Lesson Plan: Molecular Geometry

Lesson Plan: Molecular Geometry

Teri Arenstam
University of New England
EDU 721, Technology in Inclusion Settings
April 18, 2014

Lesson Plan: Molecular Geometry

Lesson: Molecular Geometry (Molecular Shapes)

Educational Environment
This lesson is designed for junior and senior honors chemistry students.
The estimated time of this lesson is two 76-minute blocks.
The classroom has 12 lab stations, which line three sides of the
classroom and 28 desks in groups of four in the center of the room. There is
a white board and projector screen at the front of the room and a
teacher/demo lab bench at the rear of the room. The room is large and
bright with one long wall of windows. Walls are decorated with framed
posters with chemistry and astronomy themes.
Students start the class in their assigned groups each day, but groups
may varying during the course of a lesson depending upon needs of the
students. Students stay in their assigned groups for one quarter, then the
groups are changed. Students are assigned to a group based on strengths,
weaknesses, and needs. Over the course of the school year an atmosphere
of collaboration among students has been fostered.

Students
There are 121 honors chemistry students divided into five classes
ranging from 21 to 27 students per class. Girls out number the boys in all
classes for a total of 74 girls and 47 boys. There are 22 international
students who have ELL designations with varying English language abilities.
Ten students are diagnosed with varying levels of anxiety disorder and/or

Lesson Plan: Molecular Geometry

depression. *Dan has severe anxiety and experiences episodes of

derealization. *Jimmy, has Aspergers Syndrome and is highly excitable.
*Caryn has post-traumatic stress disorder and cognitive deficits as a result of
repeated concussions.
Instructional Decisions
This lesson is designed to meet the needs of visual, auditory, and
kinesthetic learners. The lesson incorporates direct instruction, building
models using manipulatives (balloons), and an interactive computer
simulation. Once students begin working on the opening activity, grouping
will be flexible, but I will steer my students with anxiety into groups in which I
believe they will be comfortable. Caryn always works with the same group.
This is an arrangement that we came to at the start of the school year and
has worked extremely well for her.
This lesson includes the use of iPads, laptops, an animation, a
computer simulation and the Nearpod app. The use of iPads and laptops is
beneficial to the ELL students as it gives them quick access to interpreting
anything they do not understand in English. Both the iPads and the
computers have a feature that allows them to display in a foreign language.
ELL students are only allowed to access that feature for clarification, not for
the duration of the class, since one of their educational objectives is to
become proficient in the English language.
Objectives:

Use models to explain the geometry of a given molecule.

Lesson Plan: Molecular Geometry

Be able to count the number of shared and lone pairs of electrons in a

molecule.
Be able to explain the affect of lone pair and shared pairs of electrons

in molecular geometry.
Name the geometry and bond angles for molecules with up to six
atoms bonded to the central atom.

Standards:

Next Generation Science Standards: PS2.B: Types of Interactions:

Attraction and repulsion between electric charges at the atomic scale
explain the structure, properties, and transformations of matter, as
well as the contact forces between material objects. (secondary to HS-

PS1-1), (secondary to HS-PS-1-3)

Common Core Standards: Determine the meaning of symbols, key
terms, and other domain specific words and phrases as they are used
in a specific scientific or technical context relevant to grade 11-12
texts and topics.

Previous Nights Homework:

This is the explicit instruction mentioned in the video covering
Instructions for Diverse Learners. Direct instruction will be delivered to the
students via a video made using the Explain Everything app. This app allows
the creation of videos similar to the Khan Academy style. Students will

Lesson Plan: Molecular Geometry

watch a video on using Valence Shell Electron-Pair Repulsion (VSEPR) Theory

to determine the shapes of molecules. Difference between shared pairs and
lone pairs of electrons and how lone pair and shared pair repulsion affects
the molecular geometry differently will also be explained. Students take
notes, which will be checked at the start of class the next day.
Having the direct instruction portion of the lesson on video allows
students to take notes and process the information at their own pace. It is
particularly helpful to the ELL students who often need more time to process
the information since they are often translating at the same time.

