10th grade Unit Plan - Molecules and Bonding

Logistics
 47 minute class periods
 30 students
 Students seated in groups of four (each seated next to a lab partner)

Student prior knowledge

 Subatomic particles
 Structure of an atom
 Bohr Model and quantum mechanical model
 Electron configurations
 Periodic trends
 Electronegativity

Enduring understandings & objectives

 Bonding
o SWBAT describe characteristic differences between ionic and covalent
bonds
o SWBAT determine the kind of bonding in a given compound
o SWBAT understand the methodology behind naming covalent
compounds
o SWBAT understand the methodology behind naming ionic compounds
o SWBAT identify the tendency of specific atoms to form a particular type
of bond
o SWBAT describe how ionic and covalent bonding occurs
o SWBAT determine bond polarity
 Lewis structures
o SWBAT determine the number of valence electrons of a molecule given
a molecular formula
o SWBAT represent the valence electrons of a single atom using a Lewis
dot structure
o SWBAT draw Lewis structures (single, double, and triple bonds) that
follow the octet rule given a molecular formula
o SWBAT draw resonance structures
Day Topic Enduring Understandings

1 Salt vs. sugar lab Salt (ionic) and sugar (covalent) have different properties
Ionic vs Covalent Bonding due to differences in bonding
※※※※

2 Covalent bond simulation Covalent bonding - bonding that takes place between two
Deep look at covalent non-metals when the atoms share pairs of electrons
bonds ※※

3 Ionic bond simulation Ionic bonding - bonds that take place between a non-metal
Deep look at ionic bonds and a metal due to electrostatic attraction and the transfer of
※※ electrons

4 Polarity, Class discussion Polarity - based on electronegativity, determines what kind

of lab and simulations of bond two atoms make
※※※※ We can distinguish between ionic and covalent compounds
using multiple methods

5 Modeling Valence Valence electrons - electrons available for bonding located

Electrons of Single Atoms in the outermost shell (the highest energy level)
with Lewis Dot Diagrams
※※※

6 Creating Lewis Dot Covalent bonds - chemical bonds where a shared electron
Diagrams for Single completes a stable octet in each bonded atom. Lewis
Bonded Polyatomic structures represent bonds and lone pair electrons.
Molecules ※※※

7 Creating Lewis Dot Double and triple bonds involve more than one shared
Diagrams for Polyatomic electron. Polyatomic ions have negative charge when
Ions ※※※ #electrons > # protons. Polyatomic ions have positive charge
when # electrons < # protons.

8 Using Lewis Structures to Resonance structures are the “true” Lewis structure
Understand Resonance represented by the combination of two or more resonance
Structures ※※※ structures

9 Lewis Structures Concept Students will be able to show mastery of the concepts of
Mapping and Summative covalent bonds, ionic bonds, and Lewis structures
Quiz ※※※

Focus on Inquiry (※) Discussion (※) Formative assessment (※)

Summative assessment (※) Small group work (※) Modeling (※)
Special focus on Differentiation (※) Strategic Questioning (※)
Rationales
Bonding unit Rationale
- The unit opens with a broad, open-ended question leading to a guided inquiry-based lab. At the
beginning of lesson 1, students are given time to reflect alone, confer with a small group, and then
participate in a large group discussion. The lab activity will either confirm, reject, or add to any pre-held
beliefs and ideas about molecules and bonding. Doing this before teaching the bonding content is a
formative assessment tool and a nice way to foster student intrigue and participation. Students are much
more likely to become engaged and involved in their learning if they have some ownership over the
learning experience, and inquiry provides this for them. This particular lab is nice because it does not take
much class time but exposes students to many of the themes to be explored throughout the rest of the unit.
The students are then encouraged to practice the literacy, reasoning, and argumentation skills that real
world scientists use every day by writing an informal lab report.
- Lessons 2-3 focus on online simulations as “hands-on” bonding modeling tools. In this way, students
can observe and comprehend processes that are too small to see on a bigger scale. They will be able to
work through the simulations at their own paces so that they can spend time with the material they feel
most uncomfortable or most important.
- Lesson 4 again focuses on small and large group work and discussion. This gives students the
opportunity to present and defend their work and understanding. In discussion, students adapt the
important beliefs and understandings of their peers that they may have not considered otherwise.

Lewis Structures unit Rationale

- A POGIL activity (Process Oriented Guided Inquiry Learning) introduces and grounds the content in
lessons 5-8. POGIL activities are student centered, inquiry based methods for teaching new content.
Instead of teacher directed instruction (where the teacher talks and students take notes, students complete
learning tasks at their own pace to learn the content. POGIL activities are designed for students to
complete independently with minimal teacher guidance. The teacher can use the POGIL as a formative
assessment tool to address and correct any misunderstandings as needed.
- Lesson 6-7 focus on inquiry. At the end of each lesson, students engage in a hands on activity where
they discover the rules for forming correct Lewis Structures through trial and error, experimentation, and
collaboration with other students.
- Lessons 5-8 focus on group work. Students are seated in table groups of four. Students work with their
lab partner (the person next to them) for activities involving groups of two. Throughout the unit, the
teacher emphasizes the importance of collaboration, equal contribution, and supporting each other during
group work. These norms are posted around the classroom to remind students of expectations for group
work.

Additional Rationales
- Throughout the unit there is a focus on formative assessment. Students turn in classwork at the end of
every lesson. The teacher will check student classwork for understanding and use the classwork to inform
the next day’s teaching. Any misunderstandings the teacher detects through submitted classwork can be
clarified during future lessons.
- There are two students with IEPs in the class. The IEPs mandate that the students receive extra
scaffolding on summative assessments and classwork. Throughout the unit, the teacher gives attention to
ensuring that IEP students receive support from their lab partner. IEP students also receive different
versions of the summative quiz (Version B) at the end of the unit.
- These 9 lessons are only the beginning portion of a large unit on molecules and bonding. After
completing the summative quiz, students would go on to learn about polarity (in depth), naming
compounds, and metallic bonding. Realistically, these 9 lessons might take longer than 9 days, depending
on the class.
10th grade Chemistry, 47 minutes

Lesson 1: Salt vs. Sugar Lab

Emphasis on Inquiry, Discussion, Group Work, and Questioning

Essential Questions: What are the differences between sugar and salt? What can the melting
point of a substance tell us?

