Jessica Jahnke

Lewis Structure and Molecular Shape

10th Grade Chemistry - Academy at Palumbo - 47 minute periods

KEY
Assessment
Differentiation
Argumentation
Inquiry
Real-World Connection
Technology
Modelling
Engineering

Unit Overview

Lesson 1 Introduction to Lewis Structures

Lesson 2 Drawing Lewis Structures

Lesson 3 Practicing Lewis Structures

Lesson 4 Continued Practice with Lewis Structure

Lesson 5 Introduction to Molecular Shapes

Lesson 6 Instruction on VSEPR Models

Lesson 7 Practice drawing Molecular Shapes

Lesson 8 Relay Game on Molecular Shapes and Introduction to Project

Lesson 9 Work on Molecular Shape Project

Lesson 10 Work on and Present Molecular Shape Project

Lesson 1: Introduction to Lewis Structures

Essential Questions:
What are Lewis structures and how can they be used to represent molecules?

Goals and Objectives:

Students will understand how Lewis structures are used to represent an elements
electrons
Students will understand how to construct simple, single bond, Lewis structures

Standards:
Standard - 3.2.C.A2
Draw Lewis dot structures for simple molecules and ionic compounds.

Material
-Computers
-Handout

Procedure
Warm Up: [10 minutes] Reviewing Electron Configuration:
Write a ground state electron configuration for a neutral atom
Cl and Ne

Body of the Lesson: [27 minutes] Students will start an online activity to learn
about Lewis Structures working in pairs https://www.wisc-online.com/learn/natural-
science/chemistry/gch6404/lewis-dot-structures-of-covalent-compounds
In this activity, students will be following along with a worksheet. Sometimes, the activity
presents different slides with a lot of information which the students will take Cornell Notes on.
Because the student have had limited exposure to this type of note-taking, the teacher will briefly
model how to use these notes. Other parts of activity are more interactive, requiring the students
to input answers. Students will record their answers and the correct answer on the worksheet.

Closure: [10 minutes] Teacher will briefly review concepts highlighted in the text by
going over some of the answer in the activity.

Homework
The introduction to Lewis Structures packet will be due on day 6, which will be graded
so the teacher a more complete understanding of student knowledge.

Reasoning: I am choosing to incorporate Cornell Notes on this activity because I want

students to be thinking critically about the information instead of just passively taking
notes. With this activity, they have to synthesize the material and try to figure out the
main points as they are working on it. The notes will also be good study guides for future
assessments. As this activity will likely be the first time some of the students will be
exposed to this type of note taking, students may have some difficulties but it will
hopefully be building skills students can use in the future.
I also liked this online activity because there are points when students have to input
answers and they can get immediate feedback if they are understanding the material or
not. Because this activity is done in pairs, I will assign the pairs and try to pair some
students who are struggling with other students who are doing well in the class. These
heterogeneous groups will hopefully help the students who may be behind and is a
method for differentiation. I will be checking periodically to make sure both students are
working on the activity.

To assess students understanding, during the class I will be circling to answer any
questions about the activity. If there are any reoccurring issues, I will answer them in
front of the entire class. Additionally, in the closure, I will be able to gauge if the class
understands the material by going over a problem in the packet. The closure of this
lesson is a type of formative assessment. Based on what students are struggling with and
understanding, I will adjust the future days the curriculum on the next few days to go
over what students are finding difficult.

Below is the handout for the activity, I anticipate students will get up to at least step 3
under the online activities in this lesson. If they get farther than this on day 1, they can
just continue to work on through the packet.
Name _________________________________________ Period 3 5 8
Name _________________________________________

Introduction to Lewis Structures (Adapted from Mr.Dyke)

Pre-activity questions

1. Write definitions of the following terms:

Core e- -

Valence e- -

2. For the atoms in the diagram below:

a. Indicate which electrons are the core electrons
b. Indicate which electrons are the valence electrons

c. Write a) the noble gas configuration and b) the number of valence electrons for
the first three group 1 metals
i. Li

ii. Na

iii. K

iv. What similarities do you notice in their configurations and number of

valence electrons?
 3. Think about the electron configurations of each of the groups below. How many valence
electrons do the elements in the following groups have?

Group # 1 2 13 (3A) 14 (4A) 15 (5A) 16 (6A) 17 (7A) 18 (8A)

# valence e-

4. Group 1 elements form stable ions by losing 1 electron to form 1+ ions. Group 2
elements lose 2 electrons to form 2+ ions. Group 3 elements tend to lose 3 electrons to
form 3+ ions.
a. How many of their original valence electrons are left for elements in groups 1, 2,
and 3 after they become ions?

b. How many electrons will they now have in their highest energy level?

5. Group 17 elements form stable ions by gaining 1 electron to form 1 ions. Group 16
elements gain 2 electrons to form 2 ions. Group 15 elements gain 3 electrons to form 3
ions.
a. How many electrons will these ions have in their highest energy level?

