interactive notebooks for future
reference of study for STAAR 2016.

Closure:
Students will answer a 3-2-1 summary at the end of the lesson at the end of the lesson to reflect
on their learning.

Evaluation Strategies:
Pre-Assessment: Assessment will be five questions with varying stimuli on identifying the
number of atoms in a variety of chemical formulas.
Formative assessment: Formative assessments will include a pre-test and post-test, response to
the discussion threads and 3-2-1 summary reflection.
Summative assessment: Students will have a district benchmark in January that I will compare
their results from the local assessment to the district benchmark.

Pre-test
(Adapted from Warm Up to Science: TEKS-Based Engagement Activities for Grade 8
2014 Region 4 ESC)
The following are chemical formulas for compounds commonly found in and around the home.
Use the following compounds to answer the question below.

1.
2.
3.
4.
5.

Nail polish remover

Deodorant

CH3CHOCH3
Chalk

Al2Cl(OH)5
Glycerin

CaCO3

C3H5(OH)3

Which compound contains the most elements?

Which compound contains the most atoms?
Which compound contains the most atoms of oxygen?
Which compound does not contain carbon?
Which compound contains three elements?

Post-test
(Adapted from Gateways to Science, STAAR edition, Grade 8 Region IV ESC)
1.

How many atoms of carbon are found in glucose, C6H12O6?

A
B
C
D

2.

How many elements are found in CuSO4?

A
B
C
D

3.

3
6
12
24

3
4
5
6

A model of a chemical compound is shown.

What is the correct way to write the formula for this compound?
A
B
C
D
4.

2HO
H2O2
2H2O
OH2

In a chemical formula, what is used to indicate the number of atoms of each element?
A
B
C
D

coefficient
equation
subscript
atomic number

5.

Using the diagram below, correctly identify and fill in the blanks.

A ________

4BaCl2
C __________
B __________

3-2-1 Summary Reflection

Post on discussion thread on Weebly site
List three Facts/Details I learned.
Give two different examples of what you learned.
Ask one question you have about what you learned.
(Adapted from Lead4ward Instructional strategies)

Resources:
Aho, K. (2005). Teaching Digital Communication to All Students. T H E
Journal, 32(10), p. 34.
Retrieved from http://thejournal.com/Articles/2005/05/01/TeachingDigitalCommunication-to-All-Students.aspx
International Society for Technology in Education - http://www.iste.org/standards/istestandards/standards-for-students
Region IV Education Service Center (2012) Gateways to Science, STAAR Edition, Grade 8.
Houston, Texas: Author
Region IV Education Service Center (2014) Warm Up to Science: TEKS-Based Engagement
Activities for Grade 8. Houston, Texas: Author