Students’ prerequisite knowledge:

 Students understand periodic trends, in particular, element groups and electronegativity
 Students can making relevant qualitative observations and assumptions

Measureable Objectives:
 Infer properties of ionic and covalent compounds based on their results
 Observe the melting points of sodium chloride and sucrose
 Compile a list of characteristics describing sodium chloride and sucrose that could be
used to help identify them

Vocabulary:
 Melting point
 Ionic compound
 Covalent compound

Materials:
 Table salt
 Table sugar
 Aluminum foil
 Candle or other flame source
 Tongs
 Lab worksheet

Lesson Plan:

Introducing the Salt vs. Sugar lab (13-20 minutes)

Do Now: What are the differences between the two substances sitting on the front table?
- (5 min) Students make observations, hypotheses, etc. to answer the Do Now in order to
distinguish table salt from table sugar
- Rationale: We begin the lesson with the discussion question to gauge what students
already know and to get them thinking about molecular differences. It also gives students
a sense of ownership over the content so they feel more connected to the material and
more engaged in the classroom community. This makes students prepared for the rest of
the unit by capturing their interest and getting them to think critically and scientifically
about the processes that go into bonding.
- (3-5 minutes) Students discuss their ideas with their partners
 - Rationale: When students share ideas with one or a couple of people, they are able
defend or explain their understandings in an informal and pressure-free environment.
This gives them time to collect and modify their thoughts before entering a larger class
discussion. It also serves as a classroom management tool for students who tend to be
disengaged in class.
- (5-10 minutes) Teacher leads a classroom share to discuss possible differences between
table salt and table sugar
- Rationale: When students share their ideas with the whole class, they are able to adopt
new understandings and schema they may not have considered before. Unlike small
group discussion, large group discussion can be more guided by the teacher so that the
essential information is being discussed and any misconceptions are addressed.

Salt vs. Sugar lab (27-34 minutes)

Students work with their tables to complete the Salt vs. Sugar lab while following the lab
handout and completing the questions.
- Rationale: This lab will introduce students to the ideas that will be explored throughout
the unit. A lab was chosen to capture student interest by doing hands-on activity. It will
get students thinking independently and together about science and processes. They will
observe and perform as real-world scientists do every day; it is much more engaging
than sitting and taking notes from a PowerPoint. Students are also able to make
conclusions and problem-solve without being fed the answers so that they work on their
reasoning and literacy skills.

Assessment
Students will keep their lab handout/questionnaire and return an informal lab report on Day 4.
- Rationale: A lab report forces students to look at all of the procedures and data and
make conclusions like real-world scientists would. A written report uses their literacy,
reasoning, and argumentation skills. The teacher is able to assess how well students can
follow the scientific method, explain their work, and construct/analyze data tables.

Accommodations
KJ (a student with Autism) works with JH. His social needs make lab work difficult, but when
KJ works with JH he has an easier time engaging with the material.
YG (a student in a scooter) acts as the inscriber. His physical disabilities inhibit him from
performing the lab, but he is able to observe his lab mates and record any
observations/information.

Homework
Read “Covalent Bonding Background Essay”
- Rationale: By reading scientific “literature”, students are engaging in a different kind of
science learning that does not require a teacher or supplemental materials. This would
also appease students who learn best by reading diverse materials.
Name: ______________________

Salt vs. Sugar Lab

Objective
 To observe the melting of sodium chloride and sucrose.
 To compile a list of characteristics describing sodium chloride and sucrose
that could be used to help identify them.

Materials
 Table salt (NaCl) – a pinch
 Table sugar (C H O ) – a pinch
12 22 11

 Aluminum foil – about 4 inches by 10 inches

 Candle – table, votive, birthday, tea light, etc.
 Tongs or suitable alternative – to hold the aluminum over the candle

Safety
 Always wear safety goggles when handling chemicals in the lab.
 Students should wash their hands thoroughly before leaving the lab.
 Always use caution around open flames. Keep flames away from flammable
substances.
 Always be aware of an open flame. Do not reach over it, tie back hair, and
secure loose clothing.
 Open flames can cause burns. Liquid wax is hot and can burn the skin.

Procedure
1. Read the entire procedure before you start and make an appropriate data
table in the space provided below in order to record your observations.
2. Prepare 2 small aluminum “boats” for holding your samples of salt and sugar.
Be sure to fold up the edges and have a good place for the tongs to grasp
the “boat.”
3. Devise a method for supporting your candle.
4. Prepare your “boats” by putting a small amount (about 10 crystals) of table
salt in one, and the same amount of table sugar in the other. Record your
observations about the appearance of each type of crystals in your data
table.
5. Light your candle and then, using tongs, hold the 1 boat over the flame for
st

2–3 minutes. Record your observations in your data table.

6. Repeat step 5 with the 2 boat.nd

7. If any sugar is still present at this point, you may continue to heat it and
watch how it continues to change.

Data
Create an appropriate data table in order to record your observations.
Analysis and conclusions
1. List the elements that make up salt and sugar. Identify the type of the
elements. (Types include: metals, metalloids, nonmetals)

2. Which substance seemed to have the lowest melting point? Why do you think
that is?

3. Salt is considered to be an ionic substance, while sugar is commonly thought

of as a covalent (or molecular) substance. Keeping that in mind, if you were given 2
unidentified white crystals and asked to classify them as either ionic or covalent in
nature, what steps would you take and what evidence would you look for?
Covalent Bonding
Background Essay
According to the atomic model, electrons orbit the atom's nucleus at specific levels, or shells.
Electrons in the outermost shell, which are involved in chemical bonding, are known as valence
electrons. Since atoms are more stable when their outer shell is filled, they tend to lose, gain, or
share electrons to complete their outer shell.

Two common types of chemical bonds—ionic and covalent—differ in how the atoms achieve
full outer shells. In an ionic bond, electrons transfer from one atom to the other. In a covalent
bond, the atoms share electrons. Whether a bond is ionic or covalent depends on the
electronegativities of the atoms involved.

Electronegativity is the measure of an atom's ability to attract electrons. Some atoms tend to lose
electrons, while others are more likely to gain them. Elements with low electronegativity, such as
metals, have outer shells that are almost empty; these elements give up electrons fairly easily.
Elements with high electronegativity, such as nonmetals, have outer shells that are mostly full;
these elements tend to hold on to their electrons. In general, elements on the left of the periodic
table have low electronegativities, whereas elements on the right side of the table have high
electronegativities. Ionic bonds form when the electronegativities of two atoms vary
significantly; covalent bonds form when the electronegativities of the atoms are similar.

A single atom is held together by the attraction between the protons in its nucleus and its orbiting
electrons. When two atoms approach each other, each nucleus also attracts the other atom's
electrons. The sharing of valence electrons in covalent bonding is the result of both atoms
"fighting" for the electrons, with neither one "winning." Consequently, the atoms are effectively
bonded together.

If the atoms get too close, they repel each other because of proton-proton and electron-electron
repulsion. A molecule is most stable when its electrostatic potential energy is at a minimum—in
other words, when its atoms are located at a distance where the proton-electron attractions
balance these repulsions. At this distance, the atoms can share their valence electrons and form a
covalent bond.

Covalent bonds can be formed with one or more pairs of electrons. A single bond is the sharing
of one electron pair. It is also common to have double bonds (two pairs of electrons shared
between the atoms) and triple bonds (three pairs of electrons shared between the atoms).

