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Overview

This 5-day remote learning sequence uses the 5Es instructional model (Engage, Explore, Explain, Elaborate, Evaluate) to teach 10th-grade Physical Science students the use of IUPAC conventions for naming and writing formulas of simple compounds, and balancing chemical equations to demonstrate the Law of Conservation of Mass. The lessons align with Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), emphasizing critical thinking, math integration, and computational thinking skills necessary for college readiness.

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Standards & Learning Objectives

Standards Addressed

• PS.PSc.2.2: Use models to apply IUPAC conventions for naming/writing formulas of simple compounds
• PS.PSc.2.3: Use mathematics & computational thinking to balance chemical equations illustrating the Law of Conservation of Mass
• CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them
• CCSS.MATH.PRACTICE.MP4: Model with mathematics
• CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure in science
• CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information from texts into visual form

I Can Statements

• Day 1: I can identify elements and compounds and understand the purpose of IUPAC naming conventions.
• Day 2: I can use models to apply IUPAC rules to name and write formulas for simple compounds.
• Day 3: I can explain the Law of Conservation of Mass and relate it to chemical equations.
• Day 4: I can balance chemical equations using systematic mathematical approaches.
• Day 5: I can critically analyze and evaluate balanced equations, demonstrating computational thinking.

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Key Materials Needed

• Virtual molecular model kits (e.g., PhET applet or similar)
• Digital worksheets and interactive quizzes
• Video clips demonstrating IUPAC naming and balancing
• Shared online whiteboard for collaborative problem-solving
• Dyslexia-friendly reading materials (font: OpenDyslexic or Arial, colored overlays)
• Calculators or digital tools for computational tasks

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Day 1: Foundations

Engage (5 min)

• Start with a quick poll: “What are molecules? How do chemists name them?”
• Show an engaging animation about elements & simple compounds.

Explore (15 min)

• Students use an interactive online model to build simple compounds (e.g., CO2, H2O, NaCl).
• Prompt: Identify patterns in the way elements combine and discuss naming.

Explain (10 min)

• Teacher-led mini-lecture introducing IUPAC naming conventions (prefixes, suffixes, valence rules).
• Show examples comparing common names vs. IUPAC names.

Elaborate (15 min)

• Students practice naming 5 compounds using a guided digital worksheet with immediate feedback.
• Small breakout groups discuss challenges and strategies.

Evaluate (5 min)

• Exit ticket: Write “I can identify key elements in a compound and name it using IUPAC rules.”

Differentiation

• Text and audio formats for all instructions for dyslexic learners.
• Advanced learners given compounds with polyatomic ions for additional challenge.

Success Criteria

• Correctly name at least 4 out of 5 simple compounds on digital worksheet.

Extension

• Research unusual or complex compounds and prepare a short report on naming conventions applied.

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Day 2: Models and Names

Engage (5 min)

• Quick review quiz: Match common compound names to IUPAC names.

Explore (15 min)

• Virtual molecular modeling app where students create models and write the chemical formulas.
• Interactive activity: drag and drop elements to form molecules then write formulas.

Explain (10 min)

• Teacher clarifies IUPAC rules applied to molecular formula writing and naming (ionic vs. covalent).
• Highlight cations/anions and polyatomic ions as needed.

Elaborate (15 min)

• Students work independently on an online platform to name and write formulas for a list of new chemical compounds.
• Peer review in breakout rooms: explain naming choices.

Evaluate (5 min)

• Quick write prompt: “I can use models to write correct chemical formulas and names according to IUPAC.”

Differentiation

• Use of mnemonic charts and dyslexia-friendly fonts & colors.
• Extra graphic organizers for students who need structured support.

Success Criteria

• Accurately write formulas and names for at least 80% of assigned compounds.

Extension

• Challenge: Create a mini-presentation on molecular structure influencing chemical properties.

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Day 3: Conservation Insights

Engage (5 min)

• Pose the question: “When you burn wood, where does the mass go?” — spark a class discussion.

Explore (15 min)

• Interactive virtual lab demonstrating chemical reactions and measuring mass before and after reaction.

Explain (10 min)

• Teacher explains Law of Conservation of Mass and how it applies to chemical equations.
• Discuss mass conservation in closed vs. open systems.

Elaborate (15 min)

• Students analyze unbalanced equations and predict if mass is conserved; explain reasoning in chat or discussion board.

Evaluate (5 min)

• Short assessment: Describe in own words why chemical equations must be balanced.

Differentiation

• Use videos with captions and dyslexia-friendly transcripts.
• Scaffold the lab activity with guided questions.

Success Criteria

• Can explain in own words the significance of the Law of Conservation of Mass in reactions.

Extension

• Explore cases where mass conservation appears violated (e.g., nuclear reactions) in a research brief.

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Day 4: Balancing Equations

Engage (5 min)

• Analyzed example of an unbalanced equation projected for group brainstorming.

Explore (15 min)

• Step-by-step guided practice balancing chemical equations through an interactive balancing game online.

Explain (10 min)

• Explain mathematical techniques: coefficient assignment, counting atoms, use of algebraic methods.

Elaborate (15 min)

• Students balance 5 equations, documenting steps and mathematical reasoning.
• Optional peer tutoring in breakout rooms.

Evaluate (5 min)

• Submit a digital worksheet with balanced equations and explanations.

Differentiation

• Provide visual atom charts and equation templates.
• For advanced learners, introduce balancing complex multi-step reactions.

Success Criteria

• Correctly balance all assigned equations using logical mathematical steps.

Extension

• Create own chemical equations based on a given scenario and balance them.

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Day 5: Critical Analysis and Application

Engage (5 min)

• Present a real-world chemical reaction scenario (e.g., combustion engines).

Explore (15 min)

• Students use a virtual whiteboard to collaboratively balance complex equations and justify their work.

Explain (10 min)

• Teacher draws summary of common pitfalls and computational strategies to check balancing accuracy.

Elaborate (15 min)

• Critical thinking online task – students evaluate peer-submitted balanced equations for correctness and logic.

Evaluate (5 min)

• Final self-reflection survey: “I can confidently name compounds and balance equations using mathematical thinking.”

Differentiation

• Guided peer review rubrics for constructive feedback.
• Optional video tutorials for review.

Success Criteria

• Demonstrate mastery by accurately balancing complex equations and critiquing others’ work.

Extension

• Research and write a brief explanation on how computational chemistry uses balancing principles in simulations.

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Additional Notes

Dyslexia-Friendly Strategies

• Use OpenDyslexic or Arial font, size 14+
• High contrast colors with muted backgrounds
• Provide audio instructions and transcripts
• Break down instructions into bullet points
• Use graphic organizers and icons to support reading

Assessment Strategy

Formative assessments daily via polls, quizzes, exit tickets, and peer reviews. Summative assessment through final worksheet and self-reflection writing.

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This entire unit prioritizes hands-on digital interactivity, critical thinking, and adherence to rigorous academic standards. Evolving understanding through collaborative and individual activities will help all students, including those needing extra support and those seeking greater challenges, gain essential competencies for college-level science success.