DAY 1
Anticipatory Set
We will discuss the need for understanding molecular geometry in the
real world (chemical engineering, pharmaceuticals, etc.). Students will have
the opportunity to share what they know about these fields.
Pre-Assessment:
Students have previously learned to draw the Lewis Electron Dot
structures (Lewis structures) of molecules in an earlier unit. This is essential
to determining the shapes of molecules.
Using the free response feature of the Nearpod app on the iPads,
students will draw Lewis structures for 2 molecules, one with single bonds
and one with double bonds. (Using Nearpod will allow me to see their
structures immediately.) Students who need to refresh this skill will be

Lesson Plan: Molecular Geometry

instructed to review their previous notes and practice several more problems
(Figure 1). Those who do not need practice will move to the opening activity.
Students who are continuing to practice will move to the opening activity
when they have demonstrated the ability to draw a correct Lewis structure. I
will be available to help students who require more instruction.
Opening Activity:
Balloon Molecules: Students will work within their groups, and using
balloons to represent electron orbitals, will construct models of molecules
with the following shapes:
Linear

Bent

Trigonal planar

Trigonal pyramidal

Trigonal bipyramidal

Octahedral

Tetrahedral

I use this activity because it is that hook that was discussed in the video on
Instructions for Divers Learners. Students love to play with balloons and
after giving them explicit instructions that these are to be used only for
making the molecules, I find that students usually stay on task. Written
instructions (Figure 2) will be followed and a graphic organizer (Figure 3) will
be filled in as each model is constructed. Each group will answer the
questions posed within the activity, in writing. Using a graphic organizer will
draw attention to the important information and allow students to have all of
this information available in one location. The document will be available
digitally via the Notability app and students may utilize that version and

Lesson Plan: Molecular Geometry

insert diagrams digitally rather than drawing their own. I will circulate from
group to group, checking answers and making sure that students are on the
right track. I also ask question of students to check for understanding as I
circulate, paying special attention to my ELL students.
If there is a student with latex allergies he/she will not be allowed in
the lab area. The alternative will be to construct models from plastic atom
kits. It will be important to keep Jimmy on track during this activity as he
may view this as an opportunity to play with the balloons rather than making
models with them. Jimmy is very compliant when gently reminded to stay
on task. I will make sure my student with severe anxiety continues to work
with some of his original group members as he is very comfortable with
them. I will make sure that ELL students are working with native language
speakers.

Guided Practice
Students will use a phet simulation
(http://phet.colorado.edu/en/simulation/molecule-shapes) to continue
practicing determining the shapes of molecules and to complete any part of
the graphic organizer begun when making the balloon molecules. This
activity will be done in small groups using laptops. There will be a link to this
site on my Moodle page, so students who need to work on this outside of

Lesson Plan: Molecular Geometry

class may do so. Computer access is not typically a problem with my

students, but the library has many computers available if the need arises.
Students will be requested to complete this for homework if they do not get
it done in class on the first day.

DAY 2
Opening Class
We will begin the class with a reminder about the difference between
shared and lone pairs of electrons because of the importance the lone pairs
play in the shape of molecules. This is something that students often forget.
Using a set of models made from the previous class, we will discuss the
shapes and the bond angles of the molecules that were made. Students will
then take out their graphic organizers and compare answers with the
students in their group. This will be especially helpful because students will
now be in their assigned groups, not the groups they may have worked in the
previous class. Comparing notes now will help to ensure that the entire class
is on the same page. Once the group has had time to compare, we will go
over the information as a class and I will project an organizer with correct
shapes and bond angles on the overhead projector. Students will have time
to make corrections as necessary.
Independent Practice:
Students will draw the Lewis Structure and identify the molecular
shape and bond angles for a set of molecules. Students will receive a paper