Reprinted from PBS LearningMedia: Covalent Bonding

https://www.pbslearningmedia.org/resource/lsps07.sci.phys.matter.covalentbond/covalent-
bonding/ © 2013 WGBH. All Rights Reserved. For personal or classroom use only. Not for
redistribution.
10th grade Chemistry, 47 minutes

Lesson 2: Covalent Bonding

Emphasis on Modeling and Formative Assessment

Essential Question: What does “covalent bonding” mean? How do atoms form covalent bonds?

Students’ prerequisite knowledge:

 Students understand subatomic particles and the structure of an atom
 Students understand the groups of the periodic table and periodic trends
 Students have read an introduction to covalent bonding

Measureable Objectives:
 Students will be able to describe how atoms interact with one another
 Students will be able to describe what happens on an atomic level when covalent bonds
are formed
 Students will be able to identify covalent compounds
 Students will understand the role of energy in molecular stability

Vocabulary:
 Covalent bonds/compounds
 Stability
 Electron sharing

Materials:
 Chromebook cart OR computer lab
 Covalent Bonding Tutorial Worksheet

Lesson Plan:

Covalent Bonding Tutorial (47 minutes)

Students will launch the bonding simulation at
https://www.pbslearningmedia.org/resource/lsps07.sci.phys.matter.covalentbond/covalent-
bonding/# and complete the corresponding worksheet.
- Rationale: Simulations allow students to observe and comprehend processes that are too
small to see on a real-life scale. Teaching this material by lecture is not as effective
because the idea is abstract and so dependent on the physical orientation and
understanding of the atoms and space. Students will be able to work through the
simulation at their own paces and focus on the material they find most challenging or
important while seeing a representation of the processes. This particular simulation
addresses most of the important themes of covalent bonding.

Assessment
Students turn in their Tutorial Worksheet at end of class for classwork credit
 - Rationale: To increase motivation and provide opportunities for assessment, classwork
should be turned in for credit. It also provides data for the teacher to see how well her
students understood the material and if she needs to further address any ideas later on.

Homework
 Complete “Covalent Bonding Tutorial Worksheet” if not completed in class
 Read “Ionic Bonding Background Essay”
- Rationale: By reading scientific “literature”, students are engaging in a different kind of
science learning that does not require a teacher or supplemental materials. This would
also appease students who learn best by reading diverse materials.
Covalent Bonding Tutorial Name ______________________________

Launch the simulation on

https://www.pbslearningmedia.org/resource/lsps07.sci.phys.matter.covalentbond/covalent-
bonding/#
and follow the directions. Answer the questions below as you go.

1. Describe each atom. How is the movement of the electrons different when the atoms
are close?

2. What happens if you try to move the atoms very close to each other?

3. What happens during covalent bonding?

4. What group of elements attract electrons strongly?

5. Covalent bonds form between what kind of atoms?

6. Draw the potential energy graph

 a. Why does it look the way it does?

b. When are the atoms most stable?

7. Draw examples of a single bond, a double bond, and a triple bond.

a. What do each represent?

b. Which is the strongest?

8. How are covalent compounds named? (Hint: What is the ending? What do the prefixes
mean?)

a. What is the exception?

Ionic Bonding
Background Essay
An atom by itself generally has a neutral charge, because the positive charge from the protons in
its nucleus is balanced by the negative charge of its electrons. However, when many types of
atoms come into contact with one another, electrons can be transferred from one atom to another.
A negative ion is created when one atom gains electrons. Conversely, a positive ion is created
when an atom loses electrons. The oppositely charged ions attract one another, creating an ionic
bond, and a neutrally charged compound.

An everyday example of an ionic compound is table salt—sodium chloride (NaCl). Table salt is
actually a lattice, or network, of sodium and chloride ions joined together with ionic bonds.

According to the atomic model, electrons orbit the nucleus at specific levels, or shells. Electrons
fill shells, starting from the innermost, going to the outermost. Atoms are more stable when their
outer shell is filled, and therefore, atoms will lose, gain, or share electrons to complete their outer
shells. Electrons in the outermost shell, which are involved in bonding, are known as valence
electrons.

When two atoms vary significantly in electronegativity (the measure of the ability of atoms to
attract electrons), they tend to form ionic bonds. Some atoms tend to lose electrons, while others
are more likely to gain them. Elements with low electronegativity, such as metals, have outer
shells that are almost empty and give up electrons fairly easily. Elements with high
electronegativity, such as nonmetals, have outer shells that are mostly full and tend to hold on to
their electrons. In general, elements on the left of the periodic table have low electronegativities,
whereas elements on the right side of the periodic have high electronegativities.

Sodium has relatively low electronegativity, with only one electron in its outer shell. With most
of its outer shell full, chlorine has relatively high electronegativity and needs only one extra
electron to fill its shell. When sodium and chlorine atoms come together, the sodium atom lends
its outer electron to the chlorine atom. The positively charged sodium ion is then attracted to the
negatively charged chloride ion and creates an ionic bond.

When atoms have similar electronegativity, a covalent bond forms. Covalent bonds differ from
ionic bonds in that instead of transferring electrons, the atoms share electrons. Reprinted from

PBS LearningMedia: Ionic Bonding

https://www.pbslearningmedia.org/resource/lsps07.sci.phys.matter.ionicbonding/ionic-bonding/
© 2013 WGBH. All Rights Reserved. For personal or classroom use only. Not for redistribution.
10th grade Chemistry, 47 minutes

Lesson 3: Ionic Bonding

Emphasis on Modeling and Formative Assessment

Essential Question: What does “ionic bonding” mean? How do atoms form ionic bonds?

Students’ prerequisite knowledge:

 Students understand subatomic particles and the structure of an atom
 Students understand the groups of the periodic table and periodic trends
 Students have read an introduction to ionic bonding
 Students have been exposed to covalent bonding

Measureable Objectives:
 Students will be able to describe how ions are formed
 Students will be able to describe what happens on an atomic level when ionic bonds are
formed
 Students will be able to identify ionic compounds
 Students will be able to determine the ratio of atoms in a molecule

Vocabulary:
 Ion
 Ionic bonds/compounds
 Electron transfer

Materials:
 Chromebook cart OR computer lab
 Ionic Bonding Tutorial Worksheet

Lesson Plan:

Ionic Bonding Tutorial (47 minutes)

Students will launch the bonding simulation at
https://www.pbslearningmedia.org/resource/lsps07.sci.phys.matter.ionicbonding/ionic-
bonding/# and complete the corresponding worksheet.
- Rationale: Simulations allow students to observe and comprehend processes that are too
small to see on a real-life scale. Teaching this material by lecture is not as effective
because the idea is abstract and so dependent on the physical orientation and
understanding of the atoms and space. Students will be able to work through the
simulation at their own paces and focus on the material they find most challenging or
important while seeing a representation of the processes. This particular simulation
addresses most of the important themes of ionic bonding.

Assessment
Students turn in their Tutorial Worksheet at end of class for classwork credit
 - Rationale: To increase motivation and provide opportunities for assessment, classwork
should be turned in for credit. It also provides data for the teacher to see how well her
students understood the material and if she needs to further address any ideas later on.

