name: drew parliment date: 11/13/14 structure? lesson...

LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:___Drew Parliment________________Date:_______11/13/14___________________

Unit Essential Question:____How does the electron configuration of a molecule effect its 3D structure?____________________________________________________________________

Lesson Topic:_____Molecular Shape________Class:_____General Chemistry_____________

PLANNING THE LESSON

With Democracy and Social Justice at the Center of Instruction

Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy

EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP To Knowledge In Democratic Society Safe and Caring for All of the Mission

What are you and your students doing today to advance the 4-Part Mission? Connections: With which part(s) of the Agenda does this lesson connect most clearly? And how? Today, we are participating in an inquiry activity that gives students ownership of their own learning. This connects most clearly with enculturation in a democratic society because each student is equally given a voice in how they learn the material.

STANDARDS (www.cde.state.co)

Content: Apply an understanding of

atomic and molecular

structure to explain the

properties of matter, and predict

outcomes of chemical and

nuclear reactions

Literacy and Numeracy: Apply Knowledge of mathematics to problem solve, analyze issues, and make critical decisions that arise in everyday life.

Democracy and 21st Century Skills: Evaluate the credibility and relevance of information, ideas, and arguments.

OBJECTIVES

Content: SWBAT propose the 3D structure of a molecule with one central atom and defend their claim with reasoning

Literacy and Numeracy: SWBAT keep track of the number of valance electrons in their Lewis structure and understand how bonds, lone

Democracy and 21st Century Skills: SWBAT evaluate arguments about the 3D structure of the molecules in the example and

http://www.cde.state.co/

based on the Lewis structure.

pairs and free radicals account for these electrons. They will use their problem solving abilities to find a configuration that fills are octets and has the appropriate formal charge.

come to a consensus.

ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?

Content: Students will be able to answer the questions and describe their reasoning at each stop sign, and will ultimately produce 3D drawings of the molecules and show these molecules with the molecular modeling kits.

Literacy and Numeracy: Proper application of this method will result in the correct Lewis structure for the atom, so students who are answering the Lewis structure questions correctly are by extension fulfilling their mathematics standard.

Democracy and 21st Century Skills: Mr. Anastasia and I will walk around the room and listen to arguments, ensure that a discussion is being had about them, and making sure that the discussion remains evidence based.

KEY VOCABULARY

Content Lewis Structure 3D structure Electron domain Bond Lone pair Trigonal Planar, Linear, Tetrahedral, Pyramidal, and Bent.

Literacy and Numeracy Valance electrons

Democracy and 21st Century Skills Argument Evidence

HIGHER ORDER QUESTIONS – for this lesson

Content What are the driving forces behind the way 3D molecular structures arise?

Literacy and Numeracy How does the number and placement of electrons relate to the Lewis structure and 3D

Democracy and 21st Century Skills What constitutes a valid argument for the 3D structure

How might 3D structures effect the reactivity of a molecule?

structure of the molecule? of a molecule?

LESSON FLOW

This is the actual planning of the lesson activities.

Time Anticipatory Set – Purpose and Relevance Warm-up may include any of the following: hook, pre-assessment, introduction to topic, motivation, etc. -Have a student read the “why?” at the top of the packet.

Time Pre-Assessment Cold call questions: -What is an electron domain? -What determines the 3D structure of a molecule?

Time Building Background Link to Experience: Way that domains spread out due to repulsion makes intuitive sense. These 3D structures are the ones that maximize bond angles. Link to Learning: Builds off of Lewis Structures.

Time Instructional Input Models of Teaching: Inquiry, Cooperative Learning, Concept Attainment Discussion SIOP Techniques: I do, We do, You do. Guided Practice, Cooperative Learning Reading , Writing, Listening, Speaking

Independent Practice Students will be given similar questions on their CALM homework assignments.