6. What similarities do you notice about the number of electrons in the highest energy level
for the ions of groups 1, 2, 3, 16, 17, and 18?

7. Based on your observations from problems 4-6, complete the following statement:
Atoms tend to form stable ions by losing or gaining electrons until they have
_________ electrons filling their highest energy level. This is called the octet rule.
Lewis Structure Web Activity
1. Obtain a Chromebook. Logon to your account.
2. Go to Schoology - click on the link on the course update for your class.
3. Skip ahead to page 5 of the activity.

1. Answer the questions below. Once answering the questions place your answers into the
computer to determine the correct answers. Write the correct answers on the line.
Your answer Correct answer

How many valence e- does K have? ______________ ______________

How many valence e- does Sb have? ______________ ______________

How many valence e- does P have? ______________ ______________

How many valence e- does Mg have? ______________ ______________

2. Read through pages 6-9. In your notebook, write down notes using the Cornell Notes
format

a. The octet rule states that elements tend to react to obtain how many valence e-?
______________

b. Metals will ______________ e- to obtain their octet.

c. Nonmetals will obtain their octet either by _________________ e- to form

negative ions or by _________________ e- in a covalent bond.

d. Unshared electrons around atoms are called ______________ ______________.

e. A single covalent bond is represented with a ______________ and represents

______________ e-.

f. A double bond exists when ______________ e- are shared.

(Where I anticipate students getting after day 1)

 3. For pages 10-15 the rules for Lewis structures.

Rules for Writing Lewis Dot Structures

(Draw the structures under the example column)
Example CF4
Rule 1 Count the valence e- Total valence e - =

Rule 2 Place the least electronegative

element at the center, except H
which always goes on the outside
(least electronegative
= farthest from F)

Rule 3 add single covalent bonds

Between the center atom and
the outer atoms

Rule 4 add lone pairs to the outer

atoms

Example NH3
Rule 1 Count the valence e- Total valence e - =

Rule 2 Place the least electronegative

element at the center, except H
which always goes on the outside
(least electronegative
= farthest from F)

Rule 3 add single covalent bonds

Between the center atom and
the outer atoms

Rule 4 add lone pairs to the outer

atoms. In this example, why dont
lone pairs get added to hydrogen?

Rule 5 add leftover lone pairs

to the center atom

Example CH2O
Rule 1 Count the valence e- Total valence e - =

Rule 2 Place the least electronegative

element at the center, except H
which always goes on the outside
(least electronegative
= farthest from F)

Rule 3 add single covalent bonds

Between the center atom and
the outer atoms

Rule 4 add lone pairs to the outer

atoms
Rule 5 add leftover lone pairs
to the center atom

Rule 6 check to make sure each atom

has 8 e- (except H 2 e-) if not move
e- to create double or triple bond

Exceptions to the Octet Rule not all atoms receive 8 valence e-

Draw final structure for BF3 Draw final structure for PF5
 4. Page 23 summarizes the rules for Lewis structures. Be sure that your notes reflect these
rules.
a. Rule 6 is very important
i. Make sure that each atom has 8 valence e- by using ______________ and
______________ bonds when necessary.

ii. Some elements do not need 8 valance e-. Some only require
______________, ______________, or ______________.

5. Write the Lewis Dot structure for AsH3 by answering the following questions.
a. What is the total number of valence e- in the molecule? ______________
b. Which atom is at the center of the molecule? As or H
c. Finish the structure for AsH3 below the questions.
d. After placing single bonds between the Hs and As, how many e- are left over?
______________

e. Where do the extra e- go? As or H

Lewis Structure AsH3

6. Write the Lewis Dot structure for SeF4 by answering the following questions.
a. What is the total number of valence e- in the molecule? ______________

b. Which atom is at the center of the molecule? Se or F

c. Finish the structure for SeF4 below the questions.
d. After placing single bonds between the Fs and Se, how many e- are left over?
______________
e. Where should you place the e- next? Se or F
f. How many e- do you have left? ______________
g. On which atom should you place the last two e-? Se or F

Lewis Structure SeF4

Lesson 2: Drawing Lewis Structures
Essential Questions:
How do you draw Lewis structures?

Goals and Objectives:

Students will understand how Lewis structure are used to an elements electrons
Students will understand how to construct simple, single bonds, Lewis structures

Standards:
Standard - 3.2.C.A2
Draw Lewis dot structures for simple molecules and ionic compounds.

Material
-Computers
-Handout

Procedure
Warm Up: [10 minutes] Teacher will guide students through an example of drawing
Lewis Structures. Students will start by answering this question.
a. In the molecule CCl4,
1. How many total valence e- does the structure contain?

Body of the Lesson: [27 minutes] Students will continue working on the online
activity to learn about Lewis Structures in pairs https://www.wisc-online.com/learn/natural-
science/chemistry/gch6404/lewis-dot-structures-of-covalent-compounds
In this activity, students will be following along with a worksheet. During todays part of
the activity, it shows students the steps of drawing Lewis structures and lets them practice
interactively with the website. The students are also asked to draw the molecules on the
worksheet.

