Subject/Grade: Chem 20 Lesson/Date: Intermolecular Forces Time: 3 hours

Stage 1: Desired Results

GLOs: Students will:
- describe the role of modelling, evidence and theory in explaining and understanding the
structure, chemical bonding and properties of molecular substances.
SLOs: Students will:
- 20–A2.1k recall principles for assigning names to molecular substances
- 20–A2.6k illustrate, by drawing or by building models, the structure of simple molecular
substances
- 20–A2.7k explain intermolecular forces, London (dispersion) forces, dipole-dipole forces and
hydrogen bonding
- 20–A2.8k relate properties of substances (e.g., melting and boiling points, enthalpies of fusion
and vaporization) to the predicted intermolecular bonding in the substances
- 20–A2.9k determine the polarity of a molecule based on simple structural shapes and unequal
charge distribution
Learning Students will:
Objectives - Identify shapes of molecules using VSEPR Theory
- Draw molecules using Stereochemical formulas
- Draw the dipole moment of molecules
- Use Molecular Modelling Kits to model molecules
- Distinguish between inter- and intramolecular forces

Stage 2: Assessment Evidence

Formative - WS Summative - Unit Booklet
Assessment Assessment - Molecular Model Kits Lab
-

Stage 3: Learning Experience

Prior to - Print Intermolecular bonding WS Resources to - Powerpoint
Lesson: - Print Drawing Ionic Compounds WS Bring: - Molecular Model
- Video Kits Lab
- Edit ppt - Handouts, WS’s
- Answer key
Time: Content/Description Notes/Assessments
8:00am Introduction/Attention Grabber: -
5 min Assessment of Prior Knowledge:
o

8:05am Activity #1: Intermolecular Forces - 4 Intermolecular

50min Teacher Prompts/Cues/Explanations Forces ppt (slides 1-
 Inter vs Intra forces 13)
 Dipole-Dipole - https://uwaterloo.ca/c
 London Force hem13-news-
 Boiling Points magazine/february-
 H bonding 2016/feature/making-
 Video: ice floats (4min) chemistry-relevant-
indigenous-peoples
 FMNI connection- igloos + H bonds
- Video:
Student Actions
- https://www.youtube.
 Listen/ write notes
com/watch?
 Participate in discussion v=UukRgqzk-KE
Subject/Grade: Chem 20 Lesson/Date: Intermolecular Forces Time: 3 hours
 Listen/write notes -
 Fill in Unit Booklet + Vocab
Guiding/Prompting Questions

Check for Understanding/Performance Indicators
 Participation
9:00am Activity #2: Worktime - Molecular Model Kits
30min Teacher Prompts/Cues/Explanations Lab
+ 20 min  - Intermolecular
break at Student Actions Bonding WS
9:30am  Fill in Unit Booklet + Vocab
 Work on Model Kits
 Work on WS
Guiding/Prompting Questions

Check for Understanding/Performance Indicators
 Participation
9:50am Activity #3: Physical Properties - 4 Physical Properties
50 min Teacher Prompts/Cues/Explanations ppt
 Surface tension - Drawing Ionic
 Covalent Compounds WS
 Metallic
 Ionic
 Strength scale
 Lewis dot for Ions
Student Actions
 Listen/ write notes
 Participate in discussion
 Listen/write notes
 Fill in Unit Booklet + Vocab
Guiding/Prompting Questions

Check for Understanding/Performance Indicators
 Participation
During Activity #: Molecular Model Kits - Molecular Model
Worktime Teacher Prompts/Cues/Explanations Kits Lab
 During worktimes, hand out Molecular Model Labs + kits
 10 kits
 1 kit/table/pair of students
 Explain how to use model kits
 Sanitize
 Wipe down
 Gloves
Student Actions
 Play with kits
 Fill out Molecular Model Lab WS
 Ask Questions
Guiding/Prompting Questions
Subject/Grade: Chem 20 Lesson/Date: Intermolecular Forces Time: 3 hours

Check for Understanding/Performance Indicators
 Participation
10:40am Activity #4: Worktime - Molecular Model Kits
20min Teacher Prompts/Cues/Explanations Lab
 ½ class works on WS (right side) - Intermolecular
 Other ½ works on Model Kits (left side) Bonding WS
Student Actions - Drawing Ionic
 Fill in Unit Booklet + Vocab Compounds WS
 Work on Model Kits
 Work on WS
Guiding/Prompting Questions

Check for Understanding/Performance Indicators
 Participation
Sponge Activity: Weird Water Chemistry - https://www.youtu
Teacher Prompts/Cues/Explanations be.com/watch?
 SciShow Water Is WAY Weirder Than We Thought v=hdik-
 ySEetI&list=PL24
5B82FF8F8ECAC
2&index=100
Assessment -
 Unit 1 booklet
 Vocab
 WS’s
 Molecular Model Labs
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
Some students enjoyed being able to use the model kits; most students appreciated the worktime

2. Specific strengths of the lesson plan and delivery:

Interesting videos captured student attention; ability to manipulate tactile model kits helped students visualize
abstract concepts

3. Specific weaknesses in the lesson plan and delivery:

Some confusion on how to use the model kits

4. What must be addressed to improve this plan?

Provide more detailed instruction on how to use model kits; break lecture up into smaller chunks

5. How I have grown from this teaching experience:

Students require a lot of practice time for drawing Stereochemical shapes; students benefit from extra
practice time so I should include this in all future lessons