Time Accommodations, Modifications, and Student Adjustments Consider: multiple intelligences, learning styles, cultural and ability diversity, etc. If the activity is too advanced or too easy for some, how will you modify instruction so all students will learn? What accommodations will be needed and for whom? (IEP, 504, Special Needs) If the material is too advanced, I will offer example problems that I will do myself (either on the board or on a scratch piece of paper, thus showing them the reasoning behind the activity. If students are having trouble predicting 3D structures, I will have them start by producing the model (The modeling kits will make it fairly obvious how the atoms fit together). Multiple intelegences will be reached by the visual, auditory, and kinesthetic nature of the Lewis structures, class discussion, and modeling kits, respectively.

Time Review and Assessments of All Objectives Content: Were the 3D structures correct? Literacy and Numeracy: Did the Lewis structures fill all octets and have the correct number of electrons? Democracy and 21st Century Skills: Did the discussions come to well-reasoned conclusions?

Time Closure What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential

question(s)? Students will show me their 3D models, and we will discuss why those arrangements occurred as opposed to other possibilities.

Time Next Step Future lessons will likely cover 3D structures of larger molecules, as well as molecules with expanded octets.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?

2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?

4. To what extent does this lesson achieve the Mission of the Agenda for Education in

a Democracy? To what extent does this lesson achieve the 21st Century Skills?

Date Assigned: _________________ Date Due: _________________

HSPI – The POGIL Project

Molecular Shapes What would covalent molecules look like if you were wearing 3D glasses?

Why?

When you draw a Lewis structure for a molecule on paper, you are making a two-dimensional representation of the

atoms. However, in reality, molecules are not flat - they are three-dimensional. The true shape of a molecule is

important because it determines many physical and chemical properties for the substance. In this activity, you will

use the VSEPR theory to predict molecular shapes.

Model 1

True 3-D Molecular Shape

Trigonal Planar

BH3

3 electron domains

(3 bonding, 0 non-bonding)

Linear

BeF2 2 electron domains


Tetrahedral

CH4 4 electron domains


lone pair =

Pyramidal

NH3 4 electron domains


Bent

H2O

4 electron domains


Linear

CO2 2 electron domains



1. What type of structures are shown in the left column of Model 1?

2. a. What does a solid line between element symbols represent on the molecules of Model 1? (Be as specific as

possible.)

b. What subatomic particle (protons, neutrons or electrons) make up these solid lines?

3. a. What does a pair of dots represent on the molecules of Model 1?

b. What subatomic particle (protons, neutrons or electrons) makes up these dots?

4. In the English language, what does the word “domain” mean? (Your group must come to consensus on this

question.)

5. a. Which molecule(s) in Model 1 has three electron domains?

b. Circle or highlight the three electron domains on the Lewis structure for the molecule(s) which you identified

above.

6. a. Which molecule(s) in Model 1 has two electron domains?

b. Circle or highlight the two electron domains on the Lewis structure for the molecule(s) which you identified

above.

7. a. Which molecule(s) in Model 1 has four electron domains?

b. Circle or highlight the four electron domains on the Lewis structure for the molecule(s) which you identified

above.

8. When determining the number of electron domains on a Lewis structure, which of the following should you

count? Find evidence to support your answer(s) from Model 1. Cross out any that do not count.

bonds on the center atom lone pairs on the center atom

total number of atoms in the molecule lone pairs on peripheral atoms

9. When determining the number of electron domains on a Lewis structure, do you count double bonds as one

domain or two domains? Find evidence to support your answer from Model 1.

10. Explain the difference between a bonding electron domain and a non-bonding electron domain using the

examples in Model 1.


11. Circle the correct word or phrase to complete the sentences:

Pairs of electrons will ____________( attract / repel ) each other.

Two bonds on the same atom will try to get as __________ (close to / far from ) each other as possible. A lone pair of electrons and a bonded pair of electrons will _______ (push away from / move toward )

each other.

Read This!