Homework
 Complete “Ionic Bonding Tutorial Worksheet” if not completed in class
 Salt vs. Sugar informal lab report due tomorrow
Ionic Bonding Tutorial Name ______________________________

Launch the simulation on

https://www.pbslearningmedia.org/resource/lsps07.sci.phys.matter.ionicbonding/ionic-
bonding/#
and follow the directions. Answer the questions below as you go.

1. How do ions interact with one another? (Hint: What do same charges do? What do
opposite charges do?)

a. What do ionic compounds require?

2. How are ions formed?

3. What is a positive ion? What elements form positive ions?

4. What is a negative ion? What elements form negative ions?

5. Describe an ionic bond.

6. Ionic bonds form between what kind of atoms?

a. What are two examples of an ionic compound?

7. What might happen with ion pairs? What is this kind of compound called?

a. Draw an example.

8. Why would there be 1 Na ion for each 1 Cl ion?

9. What does the chemical formula tell us about the ions?

10th grade Chemistry, 47 minutes

Lesson 4: Discussion of Completed Lab and Bonding Tutorials

Emphasis on Discussion, Group Work, Questioning, and Formative Assessment

Essential Question: What is bond polarity? How can we determine it? What methods can we
use to determine the identity of a bond?

Students’ prerequisite knowledge:

 Students have completed the Salt vs. Sugar lab, Covalent bonding tutorial, and Ionic
bonding tutorial
 Students have a strong grasp on periodic trends and the concept of electronegativity

Measureable Objectives:
 Students will be able to draw the polarity arrow on a polar bond
 Students will be able to determine if a compound is covalent or ionic
 Students can discuss the results of their labs

Vocabulary:
 Electronegativity
 Polarity
 Non-polar covalent
 Polar covalent
 Ionic

Materials:
 Polarity PowerPoint
 Completed Salt vs. Sugar Lab
 Completed Covalent Bonding Tutorial Worksheet
 Completed Ionic Bonding Tutorial Worksheet
 Covalent Bonding Discussion Questions
 Ionic Bonding Discussion Questions

Lesson Plan:

Do Now (10 Minutes)

Do Now: Take out all of your worksheets from this week and review your results/answers with
your tablemates.
- Rationale: Discussing answers with tablemates gives students the opportunity to present
and argue their work to get a better understanding of the material

Polarity PowerPoint (15 minutes)

Teacher presents a short PowerPoint defining polarity and explaining how to demonstrate it
(direct instruction) as students take notes
- Rationale:
Large Group Discussion (22 minutes)
- Rationale: When students share their ideas in discussion, they are able to defend and
explain their understandings and schema AND adopt new understandings and schema
they may not have considered before. Discussion works well here because it gives
students the opportunity to bring all of the previous days’ work together (and in that way
works like a review as well). Unlike small group discussion, large group discussion can
be more guided by the teacher so that the essential information is being discussed and
any misconceptions are addressed.
- (12 minutes) Teacher leads a large group discussion based on the covalent bonding
tutorial
Discussion Questions:
What do you observe when you move two hydrogen atoms closer together?
Why do you think nonmetals tend to be good at sharing electrons?
Can one atom in this type of reaction win the “tug of war”? What might happen if it did?
How can a piece of wood floating on water illustrate the condition of lowest potential energy and
maximum stability?
- Rationale: Questions are strategically formulated to ensure they are purposeful and
helpful. These questions guide students to the answers the teacher is looking for without
answering for them. They pick out the essential information so that students are not
talking about meaningless topics. They also focus on information they have been given in
the previous three days but expand upon new ideas. By strategically asking open ended
and thought-provoking questions, students are challenged to use scientific skills they do
not practice in a traditional classroom. These cannot be answered fully or solely with the
information they have but rather forces students to think beyond what they have learned.

- (10 minutes) Teacher leads a large group discussion based on the ionic bonding tutorial
Discussion Questions:
Why do ionic bonds form between metals and nonmetals?
In the activity, when Na lost an electron, it shrank and the Cl grew in size. Does that say
anything about the location of the electron before and after it was transferred?
Why can different numbers of metal and nonmetal atoms create ionic bonds together?

Assessment
Teacher can gauge how well her students understood the material and in what areas she may
need to do further teaching from the discussion and class participation
- Rationale: Class discussion is an effective way for teachers to collect data in formative
assessment.
10th grade Chemistry, 47 minutes

Lesson 5: Modeling Valence Electrons of Single Atoms with Lewis Dot Diagrams

Emphasis on Group Work, Modeling, and Formative Assessments

Essential Question: What electrons are considered valence electrons and why? How are valence
electrons essential for covalent bonding?

Students’ prerequisite knowledge:

● Students can write full electron configurations
● Students know about s, p, d, f orbitals and rules for filling orbitals

Measureable Objectives:
● Students can identify which electrons in a given full electron configuration are valence
electrons
● Students can represent valence electrons by modeling and drawing Lewis dot diagrams of
single atoms

Vocabulary:
● Valence electron
● Lewis Dot Diagram
● Lewis Theory

Materials:
● Lewis Theory POGIL Model I
● Bowl of Cheerios at each table
● Set of atom cards for each student
Lesson Plan:

Pre-teaching hook and introduction (10 minutes)

Teacher draws pictures of the single bonded H2 and double bonded O2 molecules on the board.
Teacher leads class through the following discussion questions.
- Discussion Questions:
- “What molecules are these?”
- “Where have you encountered these molecules in your daily lives or in Biology
class?”
- “Now think like a chemist, what are some major differences between these two
molecules?”
- “What do you think holds two atoms together?” “Is it a force? A physical connection?
An electrical connection?”
- Rationale: We begin the lesson with these discussion questions to start with what
students already know. In creating a student-centered environment, it’s important to use
student knowledge as a launching point for discussion and instruction. In the spirit of
inquiry, beginning with student knowledge may naturally lead to student generated
questions that the teacher can apply to the lesson. During the discussion, the teacher is
careful to allow for appropriate wait time (more than five seconds) to ensure students
have enough time to think and volunteer their ideas. The teacher also encourages
students to respond to each other’s ideas and questions. The discussion questions
themselves are open ended and have multiple acceptable answers. Open ended discussion
questions generate richer discussions and higher levels of student engagement.

(20 minutes) Students work independently in groups to complete the POGIL worksheet Model 1
- Rationale: POGIL stands for “Process Oriented Guided Inquiry Learning”. Instead
of teacher-centered lecture, POGIL activities allow students to learn content at their own
pace through thought experiments, diagrams, and analysis questions. POGIL activities
are self-guided and student centered; therefore, students should complete the POGIL
with minimal teacher instruction.
Class discussion to check answers after 10 minutes of independent student work
- Rationale: In my experience, students often need teacher clarification after
completing a POGIL activity to check for understanding, correct misunderstandings, and
interpret confusing directions.