Closure: [10 minutes] Teacher will go over a problem in the packet to make sure the
students understand how to go through an example problem.

Homework
The introduction to Lewis Structures packet will be due on day 6.

Reasoning: This activity has built in scaffolds to help guide student through the process
of drawing Lewis Structures. The students start by trying examples through the online
activity and then trying to work through the problems more independently. The students
are using technology to help them understand the material. Students will again be
working in pairs so they can have the support of each other students when trying these
new problems and the collaborative group work is a form of differentiation to help all
students in the class.
This activity also incorporates modeling as it animates Lewis structures in a more fluid
way than a teacher could do by just drawing. Therefore, I am hoping the students will
understand Lewis structures by being presented the material in multiple ways.
I will be assessing students understanding by walking around class, doing the warm up,
and completing the end activity. While, I hope that this lesson will only take two days, it
may take 3, especially if there are shortened periods for some scheduling reasons. I
assumed for my lesson plan moving forward that it only takes two days to complete.
Lesson 3: Practicing Lewis Structure
Essential Questions:
How do you draw Lewis Structures?

Goals and Objectives:

Students will understand be able to construct more complex Lewis structures that require
double and triple bonds

Standards:
Standard - 3.2.C.A2
Draw Lewis structures for simple molecules and ionic compounds.

Material
-Handouts
-Answer keys

Procedure
Warm Up: [10 minutes] Draw the Lewis Structures for the following molecules: HF
and CH4

Body of the Lesson: [32 minutes] Teacher will introduce how to draw Lewis
Structures that contain double and triple bonds. Teacher will then provide a worksheet of
practice problems for students to complete. The answers will be posted around the room, so
students need to get up to look at them. Students will make their corrections in a different color
so the teacher can see common mistakes. They will not cross out their answers. Students may
work with others if they choose.

Closure: [5 minutes] Teacher will go over any common mistakes and remind students
of future deadlines. A Lewis structure quiz is on day 7. Teacher will collect the worksheets to
see how the students understand the material.

Homework
The introduction to Lewis Structures packet will be due on day 6. Study for a Lewis structure
quiz on day 7.

Reasoning: The warm up in this class is a type of formative assessment based on the
previous days materials. This warm up will give me the opportunity to address any
misconception in the classroom. For the main part of the lesson, we have done activities like this
one throughout the year, where the answers are posted around the room. I like it because it
allows me to see who is getting up and checking their work and who may be struggling or off
task by just sitting in their seats. Additionally, I like that I can provide individual help during this
time and help students who may be finding the material difficult. I can differentiate my teaching
style based on the student. Moreover, the students have the option to work with other students if
they choose, or they can work by themselves. For some students who may be struggling, I will
suggest they work with another student who can help them through the process. I will be careful
with who I choose, but for some students who having difficulty in the class now, are comfortable
working with high achieving students who they are friendly with. Therefore, I do not feel like this
will be an issue in the classroom. The first problem guides student through the process of
drawing Lewis structures. In the other problems, students will be expected to follow this same
process even though it is not laid out to them. This process allows me to see at exactly what point
students are struggling and adjust my teaching in the future.
Name _________________________________________ Period 3 5 8
Lewis Structure Practice Worksheet

1. Draw the Lewis dot structures for each of the following molecules:
Example H2S
Rule 1 Count the valence e- Total valence e - =

Rule 2 Place the least electronegative

element at the center, except H
which always goes on the outside
(least electronegative
= farthest from F)

Rule 3 add single covalent bonds

Between the center atom and
the outer atoms

Rule 4 add lone pairs to the outer

atoms
Rule 5 add leftover lone pairs
to the center atom

Rule 6 check to make sure each atom

has 8 e- (except H 2 e-) if not move
e- to create double or triple bond

Repeat this process for the following molecules

2) SO3
3)CH2Br2
4) HCN
5) NH4+
6) PO43
Lesson 4: Continuing Practicing Lewis Structures
Essential Questions:
How can we use Lewis structures to represent more complex molecules?

Goals and Objectives:

Students will understand the concept of resonance and how to draw it in a Lewis structure
Students will show their ability to draw more complex Lewis structures including double
bonds, triple bonds, and resonance structures

Standards:
Standard - 3.2.C.A2
Draw Lewis structures for simple molecules and ionic compounds.