The VSEPR (Valence Shell Electron Pair Repulsion) Theory helps predict the shape of molecules and is based

on the premise that electrons around a central atom repel each other. Electron domains are areas of high electron

density such as bonds (single, double, or triple) and lone-pairs of electrons. In simple terms, VSEPR means that all

electron bonding domains and electron non-bonding domains around a central atom need to be positioned as far

apart as possible in three-dimensional space.

12. The VSEPR theory specifies “valence shell” electrons. Explain why these are the most critical electrons for

determining molecular shape based on your exploration of Model 1.

13. In the VSEPR theory, what is repelling what?

14. Often we draw Lewis structures with 90° angles. Do any of the molecular shapes in Model 1 have 90° angles

between bonds?

15. Are the angles on the 3-D molecules generally larger or smaller than the Lewis structures drawn on the

notebook paper? Explain.

16. Why is it possible to get larger angles separating electron domains in three-dimensions versus two-dimensions?

17. a. Identify the three molecules in Model 1 with four electron domains. What happens to the size of the bond

angle(s) in that molecule as the number of lone pairs on the central atom increases?


b. Discuss in your group some possible explanations for the trend in part a. Your spokesperson should be

ready to present to the class one or two of your hypotheses for full class discussion.

18. A student does not “waste” their time drawing a Lewis structure before determining the shape of PF3. The

student thinks that the shape of PF3 must be Trigonal Planar because there are three fluorine atoms bonded to

the central phosphorus atom.

a. Draw the Lewis structure for PF3.

b. Was the student’s answer for the shape of a PF3 molecule correct? Explain.

c. Why is it important to draw the Lewis structure for a molecule before identifying the shape of the

molecule?


19. Complete the following chart:

Molecule Lewis Structure 3-D Picture Shape Name Shape Angle

H2S

PH3

CCl4

CS2

At this point, you should be able to…

identify the number of electron domains in a covalent molecule based on its bonding and non-bonding electrons.

predict basic molecular shapes of Lewis structures using the VSEPR model.

explain the difference between a trigonal planar molecule and a pyramidal molecule.

describe and explain the bond angles of basic molecular shapes.


Page Left Blank Intentionally


Molecular Shapes - On Your Own

1. Ozone, O3 is not a linear molecule. Actually it is bent with an angle that is a little less than 120o.

a. Draw the Lewis structure of ozone, O3.

b. Describe why ozone has a bent shape instead of a linear shape.

c. Describe why ozone’s bond angle is larger than that of water, H2O.

d. Add a description of the ozone molecule below Model 1 to demonstrate another way a molecule can

have a bent shape.

2. a. Complete the following chart: Molecule Lewis Structure 3-D Picture Shape Name Shape Angle

ClO3-

Name:

NO3-

Name:

b. Explain the difference between these two molecules.


Page Left Blank Intentionally

Drew Parliment November 13th lesson reflection

11/25/14

This general chemistry lesson focused on molecular geometry, again using the POGIL inquiry

packets they have worked with all semester. Students were given a list of different molecular shapes

and the Lewis structures that give rise to them, and then answered questions about molecular geometry

and made predictions about the molecular geometries of certain molecules based on their Lewis

structures. At Joe Anastasia’s request, I made use of the molecular modeling kits for this lesson by

having the students confirm the predictions they made by recreating the molecule with the modeling

kits. After the lesson, we had a brief closure in which I quizzed students on the molecular geometries

that arise from certain electron domain geometries, and demonstrated these geometries using the

molecular modeling kits.

Elizabeth Urban evaluated this lesson, and her primary criticism is that I need to spend more

class time evaluating what students are understanding about the material and how they feel about it,

thus creating a safe environment that helps all students learn the material. I felt that my closure and the

questions I asked at the POBIL stop sign was the best example of my evaluation of student knowledge

this semester (although I acknowledge that I need to be more aware of how to change my lesson as a

result of this information), but I did little to address how students felt about the content. Does it seem

difficult? Does it seem pointless? These are questions that, if not addressed, will cause serious problems

for a student’s learning. I feel that these kinds of interactions are easier in a class you teach for a full

semester, but it is important that I push myself out of my comfort zone to ensure that students are

comfortable and engaged in the material.