Modeling with Cheerios (15 minutes)

Teacher centered modeling: Teacher demonstrates the method for counting and placing
valence electrons around an atom in a Lewis structure
 - Rationale: The teacher models the procedure first so students can see the correct
method for modeling single atoms with Lewis Structures. Although advanced students
may have already learned the procedure from the POGIL, other students will need
additional clarification from the teacher before they’re able to participate in independent
work.

Student centered modeling: Students are each given 10 atom cards representing different
elements. Bowls of Cheerios are placed at the center of each table. Cheerios represent valence
electrons. Atom cards have eight blanks around the central atom to indicate where Cheerios
should be placed.
- Rationale: IEP students in particular will need a stencil to spatially indicate where
electrons should be placed. Although I initially envisioned this accomodation for only
IEP students, I realized all students (especially on the first day of learning about Lewis
Structures) will benefit from this scaffolding.

Students work in groups of 2 to model the Lewis dot structures of 10 different atoms by using
Cheerios as valence electrons
- Rationale: Group work is an engaging way for students to help each other understand
new content. I’ve intentionally seated students such that each table (group of four
students) has at least one advanced student to work with lower level students. Throughout
the lesson, the teacher emphasizes the importance of collaboration and supportive group
work, since students struggle with working with other students who they’re not already
friends with. Using Cheerios to represent valence electrons is an example of using
modeling to teach difficult content. Visual and kinesthetic learners will benefit from the
process of visualizing valence electrons with tangible, three dimensional objects.
Cheerios can be rearranged, thus allowing students to develop and revise their models.

After students create a satisfactory model of each atom using Cheerios, students must record
their finished Lewis dot diagrams on separate sheet of paper to be turned in for credit.
- Rationale: The teacher will collect finished worksheets as formative assessment to
ensure students are drawing the structures correctly

Assessment
Students turn in their POGIL worksheets and Lewis dot diagram Cheerio diagrams at end of
class for classwork credit
- Rationale: To increase motivation and provide opportunities for assessment,
classwork should be turned in for credit. The POGIL and Cheerio models will be graded
on completion, but the teacher will quickly check student work for correctness in order to
determine whether she needs to address misunderstandings during the next lesson.
Accommodations
● KJ (a student with Autism) works with JH. His social needs make group work difficult, but
when KJ works with JH he has an easier time engaging with the material.
- Rationale: Since Autism presents challenges primarily with socialization, KJ may feel
triggered and anxious during small group work (especially during this lesson’s activity
that involves movement and loud talking). However, KJ seems more at ease and able to
participate in group work when he works with JH. The teacher will intentionally seat KJ
next to JH for this unit in order to facilitate KJ’s ability to participate.
● KJ may have extra time to finish the POGIL activity for homework or with his special
education teacher
- Rationale: These are required accommodations in KJ’s IEP
POGIL Model I
Cheerio worksheet- Modeling Single Atoms with Lewis Structures
10th grade Chemistry, 47 minutes

Lesson 6: Creating Lewis Dot Diagrams for Single Bonded Polyatomic Molecules

Emphasis on Inquiry, Group Work, and Formative Assessment

Essential Question: How do we count total number of valence electrons given a molecular
formula? Then, how do we build Lewis Dot structures to represent polyatomic molecules? How
is the octet rule a representation of s and p orbitals for main group elements?

Students’ prerequisite knowledge:

● Students can write full electron configurations
● Students know about s, p, d, f orbitals and rules for filling orbitals
● Students can represent valence electrons for single atoms using Lewis Dot structures

Measureable Objectives:
● Starting from a molecular formula, students will be able to calculate the total number of
valence electrons
● Students will be able to draw Lewis Dot structures that follow the octet rule for diatomic and
triatomic molecules
- Rationale: The goal of today’s lesson is to introduce students to the steps of fulfilling
the octet rule. Emphasis on understanding the underlying principles of the octet rule will
occur in a later lesson.

Vocabulary:
● Covalent bond
● Molecule
● Single Bond
● Octet Rule

Materials:
● Lewis Theory POGIL Model II
● Lewis Dot atom cards (1 unique card per student)
Lesson Plan:

Pre-teaching (Hook and introduction) (10 minutes)

Teacher draws picture of H2O H3O H4O and H5O on the board. Teacher leads class in short
discussion (discussion questions posted on the board). Students have two minutes to discuss each
discussion question in partners before sharing with the class.
Discussion questions: “How many of these molecules do you think exist in real life?”
“What are constraints that make some molecules impossible?”
- Rationale: We begin the lesson with the above discussion questions to gauge what
students already know. Students have some background in covalent bonding and Lewis
structures from freshman year Biology, so it’s useful for the teacher to gauge what
students remember about molecular bonding. During the discussion the teacher allows
students to discuss answers with partners before sharing answers with the whole class.
The “turn and talk” strategy allows quiet students to share ideas they would otherwise
not want to share in front of the whole class. The “turn and talk” strategy also gives
students more time to brainstorm possible answers to a difficult discussion question.
Allowing students more processing time generates higher quality student answers and
ideas.

Students work independently in groups to complete the POGIL worksheet

Model II (20 minutes)
Students have 10 minutes (structured with a timer) to complete Model II of the POGIL
worksheet. After 10 minutes, the teacher leads a class discussion about the POGIL answers.
Students may volunteer to share their answers on the board. The teacher will encourage students
to give feedback to other students’ shared answers. During the discussion the teacher identities
and corrects misunderstandings. The teacher also ensures that all students arrived at accurate
answers.
- Rationale: The purpose of POGIL activities is to provide students with self-guided
opportunities to individually learn new content. Students should initially attempt the
POGIL with minimal teacher instruction; however, the teacher should still review
answers to ensure that students arrive at accurate answers. During the discussion, the
teacher will remind students that there are multiple correct answers to each question and
that it’s unnecessary to erase one’s answer in favor of the teacher’s answer. In order to
create a classroom culture where students genuinely listen to and value each other’s
ideas, it’s important to deemphasize the teacher’s ideas whenever appropriate. Emphasis
on student definitions and answers to the POGIL activity will also increase the value of
class discussions, since students will be forced to listen to and respond to each other.

Whole class group activity - Creating Lewis Structures (15 minutes)

Teacher models method for drawing Lewis structures that follow the octet rule. Teacher shows
students how to check their work to ensure the Lewis structure follows the octet rule.
- Rationale: Students need to see the teacher demonstrate the process for drawing Lewis
structures at least once. However, the teacher will not spend too much time explaining
the rules for Lewis Structure bonding. Students will solidify their understandings of the
rules for Lewis Structure bonding during the following inquiry activity.
Teacher explains the activity objective (to figure out the rules for Lewis structure bonding).
Students will be encouraged to struggle and ask questions when needed.
- Rationale: The teacher should explain the activity objective and normalize feelings of
frustration in order to set clear expectations for the activity. Students are normally
uncomfortable with inquiry based learning since they’re accustomed to teacher centered
methods of instruction. By emphasizing that the following activity is student-centered,
students will work harder to discover the rules for Lewis structure bonding on their own
through inquiry.