Material
-Handouts
-Answer keys

Procedure
Warm Up: [10 minutes] Draw the Lewis structures for the following molecules: CO2,
and CN-1

Body of the Lesson: [32 minutes] Teacher will introduce the concept of resonance
and student will do a practice problem with guided help. Teacher will then provide a worksheet
of a group activity students will work on for the remainder of class. In the assignment, students
must create a Lewis structure for each of the following types of molecules:

One polyatomic ion

One that has a central atom which does not follow the octet rule
One that includes at least one double or triple bond
One additional Lewis structure of your choice

On a sheet of paper, each student in the group will do one of molecules. Within the group,
students will then check each others molecules. In the group, the students will choose one
molecule they want to share with another group. Two groups will come together and will explain
their process in drawing the chosen molecule. The group that is listening to the other group
present will draw the molecule while the group is presenting. Therefore, they can ask any
questions about how to draw the molecule. Each group will do this with two times with other
groups. The teacher will then return the worksheet from the previous day so students can get
individualized feedback from the teacher. In the remaining time left in the period, students can
work on the rest worksheet which is practicing drawing more structures. The rest of this
worksheet will become homework. During this time, the teacher will talk to individual students
who may be struggling in the class to give more individualized help.
 Closure: [5 minutes] Teacher will collect the four molecules from each group to check
their work and the molecules they drew while working with other groups. The worksheet will
become homework that will be collected on day 7. Teacher will remind students of upcoming
deadlines.

Homework
The introduction to Lewis Structures packet will be due on day 6. The worksheet assigned today
(day 4) will be due on day 8. Study for a Lewis structure quiz on day 7.

Reasoning: The warm up of this lesson is a formative assessment to check for students
understanding and recollection of the previous days materials. Because the rules of Lewis
structures keep on building on each other, it is imperative that they understand the basics. Based
on the formative assessment, I may have to spend additional time review the material in the
beginning of the class. This lesson features both collaborative and cooperative group work. In
the first activity, students are working together to help each other draw the four molecules.
Students are learning and practicing the process with each other instead of the teacher and they
are checking their work. In the second part, students are teaching other students how to draw
these molecules. I hope by having the students actually draw the molecules the other group
presented, it will make them accountable for doing their work during the presentation. The
groups will be heterogeneous with respect to skill level, therefore it is a form of differentiation to
help students who may be at a lower skill level and can rely on the help of others. I will collect
the four molecules they drew as a way of formative assessment so I can check for understanding.
Additionally, I will be walking around to answer questions and assess students understanding
throughout the activity.

Based on how students understand the material, it is possible I may need to incorporate another
day of practice to make sure students understand the concept. I will make this decision based on
the various formative assessments over the past few days. However, for the sake of this lesson
plan, I am moving on in the material.
Name ___________________Date ____________________ Period 3 5 8

Lewis Structure Practice (Adapted from Mr. Dyke)

Part 1
As a table group choose four to draw with markers on blank pieces of computer paper.
Each person must complete at least one to share with the class. Your tables four
structures must include:
One polyatomic ion
One that has a central atom which does not follow the octet rule
One that includes at least one double or triple bond
One additional Lewis structure of your choice

Part 2
On a clean piece of paper make the following chart. Be sure to leave plenty of room
between rows to complete your work. After completing each Lewis structure be sure to
verify it before moving on!

Electron pair domain locations around the central atom where there is a bonding pair or lone
pair of electrons value from 1 - 6

Bonding domain locations around the central atom where e- are bonded single, double, and
triple bonds are all considered 1 location value from 1 - 6

Molecules Total val. e- Central Drawing of # e pair # of bonding

formula Atom molecule domains on domains on
central atom central atom
F2 (diatomic)
H2O (ML2)
CCl4 (ML4)
N2
(diatomic)
CO2 (ML2)
NH3 (ML3)
NH4+ (ML4)
BH3 (ML3)
BF3 (ML3)
NO2 (ML2)
NO3 (ML3)
SF6 (ML6)
PF5 (ML5)
Lesson 5: Introduction to Molecular Shapes
Essential Questions:
How do the number of bonds and paired electron affect molecular shape?

Goals and Objectives:

Students will begin an investigation of the shape of molecules
Students will start to develop their own rules and recognize patterns in how different
molecules form based on the number of lone pairs and bonds

Standards:
Standard - 3.2.12.A5

Use VSEPR theory to predict the molecular geometry of simple molecules

Material
-Handouts
-Phet Simulation (http://phet.colorado.edu/en/simulation/molecule-shapes)
-Laptops

Procedure
Warm Up: [10 minutes] Draw three resonance structures for SO3

Body of the Lesson: [37 minutes] This lesson will be an argumentation-inquiry

activity as an introduction to molecular shapes. Students have been practicing Lewis structures
for a significant time and they now will investigate molecular shapes. Students will be working
in pairs, but they have the option to discuss the work as a table. Teacher will be circling
answering questions.

Homework
The introduction to Lewis Structures packet will be due on day 6. The worksheet assigned on
day 4 will be due on day 8. Study for a Lewis structure quiz on day 7. The argumentation activity
from today will be due on day 10.

