Name: ​Aidan Warren​ Cohort: ​Pamela Isherwood

Lesson Plan
Lesson Title:​ Hydrocarbons and the naming conventions of alkanes ​Grade: ​12 ​Date:​ February 13, 2019

Subject​: Chemistry ​Strand:​ Organic Chemistry ​Location:​ N/A ​Time: ​(​length in minutes​):​ ​75 minutes

Lesson Plan Description ​– ​(one/two paragraphs with general details about what you will do and how you will do it)
The lesson will first define a few new terms for students such as organic compounds, hydrocarbons, alkanes, and
alkyls. The lesson will gives student tools to remember the names of all the alkanes/alkyls and get into the naming
conventions of alkanes in general. The period will finish off with a alkane naming worksheet.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations ​(numbers from documents and details)
● 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience
● 2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience
Ontario Curricular Specific Expectations (​ numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measurable, has a realistic number of expectations (1 to 3) have expectations that match
● B2.1 use appropriate terminology related to organic chemistry, including, but not limited to: organic
compound, functional group, saturated hydrocarbon, unsaturated hydrocarbon, structural isomer,
stereoisomer, and polymer [C]
● B2.2 use International Union of Pure and Applied Chemistry (IUPAC) nomenclature conventions to identify
names, write chemical formulae, and create structural formulae for the different classes of organic
compounds, including hydrocarbons, alcohols, aldehydes, ketones, carboxylic acids, esters, ethers,
amines, amides, and simple aromatic compounds [AI, C]
● B3.1 compare the different classes of organic compounds, including hydrocarbons, alcohols,
aldehydes, ketones, carboxylic acids, esters, ethers, amines, and amides, by describing the similarities and
differences in names and structural formulae of the compounds within each class
Learning Goals D​ iscuss with students: ​What will I be learning today?​ (​ clearly identify what students are expected to know and be able to do, in
language that students can readily understand)

Today I will learn…

● What a hydrocarbon is.
● An alkane is a type of hydrocarbon.
● How to memorize the names of the first 10 alkanes
● Learn the name on some alkanes with one or more alkyl groups
ASSESSMENT and EVALUATION
Success Criteria ​Discuss with students: ​How will I know I have learned what I need to learn?​ ​(clearly identify the criteria to assess student’s learning,
as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily
understand)
I can:
● Define a hydrocarbon
● Define an alkane
● Remember the names of the first 10 alkanes
● Determine the name of a given alkane with alkyl side chains
Assessment – ​how will I know students have learned what I intended?
Achievement Chart Categories ​(highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record
(Write, Say, Do) e.g., turn and talk, brainstorming, data
mind map, debate, etc. i.e., rubric, checklist, observation
sheet, etc.

Assessment ​For Questioning during the All student response, notepad # of fingers, ask and answer,
Learning slideshow, assisting students as to record common etc.
they work through questions. misunderstandings while
students work on questions
Assessment ​As​ Learning
Assessment ​Of​ Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: ​Prior to this lesson, students will have
● Students will have already learned covalent bonding between atoms, the difference between single,
double, and triple bonds.
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

Learning Skills/Work Habits

Highlight/circle ones that are​ addressed​: responsibility, organization, ​independent work​, collaboration, initiative, self-regulation

Highlight/circle ones that are ​assessed:​ responsibility, organization, ​independent work​, collaboration, initiative, self-regulation

Vocabulary ​(for word wall and/or to develop schema)

Organic, compound, hydrocarbon, alkane, alkyl, main chain, side chain
Resources and Materials /Technology Integration ​List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson
plan where appropriate.
● Slideshow
Learning Environment ​(​grouping; transitions; physical set up)
● Students will be sitting in desks in rows
Cross-Curricular Links
● Literacy
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal
discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction ​(5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 5-10 minutes (Indicate time breakdown of ●
Short think-pair-share about what comes to
instructional elements) mind when students think about the word
organic
Action: During/working on it ​(time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 50-60 minutes (Indicate time breakdown of ● Start slideshow
instructional elements) ● Explain that organic compounds contain carbon
because all important compounds in living
organisms contain carbon
● Define hydrocarbons as a type of organic
compound which contains only carbon and
hydrogen (hence the name)
● Define alkanes as a type of hydrocarbon which
posses only single bonds
● Get students to guess which compound in
butane (2) and why the other ones aren’t (1 has
a double bond, 3 has too many carbons, 4 is
branched)
● Explain that all alkanes have the suffix -ane and
while the prefix determines the number of
carbons
● Explain that all prefixes after 5 use numbered
prefixes (pent-, hex-, hept-, etc.)
● The first four prefixes have no rhyme or reason
to them but can be memorized via a mnemonic.
Get students to create their own mnemonic to
memorize the first 4 alkanes.
● Explain that alkyl groups are side chains off of
the main alkane chain and have the exact same
naming conventions as alkanes based on the
number of carbons except that the -ane suffix is
changed to -yl
● The alkyl group name is placed before the main
alkane chain when naming a compound
(methylpropane)
● If the alkyl can go in more than one spot add a
number and a dash to indicate what carbon its
attached to on the main chain
● Always use longest chains possible for the main
chain and shortest chains possible for the alkyl
groups
● Explain that if there are multiple alkyl groups to
list them in alphabetical order and number
them like usual
● If there are multiple alkyl groups of the same
type use numbered prefixes di, tri, tetra, etc. to
denote number of each alkyl group and
separate numbers by commas to denote the
locations of the alkyl groups.
● Provide students with the following worksheet
● https://www.google.ca/url?sa=t&source=web&
rct=j&url=http://mrdeakin.pbworks.com/w/file
/fetch/49685065/Naming%2BAlkanes%2Bwork
sheet%2B2%2Banswers.pdf&ved=2ahUKEwimy
bad_aTgAhVrT98KHT4oB2sQFjAKegQIAxAB&us
g=AOvVaw3LJh17fJpU08lltlldRWZz
Consolidation & Connection (Reflect and Connect)​ (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 5-10 minutes (Indicate time breakdown of ● Get students to hand in naming sheets as a exit
instructional elements) ticket and mark them for the next day.
Extension Activities/Next Steps ​(where will this lesson lead to next)

Address any common issues with the exit ticket the next day.
Personal Reflection​ (​what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson: N/A

The Teacher: N/A