Students are given individual, unique atom cards with the valence electrons already drawn in.
Students walk around the room. Students must combine their atom cards with other members in
the class to form molecules that follow the octet rule. Once students form a molecule, they must
record the Lewis structure they formed on a separate sheet of paper. Afterwards, students can
leave their group and form a new molecule with a different group.
- Rationale: This is a social activity that gets students moving and interacting with each
other in small groups. I encourage small group work because I want students to interact
with different classmates (especially since many students don’t know each other). Small
group work also allows students to learn from each other. Finally, small group work is
conducive to inquiry based learning. This is an inquiry based activity because students
must work together to explore and experiment with the rules for Lewis structure bonding
with minimal teacher guidance. The teacher will hold students accountable for
participation by requiring students to record the molecules they form on a separate sheet
of paper. Throughout the activity, the teacher will circulate the classroom and monitor
for participation, check for understandings, and identify misunderstandings that should
be addressed later.

Whichever groups can 1) form the largest molecule and/or 2) form the molecule with the greatest
number of different elements can get a prize
- Rationale: Students are more engaged with this added challenge and sense of
competition

Last 5 minutes: Whole class discussion. Students are invited to draw their molecules on the
board. As students share their Lewis structures on the board, the teacher encourages other
students to suggest corrections for any incorrect Lewis structures. Finally, the teacher leads the
class in a discussion to identify the group with the largest molecule and the molecule with the
greatest number of different elements.
- Rationale: This is an opportunity for the teacher to check for understanding to make
sure students can follow the octet rule and draw Lewis structures correctly. Students also
participate in checking for understanding by giving feedback to other students’ Lewis
structures. Emphasis on peer feedback creates a student-centered classroom culture
where students are motivated to rely on each other’s help and ideas for learning.

Assessment
Students turn in their POGIL worksheets and recorded Lewis dot diagrams at the end of class for
classwork credit
- Rationale: An effective way to hold students accountable for participation is to collect
their work and assign a grade based on completion. The teacher will use the POGIL and
student generated Lewis structures as formative assessment tools to inform tomorrow’s
lesson. Although the teacher will check for correctness, the teacher will not assign a
grade based on correctness. Common mistakes will be addressed in tomorrow’s lesson.

Accommodations
KJ will work with has lab partner JH during the whole class activity. JH will help KJ socialize
with peers and complete the assignment.
- Rationale: Since Autism presents challenges primarily with socialization, KJ may feel
triggered and anxious during small group work (especially during this lesson’s activity
that involves movement and loud talking). However, KJ seems more at ease and able to
participate in group work when he works with JH. The teacher will intentionally seat KJ
next to JH for this unit in order to facilitate KJ’s ability to participate.

KJ may have extra time to finish the POGIL activity for homework or with his special education
teacher
- Rationale: KJ has extra time as a required IEP accommodation.
POGIL Model II
Student Lewis Structure Atom Cards (Each student gets 1 atom)
10th grade Chemistry, 47 minutes

Lesson 7: Creating Lewis Dot Diagrams for Polyatomic Ions

Emphasis on Inquiry, Group Work, and Formative Assessment

Essential Question:

Students’ prerequisite knowledge:

● Students can write full electron configurations
● Students know about s, p, d, f orbitals and rules for filling orbitals
● Students can represent valence electrons for single atoms using Lewis Dot structures
● Students can draw Lewis Structures to represent single bonded polyatomic molecules

Measureable Objectives:
● Students will be able to draw Lewis Structures of molecules with double bonds, triple bonds,
single bonds, and charges

Vocabulary:
● Double bond
● Triple bond
● Positive charge
● Negative charge

Materials:
● POGIL worksheet Model III and Model IV
● Lewis Dot Atom Cards (1 per student)
Lesson Plan:

Pre-teaching (Hook and introduction) (10 minutes)

Teacher draws picture of H2O (single bonds) and CO2 (double bonds).
Teacher leads a class discussion with the following discussion questions
- “What molecules are these?” “Where have you encountered these molecules in your
daily lives or in Biology class?” “Now think like a chemist, what are some major
differences between these two molecules?” “Why do you think H2O has single bonds
while CO2 has double bonds?”
- Rationale: In the spirit of building a student-centered learning environment, we begin
the lesson with what students already know. The teacher incorporates discussion
questions that encourage students to make connections between their experiences inside
and outside of the classroom. The prompt “think like a chemist” encourages students to
seriously view themselves as chemists capable of understanding problems through a
scientific lens. Throughout the discussion, the teacher will highlight and connect relevant
aspects of the students’ ideas, especially when students give answers that are less
correct. While leading discussions, the teacher tries to disrupt the traditional, teacher-
centered discourse of initiation response and evaluation. The teacher shouldn’t shut
down student answers as absolutely incorrect, but rather the teacher should find some
point in a student’s idea that connects with another relevant point. Connecting and
expanding rather than evaluating student ideas creates a more generative student-
centered discussion.

Students work independently in groups to complete the POGIL worksheet

Model III and Model IV (20 minutes)
Students have 10 minutes to answer as many questions in Model III and Model IV as possible.
After 10 minutes, the teacher leads a class discussion to check the answers.
- Rationale: The purpose of POGIL activities is to provide students with self-guided
opportunities to individually learn new content. Students should initially attempt the
POGIL with minimal teacher instruction; however, the teacher should still review
answers to ensure that students arrive at accurate answers. During the discussion, the
teacher will remind students that there are multiple correct answers to each question and
that it’s unnecessary to erase one’s answer in favor of the teacher’s answer. In order to
create a classroom culture where students genuinely listen to and value each other’s
ideas, it’s important to deemphasize the teacher’s ideas whenever appropriate. Emphasis
on student definitions and answers to the POGIL activity will also increase the value of
class discussions, since students will be forced to listen to and respond to each other.
Lewis Structures whole group activity (15 minutes)
Teacher models how to draw Lewis Structures for polyatomic ions with double bonds, triple
bonds, and charges.
- Rationale: Students need to see the teacher demonstrate the process for drawing Lewis
structures at least once. However, the teacher will not spend too much time explaining
the rules for Lewis Structure bonding. Students will solidify their understandings of the
rules for Lewis Structure bonding during the following inquiry activity.

Students are given individual, unique atom cards with the valence electrons already drawn in
- Rationale: The teacher provides the valence electrons so students can focus on forming
bonds rather than counting valence electrons. Although students are expected to be able
to represent valence electrons around a central atom, it’s important to focus the lesson
on fewer tasks so students do not feel overwhelmed. Focusing the lesson on fewer
concepts also saves time (especially with short 45 minute classes). Later on in the unit
(when students have greater mastery of the content), the teacher can repeat this activity
with the added requirement of drawing in valence electrons.