Reasoning: The warm up for todays lesson is a type of formative assessment to check
students understanding of resonance. For the rest of todays lesson, I am introducing an inquiry-
argumentation activity where students are exploring the material before there is any explicit
instruction on this topic. The worksheet has some examples of differentiation, as there are some
questions students can answer to help them develop their claim. Some students may need these
questions to help them develop their claim, while other students will be able to figure it out
without the questions, but the questions will be available to all students. This will be the first
argumentation activity the students have done all year and therefore I anticipate they will have a
lot of questions. I may need to clarify the expectations through a verbal communication in the
middle of the class. I also anticipate that students may struggle with the justification of the
evidence, but hopefully any confusion can be explained in class. My students seem to need to be
told exactly what to do, but in this activity they are asked to explore on their own. Therefore, I
anticipate that some students will struggle with this structured freedom.
This activity is also an example of using technology and modeling in the classroom. In
this class, students are being exposed to online model that is easily manipulated. In the future,
they will be exposed to other ways to model molecular shapes. Assessment of students
understanding will come in the form of answering students questions during the class and
addressing concerns. Additionally, the packet will be due later on in the unit.
Name _________________________________________ Period 3 5 8

Introduction (Adapted from www.nsta.org/publications/press/extras/files/adi-

chem/Lab2StudentHandout-MolecularShapes.pdf)
Molecules are three-dimensional entities and therefore should be depicted in three dimensions. We can
translate the two-dimensional electron dot structure representing a molecule into a more useful three-
dimensional rendering by using a tool known as the valance shell electron pair repulsion (VSEPR)
model. According to this model, any given pair of valance shell electrons strives to get as far away as
possible from all other electron pairs in the shell. This includes both nonbonding pairs of electrons and
any bonding pair not taking part in a double or triple bond. It is this striving for maximum separation
distance between electron pairs that determines the geometry of any molecule.

Pre-Lab Question:
1) Draw the Lewis Structure for CO2. Make sure you include all of your lone pairs.

2) Draw the Lewis Structure of NH3. Make sure you include all of your lone pairs.

3) Write the following definition in your notes: A substituent is any bonded atom or nonbonding
pair of electrons.
a. The carbon in CH4 has four substituents: (four hydrogen atoms)

b. The oxygen atom of water also has four substituents (two hydrogen atoms and two
nonbonding pairs of electrons).

Your Task
Use a computer simulation to develop a rule that you can use to predict the shape of a molecule based on
the number of atoms and lone electron pairs (i.e., substituents) around a central atom.
The guiding question of this investigation is,
How does the number of substituents around a central atom affect the
shape of a molecule?

Materials
You will use an online simulation called Molecule Shapes to conduct your investigation. You can access the
simulation by going to the following website: http://phet.colorado.edu/en/simulation/molecule-shapes

Procedure
1) Open the Simulation
2) Once the simulation opens, click on the Model option
3) Check the boxes next to Molecule Geometry, Electron Geometry, and Show Bond Angles
4) Try adding different substituents to the central molecule (ex, different bonds and different loan
pairs): Write down your observations as you add these substituents. This should only take a few
minutes

After a few minutes, share your observations with your group. Then, discuss with your group the
Investigation question: How does the number of substituents around a central atom affect the shape of
a molecule?
5) After you have discussed in your group, you need to make a claim to try to answer this question.
To successfully answer this question, you will need to use evidence or examples to support it.
You will need at least three examples. Make sure you explain your examples clearly and your
reasoning for including. You must give a clear justification for how this evidence supports your
claim.

Hint: For a starting point, try to answer the following questions:

How does the shape of the molecule change when you go from adding two bonds to the central
atom to three bond?

Is this change the same when you add an electron pair to a molecule with two bonds?

Does this pattern hold true when you add more bonds and electron pairs?

Does the type of substituent affect the shape of the molecule?

The Guiding Question: How does the number of substituents around a central atom affect the
shape of a molecule?

Claim:

Our Evidence: Justification of Evidence:

Conclusion Questions
1) Draw the Lewis Structure for the following molecules,

a) HCN

b) PCl3

c) Cl2O

d) CO2

2) Based on this activity, would you expect any of these molecules to have the same shape?
Why or Why not?

3) Explain resonance and give an example of a molecule with resonance.

Lesson 6: Introduction to VSEPR Models
Essential Questions:
How are the shapes of molecules determined? What are the different shapes they form?

Goals and Objectives:

Students will understand that the number of bonds or paired electrons determine the
geometry of the molecules
Students will start learning the various shapes and rules of VSEPR

Standards:
Standard - 3.2.12.A5

Use VSEPR theory to predict the molecular geometry of simple molecules

Material
-Handouts

Procedure
Warm Up: [10 minutes] Draw the Lewis Structures for NH3 and H2O. Teacher will
go through the solutions to these problems.

Body of the Lesson: [37 minutes] Teacher will briefly discuss the activity
performed yesterday investigating molecular shapes. Teacher will discuss the VSEPR model and
handout worksheet going over the rules. Teacher will then go through the two examples in the
warm up to identify the shape of the molecular compounds. Teacher will also go through the first
example on the worksheet to make sure students understand the assignment. Students will then
complete the worksheet. Students can work in groups. After students have completed the first
problem, some students will put their work on the board and the rest of the class will critique
their work. Students will then have the rest of the period to work on the worksheet. Teacher will
collect the worksheet at the end of class to evaluate students work.