Overall I felt this was my most successful lesson of the semester, and I feel that it has made clear

to me some more nuanced issues with my teaching methods. In time, I hope to create a classroom that

is ideal for all students to succeed.

Drew Parliment Authentic Assessment

12/10/14

Authentic Assessment for Molecular Bonding Unit

Standards

Content Standard: Apply an understanding of atomic and molecular structure to explain the

properties of matter, and predict outcomes of chemical and nuclear reactions.

Literacy Standard: Write clearly and coherently for a variety of purposes and audiences.

Democracy Standard: Develop new connections where none previously existed.

Assignment Description

Write a science fiction short story involving on one or more concept you have learned about the

nature of the atom and molecular bonding. This story can be set in the past, present or future, but must

involve an accurate description and understanding of the chosen scientific concept. Outside of the

chosen concept, feel free to be as creative and inventive as you would like when describing the world in

which your story takes place. In order to receive full points, your story must provide detail of the setting

of the story, all chemistry concepts must be accurate and plausible, and the assignment must be well

written.

Due Dates

Students will work on this assignment concurrently with the next unit. They will have one full

week to turn in their first draft, and another week to submit their final draft.

Rubric

Students will receive up to 5 points from 4 different sections, to a total of 20 points. Half points may be

awarder were appropriate.

Creativity – the story is creative and fun to read

5 4 3 2 1 0

Student made a clear effort to write a compelling story with details on the setting.

Student made a clear effort to write a compelling story, but the setting was not well explored.

Student focused only on the chemistry concept required for the assignment.

Student wrote an unoriginal story that did not explore the setting it’s setting.

Student chooses a setting inappropriate for the assignment (ex. fantasy).

Student ignored prompt and did not write a science fiction story.

Writing – Story is well written in terms of grammar, spelling and structure

5 4 3 2 1 0

Story is well written with no spelling or grammar errors.

Story is well written with few spelling or grammar errors.

Story is reasonably well written, and spelling and grammar errors do not interfere with the reading of it.

Organization, spelling and/or grammar render the story difficult to understand.

Organization, spelling and grammar are all well below the expectations.

Student ignored the prompt and did not write their story as a short story (ex. Bulleted list).

Use of chemistry concept – Students must use a chemistry concept as directed.

5 4 3 2 1 0

Student seamlessly integrates a relevant chemistry concept into their story.

Student integrates a relevant chemistry concept into their story, but its place in the story is clunky.

Student integrates a chemistry concept, but they do not fully explore it in the assignment or appear to lack a complete understanding of it.

Chemistry concept is introduced and partially understood, but one or more misconception about it is demonstrated by the author.

Chemistry concept is mentioned in passing or not well understood.

Chemistry concept from the class is not used in the story.

Plausibility – When it comes to the chemistry in this story, could it happen based on our current

understanding of the phenomenon?

5 4 3 2 1 0

All chemistry concepts are truly plausible.

Some misconceptions are demonstrated, but they are mostly outside of the scope of the class. (note: this would only be an issue for something that I pointed out in the draft).

Some minor misconceptions that are within the scope of the class.

Scientific information is incorrect more often than not, but at least some insights are demonstrated.

Scientific information is almost all wrong.

The story contains no scientific information whatsoever.

Note: Students may be held in double jeopardy for plausibility and chemistry concept. A story that does

not contain any chemistry concepts ignored the purpose of the assignment, and at best can receive a

50%.

AED Lesson PlanLesson MaterialLesson ReflectionObservation FormAuthentic Assessment

name: drew parliment date: 11/13/14 structure? lesson...

Documents