Lesson Plan: Molecular Geometry

copy of the assignment (Figure 4) and a digital copy will be available through
the Notability app. Students will also have balloon models to refer to.
Students will share solutions with their group members and have the
opportunity to discuss any discrepancies. I will circulate as students are
working to help as needed. I will have the opportunity to sit and work with
any student who needs additional help.
Assessment
This lesson is part of a larger unit, but to be sure students have
mastered this portion they will take a short quiz (Figure 5) at the start of the
next class over just molecular geometry. There is no time limit on quizzes or
tests to alleviate stress on ELL students as well as those who have test
anxiety.
Materials:

iPads (classroom set)

Laptops (1 for each group)
Balloons
String
Lewis structure practice worksheet
Molecular Geometry (Balloon Molecules) Handout
Graphic Organizer Template
Practice worksheet

Figure 1 Pre-Assessment
PRACTICE DRAWING LEWIS STRUCTURES
Draw the Lewis structures for the following compounds:

Lesson Plan: Molecular Geometry

1. PBr3

2. SO42-

3. N2H2

4. CH3OH

5. CO2

Figure 2 Balloon Activity

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Lesson Plan: Molecular Geometry

Figure 3 Graphic Organizer

TABLE OF MOLECULAR SHAPES

11

Lesson Plan: Molecular Geometry

MOLECULAR
SHAPE

EXAMPLE

LEWIS
STRUCTURE

12

# LONE PAIR
ELECTRONS

# SHARED
PAIR
ELECTRONS

LINEAR

TRIGONAL
PYRAMID

BENT

TETRAHEDRAL

TRIGONAL
PYRAMIDAL

TRIGONAL
BIPYRAMIDAL

OCTAHEDRAL

Figure 4 Guided Practice

Lewis Structures, VSEPR, Polarity, IM Forces

BOND
ANGLES

DIA

Lesson Plan: Molecular Geometry

13

For each of the following molecules, draw the Lewis structure (with any resonance
structures, if applicable), indicate the molecular shapes and bond angles, indicate the
molecular polarity (if any), and identify the major intermolecular force in each
compound. Hint in this worksheet, as in all chemistry problems youll see, polyatomic
ions arent drawn as big lines of atoms.
1)

carbon tetrafluoride

2)

BF3

3)

NF3

4)

H2CS

5)

carbonate ion

6)

CH2F2

Lesson Plan: Molecular Geometry

7)

nitrate ion

8)

O2

9)

PF3

10)

H2S

Figure 5 Assessment

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Lesson Plan: Molecular Geometry

Name:
Block:

15
Date:

QUIZ: MOLECULAR SHAPES

GRADE:

/20

1. Define the following (2 pts. Ea.):

A. lone pair electrons:

B. shared pair electrons:

3. Put the following electron pair repulsion in order of increasing repulsive

force (2 pts.):
A. lone-pair/lone-pair B. shared-pair/shared-pair
C. lonepair/shared-pair
________________________________
Multiple Choice: The best answer and place the letter on the line provided
(2 pts. Ea.):
4. ______ Which of the following has two bonding pairs and two unshared
pairs of electrons?
a. H2S
b. CH4
c. NH3
d. HF
5. ______ Which of the following is the major factor in the determination of
molecular shape?
a. repulsive forces between the nuclei of two atoms
b. attractive forces between the nucleus of one atom and the electrons
of another
c. repulsive forces between the outer levels of electron charge clouds
d. the relative amount of shielding effect within the atoms

Lesson Plan: Molecular Geometry

16

6. ______ If a central atom in a molecule has only two pairs of electrons in its
outer energy
level they will be found:
a. at 90 to one another
c. 180 to one another
b. at 120 to one another
d. not enough information
7. ______ In a molecule having four bonding pairs, if two are shared with one
atom and the other two are shared singly, the bond angles will be
approximately __________.
a. 90
b. 107
c. 109.5
d. 120
8. Choose two of the following molecules and do the following for each
molecule (total 6 pts.)
a. Draw the Lewis structure.
b. Name the molecular shape.
c. State the bond angles for each bond.

PCl3

NH3

CCl4

H2O