Homework
The worksheet assigned on day 4 will be due on day 8. Study for a Lewis structure quiz on day 7.
The argumentation activity from day 5 will be due on day 10.

Reasoning: The warm up for this lesson is a type of formative assessment as it will allow
me to check in and see how students understand Lewis structures. This lesson will feature a
significant amount of direct instruction broken up by various checks for understanding. This is
the first time students will be exposed to this concept, so I am expecting them to struggle with
understanding the geometry and shape of the molecules. Two handouts will be provided that will
help students understand how to determine the molecular geometry and provide different models
for how to visualize the changes. I will also connect the online model from the previous days
work as another model for the students. The problems done in class get gradually more
independent in an I do, We do, You do format to scaffold the procedure for the students.
Students can work in groups when working on the worksheet. This is done to help students who
may be struggling with the material and this is a type of differentiation. This topic is something
we will be exploring and practicing over the next few days. I am collecting the worksheet as a
formative assignment so I can fine-tune my teaching over the next few days to best address
student concerns.
Molecular Shapes (From Mr. Dyke)

The shapes of molecules can be predicted from their Lewis structures by using the
VSEPR (Valence Shell Electron Pair Repulsion) model, which states that electron pairs
around a central atoms will assume a geometry that keeps them as far apart from each
other as possible.

This is illustrated by the drawings below.

Six groups surrounding a central atom will form an octahedron. All of the
groups in this structure are at 90o or 180o to each other. All positions are
equivalent

Five groups will form a trigonal bipyramid. The two positions pointing
up and down are called the axial positions. They are at 180o to each
other, and at 90o to the other three, equatorial positions. The three
equatorial positions are at 120o to each other. There is more room in the
equatorial positions, and large groups will occupy these positions.

Four groups will form a tetrahedron. All of the angles in a tetrahedron

are 109.5o, and all positions are equivalent.

Three groups will form a flat triangle (trigonal planar). Each of the
angles is 120o and all positions are equivalent.

Two groups form a straight line (linear) with 180o between them.

How does this apply to Chemistry?

The groups occupying these geometric positions will be either atoms bonded to the
central atom, or lone pair electrons on the central atom.

Lone pair electrons occupy more space than bonded electrons, so they will take the
equatorial position in the trigonal bipyramid.

Lone pair electrons will also occupy positions that put them as far apart from each
other as possible
Steric Number Total number of domains (bonding domains + lone pair domains)

Polar Covalent Molecules

Central Atom
1. Lone pairs present (except square planar, linear)
2. Bonded atoms on the outside are different

Nonpolar Covalent Molecules

Central atom
1. No lone pairs are present
2. Bonded atoms on the outside are the same
Name _______________________________________ Period 3 5 8

Formula Lewis Structure Steric Number Molecular Sketch of

Geometry Geometry

Ex NOF

1 H2O

2 SF6

3 PCl5

4 XeF2

5 ClF3
Lesson 7: Practice Drawing Molecular Shapes
Essential Questions:
How can we determine the shapes of molecules? How can we use modeling kits to represent
these models?

Goals and Objectives:

Students will understand that the number of bonds or paired electrons determine the
molecular shape
Students will start learning the various shapes and process for identifying molecules
Students will be able to construct these models with the modeling kit

Standards:
Standard - 3.2.12.A5

Use VSEPR theory to predict the molecular geometry of simple molecules

Material
-Modeling Kit
-Worksheet

Procedure
Warm Up: [10 minutes] Quiz on Lewis Structures.

Body of the Lesson: [32 minutes] Teacher will show how molecules can be
modeled using the molecular modeling kit. In groups, students will then practice determining the
shape of the molecules. The groups will also need to build these molecules out of the modeling
kit. After students complete the first question, the teacher will go over the answer as a class. The
teacher will then be circling checking the work of the students. Students will keep the worksheet
to study for future assessments.

Closure [5 minutes] Students will complete an exit pass of determining the molecular
shape of SiCl4. This exit pass will collected.

Homework
The worksheet assigned on day 4 will be due on day 8. The argumentation activity from day 5
will be due on day 10.

Reasoning: This lesson opens with a quiz on Lewis structures. This is a type of formative
assessment so I can evaluate how students understand the material on an individual level. From
the previous days class, I expect that students will be confused on the VSEPR modeling,
therefore I am supplementing todays lesson with the modeling kit to help students visualize the
molecules. Students will be doing a miniature form of engineering where they will be
constructing the models and thinking about how to apply the rules of VSEPR to each of the
problems. They will also be working in groups, which is a form of differentiation to help students
who may be struggling in the class work with other students. In order to get a better idea of
individual students understanding, I am also including an exit pass which I will collect. This is a
formative assessment that will allow to me to adjust my teaching style over the next few days and
slow down if necessary.
Name _______________________________ Date ___________ Period _______
QUIZ ON LEWIS STRUCTURES (Adapted from Mr. Dyke)

1. How many valence e- are in an atom of S? __________

2. How many valence e- are in a molecule of SF6? __________

3. Draw the Lewis Structure for SF6.

4. Circle the correct bold word that answers the question: If there are extra e- at the end of
making a Lewis structure where do they go? On the

center atom or an outside atom?