Students walk around the room. Students must combine their atom cards with other members in
the class to form polyatomic ions that follow the octet rule. Once students form a molecule, they
must record the Lewis structure they formed on a separate sheet of paper. Afterwards, students
can leave their group and form a new group to form a new molecule
- Rationale: We repeat the same learning activity as yesterday’s lesson because students
should be more comfortable with expectations and with working with each other the
second time they do the activity. Now that students are more familiar with the activity,
they can participate more confidently, explore more possible Lewis structures, and
perhaps discover more about the rules of Lewis structure bonding. This is a social
activity that gets students moving and interacting with each other in small groups. I
encourage small group work because I want students to interact with different classmates
(especially since many students don’t know each other). Small group work also allows
students to learn from each other. Finally, small group work is conducive to inquiry
based learning. This is an inquiry based activity because students must work together to
explore and experiment with the rules for Lewis structure bonding with minimal teacher
guidance. The teacher will hold students accountable for participation by requiring
students to record the molecules they form on a separate sheet of paper. Throughout the
activity, the teacher will circulate the classroom and monitor for participation, check for
understandings, and identify misunderstandings that should be addressed later.

Whichever groups can 1) form the largest molecule and/or 2) form the molecule with the greatest
number of different elements can get a prize
- Rationale: Students are more engaged with this added challenge and sense of
 competition
Last 5 minutes: Whole class discussion. Students are invited to draw their molecules on the
board. As students share their Lewis structures on the board, the teacher encourages other
students to suggest corrections for any incorrect Lewis structures. The teacher leads the class in a
discussion to identify the group with the largest molecule and the molecule with the greatest
number of different elements. Finally, students compare the structures they created today with
the structures they created yesterday. The teacher can lead a class discussion about the
similarities and differences between today’s structures (double and triple bonds, charges) with
yesterday’s structures (neutral, single bonds).
- Rationale: This is an opportunity for the teacher to check for understanding to make
sure students can follow the octet rule and draw Lewis structures correctly. Students also
participate in checking for understanding by giving feedback to other students’ Lewis
structures. Emphasis on peer feedback creates a student-centered classroom culture
where students are motivated to rely on each other’s help and ideas for learning. We
return to yesterday’s content in order to review yesterday’s lesson and connect
yesterday’s lesson with today’s lesson. This helps students see the bigger picture and
progress made between lessons.

Assessment
Students turn in their POGIL worksheets and recorded Lewis dot diagrams at the end of class
for classwork credit
- Rationale: An effective way to hold students accountable for participation is to collect
their work and assign a grade based on completion. The teacher will use the POGIL and
student generated Lewis structures as formative assessment tools to inform tomorrow’s
lesson. Although the teacher will check for correctness, the teacher will not assign a
grade based on correctness. Common mistakes will be addressed in tomorrow’s lesson.

Accommodations
KJ will work with has lab partner JH during the whole class activity. JH will help KJ socialize
with peers and complete the assignment.
- Rationale: Since Autism presents challenges primarily with socialization, KJ may feel
triggered and anxious during small group work (especially during this lesson’s activity
that involves movement and loud talking). However, KJ seems more at ease and able to
participate in group work when he works with JH. The teacher will intentionally seat KJ
next to JH for this unit in order to facilitate KJ’s ability to participate.
KJ may have extra time to finish the POGIL activity for homework or with his special education
teacher
- Rationale: KJ has extra time as a required IEP accommodation.
POGIL Model III and IV
Student Lewis Structure Atom Cards (Each student gets 1 atom)
10th grade Chemistry, 47 minutes

Lesson 8: Using Lewis Structures to Understand Resonance Structures

Emphasis on Group Work, Differentiation, and Formative Assessment

Essential Question: How do Lewis Structures inform Resonance Structures? How do Lewis
Structures capture a “snapshot” of a molecule? How can we use Lewis Dot Structures to
represent Resonance?

Students’ prerequisite knowledge:

● Students can write full electron configurations
● Students know about s, p, d, f orbitals and rules for filling orbitals
● Students can represent valence electrons for single atoms using Lewis Dot structures
● Students can draw Lewis Structures to represent single bonded polyatomic molecules
● Students can draw Lewis Structures to represent polyatomic molecules with double and triple
bonds
● Students can draw Lewis Structures to represent polyatomic molecules with charges

Measureable Objectives:
● Students will be able to draw resonance structures given a Lewis Structure
● Advanced students will be able to draw resonance structures given a molecular formula

Vocabulary:
● Resonance

Materials:
● POGIL worksheet Model V
● “Lewis Structures Dinner” worksheet
Lesson Plan:

Pre-teaching (Hook and introduction) (10 minutes)

Teacher will introduce the concept of resonance structures with the Charlie Brown/Dennis the
Menace cartoon analogy. Teacher leads a class discussion using the following questions.
- Discussion questions: “How would you describe the color orange to your friend if your
friend has never seen orange before?” “Have you ever described a color as being a mix
between one color and another color?” “Can you describe your favorite color using the
structure ‘My favorite color is somewhere between ___ and ____’”
- Rationale: We introduce students to the concept of resonance using terms and images
they’re already familiar with. The teacher can use conclusions from this discussion to
inform conversations during the next discussion.

Teacher draws the two resonance structures for the nitrite ion on the board. Teacher proposes the
following discussion questions.
- Discussion questions: “Molecules are like colors that are hard to describe. We have to
use multiple Lewis Structures to act as snapshots to describe a dynamic molecule. How
do you think these two Lewis structures might combine to help us understand the true
nature of the NO2 molecule?”
- Rationale: The teacher relates this discussion to the previous discussion in order to
guide students in understanding the big idea of resonance structures. We don’t expect
students to completely understand resonance through this short discussion. We hope
students can apply this general introduction to resonance to the more detailed POGIL
activity that follows. Introducing the main idea beforehand helps students“see the forest
before the trees” which will help students better handle the details in the POGIL.
Students with disabilities like dyslexia and Autism will also benefit from seeing the big
idea before the details.

Students work independently in groups to complete the POGIL worksheet

Model V (20 minutes)
Students have 10 minutes to complete Model V of the POGIL. After 10 minutes, the teacher
leads a class discussion to check the POGIL answers. Students are invited to share and critique
each other’s ideas on the board.
- Rationale: The purpose of POGIL activities is to provide students with self-guided
opportunities to individually learn new content. Students should initially attempt the
POGIL with minimal teacher instruction; however, the teacher should still review
answers to ensure that students arrive at accurate answers. During the discussion, the
teacher will remind students that there are multiple correct answers to each question and
that it’s unnecessary to erase one’s answer in favor of the teacher’s answer. In order to
create a classroom culture where students genuinely listen to and value each other’s
 ideas, it’s important to deemphasize the teacher’s ideas whenever appropriate. Emphasis
on student definitions and answers to the POGIL activity will also increase the value of
class discussions, since students will be forced to listen to and respond to each other.

