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Name: Sara Zavadsky Date: March 29, 2011

Content Area: Chemistry: Molecular Shapes Grade Level: 10/11th Grade ED 315 LESSON PLAN

Lesson #5: Models of Molecules Outcomes: (WI Teacher Standards #1, 2)

1. State or district standard: a. D.12.1 Describe* atomic structure and the properties of atoms, molecules, and matter during physical and chemical interactions* Instructional objective(s): 1. Students will correctly draw Lewis Dot Structures of molecules given the molecular formula. 2. Students will use the materials provided(toothpicks and gum drops) to construct molecular models from the given molecular formulas. 3. Students will correctly identify bond angles, number of atoms coming off of the central atom, lone pairs, electron pair geometry, and molecular shape of the given molecules. 4. Students will use knowledge of bond angles, number of atoms coming off of the central atom, lone pairs, electron pair geometry, and molecular shape to help explain why or why not the molecular formula can be used to predict the shapes of the molecules. Assessment: (WI Teacher Standard #8) How will you determine if the lesson objective was met? Students will be exploring the relationships between bond angles, number of atoms coming off of the central atom, lone pairs, electron pair geometry, and molecular shape to help explain why or why not the molecular formula can be used to predict the shapes of the molecules. They will be given the opportunity to explore this through their lab, and that will be graded and feedback will be given to the student. I will be looking for the general completion and correct answers to the questions. Specifically, I will be looking at question #2 &3 and I will know if they have learned the objectives of this lab if they can explain the relationships that exist among molecules and how those contribute to the overall geometric shape of a molecule. Materials Needed: (WI Teacher Standard #3) 1. List all of the materials you will need to teach this lesson. Include those you designed. Models and Molecules Lab Packet

Gum Drops, Toothpicks needed: ___T\\

Total Time Needed: This lesson will take 40-45 minutes. We will go through the lab as a class and then students will need to work in their lab groups to complete the in-class portion. If students finish early they will begin working independently on their performance assessment (take-home portion). Procedures: Procedures: (WI Teacher Standard #7) 2. Introduction: a. The lesson will begin with a review of the lab. 3. Steps for instruction: (Specify time allotments.) a. Students will then have the remainder of the hour (25-30 minutes) to work on the lab with their table mates. The students will have to complete the lab as homework if they do not finish the questions. They will also have a week to complete the take home portion (the performance assessment). 4. Strategies for students requiring additional assistance: (WI Teacher Standard # 3) How will you meet the needs of those students who understand and finish early? How will you meet the needs of those who have difficulty understanding the material? Include any other specific concerns in your classroom and how you will plan to meet those needs. While students work on the lab, they will be working in pairs their to finish the worksheet together. I will be working with the two students privately so I will informally assess what is needed for the students to better learn and understand the material. The students have low reading comprehension and are ELL learners so we will read the directions out loud and I will ask the students to explain and show their thought process repeatedly to me through the manipulations (gum drop models) to demonstrate their understanding. Closure: The lesson will conclude with the students finishing up the lab and going through any questions that they may have. Feedback from CT:

Name:_______________________

Hour:_________

Models and Molecules Problem: Can we use the molecular formula to predict the shape of small molecules? Introduction: The shape of a molecule greatly affects it properties. In this lab activity you will use clay and toothpicks to determine the shapes of the molecules represented by the formulas below in the table. You will be using toothpicks and gum drops to represent atoms, bonding pairs, and lone pairs of electrons. Materials: Toothpicks Gum Drops Protractor Procedure: 2. Complete the prelaboratory question (below). 3. Use toothpicks and gum drops to make models for each of the molecules given in the prelaboratory question. Make sure the toothpicks stick out the same distance from the central atom. Use the toothpicks to bond the atoms together and to show lone pairs. Indicate which color gum drop you used for each atom. Carbon- _________!! ! ! ! Sulfur- ___________ Hydrogen-___________! ! ! ! Phosphorus- __________ Oxygen- ___________! ! ! ! Chlorine- __________ 1. Fill in the data table below. Fill out the electron pair geometry, the number of toothpicks that are coming off of the central atom, the molecular shape, and then measure and record the bond angles and put that in the table. 2. When you are done- take apart your models and return the materials. 3. Complete the lab questions.

Prelaboratory Question: 1. Draw Lewis structures for each of the molecules given below and write what the electron pair geometry is for that molecule. (Hint: in all of the molecules containing C, the carbon atom is the central atom). HCN

CH2O

CH2Cl2

Electron pair geometry:

Electron pair geometry:

Electron pair geometry:

O3

H 2S

PH3

Electron pair geometry:

Electron pair geometry:

Electron pair geometry:

Data Table: Complete the table below: Molecule Electron pair geometry Number of toothpicks coming off of the central atom Molecular Shape Bond Angles (in degrees)

HCN

O3

CH2Cl2

CH2O

H 2S

PH3

Questions to Answer (can work with a partner on these): 5. What do the toothpicks represent?

2. Group together the molecules that have the same number of atoms coming off of the central atom. Fill out the chart. Molecules with 2 atoms coming off of the central atom Molecules with 3 atoms coming of off the central atom Molecules with 4 atoms coming of off the central atom

Do the molecules with the same number of atoms coming off of the central atom all have the same geometry? How do you know this? Use examples.

Do the molecules with the same number of atoms coming off of the central atom all have the same shape? How do you know this? Use examples.

3. Group together the molecules that have the same number of toothpicks coming off of the central atom. Fill out the chart. Molecules with 2 Molecules with 3 Molecules with 4 toothpicks coming off of toothpicks coming of off toothpicks coming of off the central atom the central atom the central atom

Do the molecules with the same number of toothpicks coming off of the central atom all have the same geometry? How do you know this? Use examples.

Do the molecules with the same number of toothpicks coming off of the central atom all have the same shape? How do you know this? Use examples.