Fill in the blanks for the rules

1. Count the ____________________ e-

2. Place the least ____________________element at the center, except for

____________________which is always an outer atom.

3. Add ____________________bonds between the center atom and the outer atoms.

4. Add ____________________pairs to the ____________________atoms.

5. Add lone pairs to the ____________________atom.

6. Make sure that each atom has eight electrons using ____________________and

____________________bonds, if necessary. Exceptions to the Octet Rule are that

____________________has only 2 electrons, boron sometimes has

only ____________________ electrons, and phosphorus has

____________________electrons.
 MODELING WORKSHEET

Name _______________________________________ Period 3 5 8

Formula Lewis Structure Steric Molecular Sketch Geometry

Number Geometry and Build Model

1 NH3

2 CH4

3 SF4

4 SO2

4 XeF2

5 CO2
Lesson 8: Relay Game on Molecular Shapes and Introduction to Project
Essential Questions:
How can we determine the shapes of molecules?

Goals and Objectives:

Students will review the process for identify molecular shapes
Students will choose a molecule to investigate over the next few days

Standards:
Standard - 3.2.12.A5

Use VSEPR theory to predict the molecular geometry of simple molecules

Material
-Modeling Kit
-Worksheet
-Laptops

Procedure
Warm Up: [5 minutes] Teacher will introduce the game and go over the rules.

Body of the Lesson: [22 minutes] This lesson will be a game involving the
modeling kits. There will be a list of various molecules on the board. In groups during the time
period students will complete the structures for the various molecules and determine the
molecular geometry. This will be a competition among the groups. The group that builds the
most shapes before time is up (roughly half the period) and identifies the molecular geometries
correctly will receive a small prize the next day. The teacher will be circling to look at students
result. Students will be able to complete multiple molecules at once.

Closure: [20 minutes] Teacher will introduce the Molecular Shape project. In
groups, students will be expected to choose a molecule as the focus of the project. Students will
then create a poster that includes
Lewis Structure of the molecule
Identification of the geometric shape of the molecule
A drawing of the molecular shape
A 3-D Model of the molecule
A description of how the molecule is most commonly used

The goal for the end of class today is have their molecules chosen and approved by me.

Homework
The argumentation activity from day 5 will be due on day 10. Project due on day 10. Students
will have a quiz on Molecular shapes on day 14.
 Reasoning: Practicing these drawing molecules can be a difficult and frustrating process.
I have found in the past when I play games in the class, students seem to be more engaged. I
want to break up the repetitive process of filling out worksheet after worksheet. I am hoping with
this activity students will work together to try to work productively to build the most models in
the time frame and identify the molecular structures. This lesson incorporates engineering
because the students are building the molecules. Assessments will be done by walking around
and evaluating students performance in the game. The second half of the project is describing a
project where students must again work in groups. Because I want to the students to choose the
molecule they are investigating before the end of the period, I will just go over the project briefly
today. Tomorrow, I will discuss it in more explicit details and provide more concrete suggestions
for how to break up the work. This project is inquiry driven because the students get to choose
exactly what molecule they want to investigate. It needs to be approved by me to make sure the
molecule is not too complicated for students to build. Additionally, this project connects what the
students are learning in class to real world application so students can understand why what we
learn in class is important. I am providing a rubric so students can have a clear expectation of
what they are expected to accomplish.
 Molecular Shape Project!
As we have been discussing over the past week, molecules form different geometries based on
the number of bonds and lone pairs of electrons. In this activity, you and your group will
investigate your own molecule. You will need to decide on a molecule and then get it approved
by Ms. Jahnke. Your final project will need to include all of the following to receive full credit.

Lewis Structure of the molecule

Identification of the geometric shape of the molecule
A drawing of the molecular shape
A description of how the molecule is most commonly used
A 3-D Model of the molecule

You will present your work on a poster that will include the first four bullet points. Your 3-D
molecule will be built out of materials we have in the classroom. (Ex. Pipe cleaners, cotton balls,
toothpicks, construction paper, Styrofoam balls). If you want to bring in your own materials from
home, you can, but what we have in class should be sufficient. Your 3-D model cannot be made
up of anything edible.

You will be working in this project in groups of 4 or 5 with the people sitting at your table. I
recommended that you divide the work so 2 of your members are working on drawing the Lewis
structure, identifying the shape, and building the model and the remaining students work on
researching how the molecule is commonly used.

Please be prepared to share your work to the group in a 2- 3 minute presentation. Each member
must speak during the presentation and share what they did to contribute to the project.

