Naming:

Your group's task is to decide as a group to create one of the following products to cover this group's focus topic:

FOCUS TOPIC: How to Name Ionic Compounds and Binary Covalent Compounds

- For ionic compound, must include all variations:
  - Basic Ionic Naming
  - Ionic Naming with Transition Metals
  - Ionic Naming with Polyatomic Ions

Possible Products: Once it has been done by a previous period, it cannot be done again...

1) A test with an answer key to test your peers on naming (each person is responsible for at least 8 questions of varying difficulty/type)

a) The answer keys must include a step-by-step breakdown of how to name it.

b) Types of questions may include but are not limited to:

-multiple choice, fill in the blank, short answer, application, etc.

2) Step-by-step poster(s) explaining how to do the given topics with at least one example for each type of ionic naming and one for binary covalent naming

3) Another product of your choice that could effectively teach others in your grade this topic...

Some Resources to Support You from this Course:

Period 1: Natan, Veta, Jaxon, Cole D.. Nafiur, Alexis // Final Product: Canva Poster

Period 2:

Group 1: Leonardo, Derek, Charles, Mektub, Sam L. // Final Product: Paper Poster

Group 2: Hika, Siri, Ashley, Josh, Finn B.//Final Product: Jeopardy

Group 3: Otto, Jonathan, Drake, Luis, Besu // Final Product: Short lecture+ Kahoot!

Period 4:

Group 1: Mercedes, Habon, Kalkidan, Rosa, Holland // Final Product: Crossword

Group 2: Marcos, James, Aiden, William, EJ // Final Product: Slideshow Presentation

Group 3: Ben, Anton, Dylan, A, Sashti, Isaiah // Final Product: Blooket & Disassociated Guide

Period 5:

Group 1: Francisco, Miles, Sydney, Hannah, Ryan // Final Product: Quizlet Live!

Group 2: Serena, Katie, Nickari, Emilie, Natasha // Final Product: GimKit

Electronegativity/Polarity:

Your group's task is to decide as a group to create one of the following products to cover this group's focus topic:

FOCUS TOPIC: How does Electronegativity affect Polarity of a Molecule?

Communicates definitions and visual representations of the following terms:

- - electronegativity
  - polarity
  - bond polarity
  - molecular polarity

Should give examples and explanations of:

1) Real molecules that have bond polarity AND molecular polarity

2) Real molecules that have bond polarity AND NO molecular polarity

Possible Products: Once it has been done by a previous period, it cannot be done again...

1) A test with an answer key to test your peers on this topic (each person is responsible for at least 8 questions of varying difficulty/type)

a) The answer keys must include a step-by-step breakdown of how to solve it/an explanation.

b) Types of questions may include but are not limited to:

-multiple choice, fill in the blank, short answer, application, etc.

2) Poster(s) explaining the components of this topic

3) Another product of your choice that could effectively teach others in your grade this topic...

Period 1: Preston, Clover, Finn G., Theliza, Frenki, Dylan // Final Product: Hand drawn Poster

Period 2: Leah, Tiffany, David W., Nazmul, Tram // Final Product: Test

Period 4:

Group 1: Kei, Austin, Jimmy, August // Final Product: KAHOOT!

Group 2: Larsen, Liam, Luca // Final Product: Slideshow presentation

Period 5:

Group 1: Andrew W., Colin, Bixby, Tyler, Charles // // Final Product: BLOOKET!

Memorization:

Your group's task is to decide as a group to create one of the following products to cover this group's focus topic:

FOCUS TOPIC: Create an engaging activity to help your peers memorize the 22 common polyatomic ions and their charges and the first 30 elements

Possible Products: Once it has been done by a previous period, it cannot be done again...

1) A Kahoot

2) A jeopardy game

3) Any other type of engaging game/activity of your choice that would support your class in getting familiar and naming compounds/molecules containing the 22 common polyatomic ions and their charges and the first 30 elements

Period 1: Carson, Gabe C., Jacob B., Elijah W., Owen Beaty / Final Product: Blooket/Game

Period 2: Kenji, Gavin, Anshu, Lily, Cecelia // Final Product: Candyland Board Game

Period 4: Amanuel, Quang-Hy, Corin, Alex Z, Sal // Final Product:GimKit!

Period 5:

Group 1: Yonatan, Guillermo, Oliver, Jeremy, Abel. Enbry // Final Product: Quizziz

Group 2: Himnish, Andrew H., Ron, Kenneth // Final Product: Jeopardy

Group 3: Aimee, Mai, Japheth, Mia, Roel // Final Product: Memory Card Game (Physical Game)

Assignment Rubric:

	4	3	2	1
Effectiveness	Product effectively and innovatively teaches or accomplishes the goal of the focus topic. Answer keys, step-by-steps, and/or explanations are clear and accurate. Is it a method that engages students? Is it a method that would allow other students to learn the topic?	Product effectively teaches the focus topic and mostly accomplishes/communicates the focus topic. Answer keys, step-by-steps, and/or explanations are mostly clear and accurate.	Product effectively teaches the focus topic and mostly accomplishes/communicates the focus topic. Answer keys, step-by-steps, and/or explanations are somewhat (75%) clear and accurate.	Product is not very effective and does not cover all the focus topics. Major mistakes in answer keys, step-by-steps, and explanations.
Completeness/Quality	Product is complete and the explanations, drawings, examples, questions, etc. are high-quality shown by thoughtfulness, neatness, and minimal to no mistakes Are the questions complex and/or targeting the focused topic? Is the product 100% complete?	Product is complete and the explanations, drawings, examples, questions, etc. are mostly high-quality shown by thoughtfulness and minimal to no mistakes	Product is mostly complete and the explanations, drawings, examples, questions, etc. are mostly high-quality shown by thoughtfulness and minor mistakes that take away from the overall learning.	Product is clearly incomplete. Lacks thoughtful questions and contains major mistakes/ messy.
Creativity	Product (though format may not be completely unique) has multiple creative components that go beyond a basic poster or basic test or simple game. Is it unique? Does it show there was creative effort/flair?	Product (though format may not be completely unique) has some creative components that go beyond a basic poster or basic test or simple game.	Product (though format may not be completely unique) has limited creative components that go beyond a basic poster or basic test or simple game.	Product (though format may not be completely unique) has no creative components.
Group Dynamics	Group works collaboratively and everyone has a clear and fair role. All members feel that the work was distributed fairly. Did everyone contribute in a meaningful way? Were all people given a fair role and complete their tasks?	Group works collaboratively and everyone has a clear and fair role. All members feel that the work was distributed fairly, but there was a slight imbalance of the amount of work done by individuals.	Group works somewhat collaboratively and everyone has and fair role but responsibilities are unclear. There was a slight imbalance of the amount of work done by individuals, and there was unresolved conflict/tension.	Group has major unresolved conflict/tension. Roles/responsibilities are never given or clearly defined. 1-2 people end up doing all the work.