Clark University 03/27/2017

Learning Activity Plan

Chemistry, Mrs. Phillips

  1. Content: VSEPR Theory

Today students will begin learning about VSEPR theory and how to predict the shape of any given molecule when the number of bonding and non-bonding pairs is known. The lesson will begin with an inquiry-based discussion on why molecules are shaped in certain ways to get students thinking about molecular shapes and the reasoning behind them, and then students will use clay and sticks to try and predict what a molecule will look like after drawing its valence structure. This will help students to discover the shapes of molecules on their own, in an authentic manner, rather than simply memorizing the known geometries. The lesson will end with a class-wide activity in which students will predict the shapes that will form when different atoms/lone pairs are added to a central atom using an online simulator from PhET.

  1. Learning Goals:
  2. SWBAT build models resembling different molecular geometries to visualize how electrons are spaced out in a molecule.
  3. SWBAT explain how lone pairs and bonding pairs affect a molecule’s geometry.
  4. SWBAT use prior knowledge of electrons and Lewis dot structures to explain why molecules are shaped the way they are and help predict molecular shape.
  5. SWBAT use technology to model predicted geometries.
  1. Rationale:

Introducing students to VSEPR theory through a discovery based activity will give students the opportunity to uncover the shapes that molecules take on naturally rather than through traditional presentation and memorization. This will create a deeper understanding of how molecules are oriented and form a more solid foundation that will be drawn upon when students move on to subsequent topics such as bond polarity as a result of molecular shape, chemical reactions, stoichiometry, and more. The use of two different types of modeling will help students to really grasp the concept of VSEPR theory and serve to engage all of my learners.

  1. Assessment:

The assessment for this topic will be through formative assessment as students create their models and through assessment of the worksheets students complete during this activity. The final assessment for this topic and all other topics in this unit will be in the form of a written exam that will take place on Friday.

  1. Personalization and Equity:

Beginning the lesson by asking students to reflect on information that they already know but might not understand fully will serve to engage all students and provoke deeper thought as we start this lesson. The use of quick-write and turn-and-talk will give students time to work through their thoughts independently before sharing with a peer, and then with the whole class, which serves to make students more comfortable and refine their thinking. The use of clay and sticks to create models will serve to engage students in this topic in a manner that allows easy entry for all students, and the use of small groups to create these models will help students to work through their ideas collaboratively. The digital model will serve as an additional point of access into this activity for visual students and serve to wrap up our activity in a way that solidifies the concepts we have gone over. In this class, Kennedy, Dan, Clay, and Brandon will be checked on frequently to ensure they are not struggling and remain engagedthe activity, and will be offered one-on-one support as needed. I will also check in on Kassandra, as she has been disengaged from the class lately and may need extra support.

  1. Activity Description and Agenda:
  2. Agenda

Time / Teacher: / Students: / Rationale:
0:00 – 0:05 / Teacher will begin the lesson by making a few different drawings of a molecule of CO2 on the board and asking students to write in their notebooks which most closely resembles what the real shape of this molecule looks like, and WHY. Students will have two minutes to write on their own before being asked to turn and share their thoughts with a partner. / Students will enter,take out their notebooks, make their selections and explain why, and work with a partner. / This will serve to engage students in today’s lesson in a low-stakes manner.
0:05 – 0:15 / Teacher will ask students to share out some of the ideas that they and their partners had about these molecules, and will jot ideas down on the board as students talk. Teacher will guide students towards the idea that the electrons are responsible for the shape of molecules through this discussion and this will lead us into today’s discussion on VSEPR theory. Students will take notes on VSEPR theory and electron pairs before beginning the next activity. / Students will share their responses and discuss how molecules are shaped. / This will help introduce students to today’s topic in a way that also connects it to students’ prior work.
0:15 – 0:40 / Teacher will explain the next activity to students, during which they will attempt to create models of molecules in which electrons are as far away from one another as possible, and come up with their own descriptive names for these shapes. Teacher will assign pairs and hand out materials to students and then walk around the room and assist students as needed throughout the activity. / Students will listen to instructions, get into their pairs, and begin working on the VSEPR activity. / This will help students to develop their own understanding of molecular geometries of molecules.
0:40 – 0:55 / Teacher will call the class together and ask students to share out what they came up with for their shapes. Teacher or students will draw these on the board and teacher will show students the names for each of the molecular geometries. This will lead us into a discussion about why there are many different molecular shapes within each electron pair geometry, and we will discuss lone pairs vs. bonding pairs with the help of a PhET simulation. / Students will share the shapes they came up with and take notes on the molecular geometries, lone pairs, and bonding pairs. / This will give students a chance to make meaning of the activity they just participated in and connect it back to VSEPR theory.
0:55 – 0:60 / Teacher will spend the last five minutes of class using the PhET simulator to review with students the concepts covered in class today. / Students will predict molecular shapes using their tables and knowledge from today. / This will give students a chance to wrap up their thoughts.

Homework:Lab Report – due Wednesday.

  1. Challenges:

For this activity, I anticipate there may be some problems with students not participating in the class discussion and so will use specific talk-move questions and the turn-and-talk strategy to help students feel more comfortable sharing with the group. I also anticipate some students may not engage with their groups during the activity and so have created small pairings instead of large groups to optimize participation, and also will be walking around the room and assisting students and ensuring they remain on task throughout the activity.

  1. Frameworks:

4.4 Use valence-shell electron-pair repulsion theory (VSEPR) to predict the molecular geometry (linear, trigonal planar, and tetrahedral) of simple molecules.

SIS1. Make observations, raise questions, and formulate hypotheses.

  1. Reflection:

______

______

______