HAVE FUN!

Turn over for the Rubric (adapted from:

https://sites.google.com/a/utexas.edu/pbimedicinalgeometry20132/home/rubric/final-project-
rubric
Quality Meets Quality Points Meets Minimal Points Does Not Meet Points
Standards Standards Minimal
Standards
Lewis In addition to 5 Correctly drew the 3 Inaccurate Lewis 1
Structure Minimal Standards: Lewis structure for the structure, and
and Model Correctly identified molecule, but incorrectly molecular
geometry the molecular identified the molecular geometry.
geometry and drew a geometry.
2-D structure.

Molecular In addition to 5 Depicted a 3-D model, 3 Made an 1

Model Minimal Standards: but it is not accurate to incomplete 3-D
Depicted the the actual molecular model/missing
molecule a three- shape, ex. incorrect over half of the
dimensional object number of bonds, molecule
with about accurate missing a lone pair of
angles and geometry electron, incorrect
geometry, etc.

Written In addition to 5 Includes at least half a 3 Insufficient 1

Content Minimal Standards: page of research, but written summary
Sufficiently detailed some of the material of learning
summary research may be incorrect and the because content is
about the molecule. paragraph is poorly high inaccurate.
Over half a page of written. Does not include
research at least half a
page of research

Formatting In addition to 5 Poster correctly displays 3 Multiple parts of 1

minimal standards: the material, although it the 5 required
Creativity may be difficult to aspects are
demonstrated in follow and not correctly missing.
presentation: labeled.
formatting is stylish,
and clear.
Lesson 9: Working on Project
Essential Questions:
How can we determine the shapes of molecules? How are these molecules used outside of the
Chemistry classroom?

Goals and Objectives:

Students will show their understanding of molecular geometry by applying it a molecule
of their choosing
Students will be able to work collaboratively with others to work on the project

Standards:
Standard - 3.2.12.A5

Use VSEPR theory to predict the molecular geometry of simple molecules

Material
-Poster sheet
-Computers
-Pipe cleaners
-Cotton balls
-Toothpicks
-Styrofoam balls
-Construction Paper

Procedure
Warm Up: [10 minutes] Teacher will address any questions or confusion about the
project. Teacher will also describe the materials available for the students to build the
molecule. Students may have brought in their own materials to build the molecules.

Body of the Lesson: [37 minutes] Students will have the remainder of the
period to work on it. It will be recommended that there are two students are working on drawing
the Lewis structure, identifying the molecular shape, and building the model and the other two
students should be working on researching how the molecule is commonly used.

Homework
The argumentation activity from day 5 will be due on day 10. Project due on day 10. Students
will have a quiz on Molecular shapes on day 14.

Reasoning: In this lesson, students will be working to get to near completion on the project. In
todays lesson, one of their main tasks involves building the model of the molecule. I will provide
some materials, but students can be creative with how they want to build the molecule. This
lesson incorporates engineering because the students are building the molecules and problem-
solving the best way to build the molecule to make it accurate to the molecular geometry.
Students will be working together collaboratively and will split up the work to be successful.
Most of the time, my classes seem pretty good about splitting up the work. In other projects,
recommendations were sufficient in getting students to be on task and I did not need to assign
roles to particular students. However, it may be necessary that there is some prodding with
groups to make sure all students are on task, and if some groups are off-task, then I will assign
roles to the group.
Lesson 10: Presenting the Project
Essential Questions:
How can we determine the shapes of molecules? How can we determine the shapes of
molecules? How are these molecules used outside of the Chemistry classroom?

Goals and Objectives:

Students will present their projects, demonstrating their ability to identify shapes and
geometries

Standards:
Standard - 3.2.12.A5

Use VSEPR theory to predict the molecular geometry of simple molecules

Material
-Poster sheet
-Computers
-Pipe cleaners
-Cotton balls
-Toothpicks
-Styrofoam balls
-Construction Paper

Procedure
Warm Up: [22 minutes] Student will have half the period to work on the
project. They need to have all parts complete. If any groups have finished, they can
rehearse how they are going to present the material to the other groups.

Body of the Lesson: [25 minutes] Students will then share their project with
another group, in a jigsaw manner. All students must describe at least one part of the poster
during their presentations. Teacher will be circling during the presentations. Students will leave
their projects to be graded at the end of class.

Homework
Students will have to study for a quiz on Molecular shapes on day 14.

Reasoning: In this class, students have time to finish up the project before presenting it in
a jigsaw manner. I chose the jigsaw manner, because I have 33 students and there will be 8
different presentations. I think the presentations would get repetitive after a while and would
take a significant amount of class time. Therefore, the jigsaw method will be more interesting
and time efficient. By the students presenting to just smaller groups, they are hopefully more
engaged and more interested in the material. The project is one of the summative assessments
associated with molecular shapes and it will be joined by a quiz on molecular shapes and a Unit
test later on in the semester. It will hopefully connect some of the concepts we are learning in
class to real world applications.