Lewis Structures “Dinner” Worksheet (15 minutes)

Teacher explains assignment directions and expectations for equal, supportive, and collaborative
group work. Teacher explains how the assignment will be graded. These directions and
expectations are also recorded on the worksheet.
- Rationale: High school students struggle with group work, especially when one group
member does not contribute equally. It’s important for the teacher to constantly enforce
clear expectations for appropriate and fair group work. Group work benefits all students
and tends to create a knowledge centered, student centered classroom (in comparison to
teacher centered lecture). Setting expectations for how the assignment will be graded
also enforces expectations for equal participation and group collaboration.

Students complete practice problems in groups of two. The worksheet practice problems are
organized by difficulty so students may choose which practice problems are most helpful to
them. Students are not required to complete all practice problems. Students will be encouraged to
pick the practice problems that feel most helpful to them.
- Rationale: The worksheet has a special emphasis on differentiation and choice. Some
students will gravitate towards the simpler problems while others will choose the more
challenging problems. Giving students choices motivates students to complete the
assignment and take control of their learning. Giving choices also increases participation
among students of diverse levels. The teacher has also intentionally seated higher level
students with lower levels students. Since students will work in groups of two, higher
level students can complete more difficult practice problems while helping the lower level
students achieve the less difficult practice problems.

Assessment
Students submit “Lewis Structures Dinner” worksheet and POGIL
- Rationale: The teacher will grade the “Lewis Structures Dinner” worksheet on
correctness, completion, and quality of group work. The grade will give students
feedback on their performance while also providing the teacher with assessment data to
inform future instruction. The POGIL will be graded for completion only; however, the
teacher will review student answers to the POGIL to check for misunderstandings that
should be addressed in a future lesson.

Accommodations
KJ works with his lab partner JH during Resonance Dinner worksheet. The structure of the
worksheet allows KJ to choose which problems he feels are most helpful to him.
 - Rationale: Since Autism presents challenges primarily with socialization, KJ may feel
triggered and anxious during small group work (especially during this lesson’s activity
that involves movement and loud talking). However, KJ seems more at ease and able to
participate in group work when he works with JH. The teacher will intentionally seat KJ
next to JH for this unit in order to facilitate KJ’s ability to participate.

KJ may have extra time to finish the POGIL activity for homework or with his special education
teacher
- Rationale: KJ has extra time as a required IEP accommodation.
POGIL Model V
Technique for explaining resonance structures using cartoon characters

Starkey, R. (1995). Resonance Analogy Using Cartoon Characters. Journal of Chemical

Education,72(6), 542. doi:10.1021/ed072p542
Name:
Partner name:
Date:
Period:
Lewis Structures Dinner (YUM)
How to order your Lewis Structures Dinner!
1. Work with just the person next to you.
2. Complete all work on a separate sheet of paper.
3. For full credit, groups of two must “eat” 24 points worth of food.
a. Groups of three must “eat” 36 points worth of food.
4. For each dish, write the initials of the “first author” so I can note who solved the
problem. Each individual must contribute equally (must each claim authorship for 12
points worth of “food”). You are encouraged to work together, but only one person
can be the primary author of each problem.
5. You will receive an group grade and an individual participation grade. It’s in
your best interest for all individuals to contribute equally.
6. Your “dinner” will be graded on 50% correctness and 50% completion
7. If you finish early, you may complete extra problems for extra credit.

Counting Valence Electron Appetizers

A1) (2 points) How many total electrons and how many valence electrons are in
Chromium (Cr)?

A2) (2 points) How many total electrons and how many valence electrons are in the
molecule Iron (II) oxide (FeO)?

A3) (2 points) How many total electrons and how many valence electrons are in the
molecule H2O?
Neutral Lewis Structures Main Courses
M1) (4 points) Draw the Lewis Structure for the molecule CH3OH

M2) (4 points) Draw the Lewis Structure for the molecule CH3Cl

M3) (4 points) Draw the Lewis Structure for the molecule SO2

Polyatomic Ions Side Dishes

S1) (4 points) Draw the Lewis Structure for the molecule NO2-

S2) (4 points) Draw the Lewis Structure for the molecule CO32-

S3) (4 points) Draw the Lewis Structure for the molecule SO32-

Resonance Desserts
D1) (2 points) Draw three other resonance structures for the PO43- anion shown
below

D2) (2 points) Draw all relevant resonance structures for the NO3- anion

D3) (2 points) Draw all relevant resonance structures for the SO32- anion
10th grade Chemistry, 47 minutes

Lesson 9: Lewis Structures Concept Mapping and Summative Quiz

Emphasis on Group Work, Summative Assessment, Performance Based Assessment, and

Discussion

Essential Question: How do Lewis Structures help us understand bonding? What types of
molecules and bonds can Lewis Structures represent?

Students’ prerequisite knowledge:

● Students can write full electron configurations
● Students know about s, p, d, f orbitals and rules for filling orbitals
● Students can represent valence electrons for single atoms using Lewis Dot structures
● Students can draw Lewis Structures to represent single bonded polyatomic molecules
● Students can draw Lewis Structures to represent polyatomic molecules with double and
triple bonds
● Students can draw Lewis Structures to represent polyatomic molecules with charges
● Students can use Lewis Structures to represent resonance

Measureable Objectives:
● Students will be able to create a concept map using knowledge about what Lewis
Structures represent and how Lewis Structures describe bonding
● Students will be able to independently and correctly represent molecules using Lewis
Structures

Vocabulary:
● Concept Map

Materials:
● Large paper for each pair of students
● Quiz for each student
● Modified IEP quiz for IEP students
Lesson Plan:

Concept Mapping Warm Up (5 minutes)

Students will independently answer the following warm up question in their notebook
- Rationale: We introduce the students to concept mapping using a concept mapping
method they’re already familiar with (Venn Diagrams). This warm-up concept mapping
activity is meant to help students re-focus on the big ideas of Lewis Structures after
completing four lessons that focus on the details of Lewis Structures.

Warm Up Question: Below are two ways to represent ammonia. Create a Venn Diagram to
compare and contrast these two methods for representing ammonia.

NH3

Students share their Venn Diagrams on the board. Class discussion follows.
- Rationale: Throughout the discussion, the teacher invites students to give feedback to
each other’s Venn Diagrams. Encouraging students to listen and respond to each other
creates a student-centered learning environment capable of holding generative
discussions. The teacher also uses this opportunity to informally assess student work to
inform instruction during the rest of this lesson. For example, if students struggle to
capture the big picture of Lewis Structures using Venn Diagrams, they may struggle
again during the following activities. The teacher will take note of how well students can
create concept maps to inform instruction in the lesson’s next phase.

Teacher led demonstration: How to make a concept map for molecular

formulas (5 minutes)
Teacher emphasizes that Lewis Structures are one method for representing molecules- “We will
create a concept map to synthesize our understandings of what Lewis Structures represent and
how Lewis Structures accomplish those representations”. As an example, the teacher models
how to create a concept map for molecular formulas (like NH3). Students are invited to
contribute key terms to the concept map “parking lot”. Students are invited to ask questions.
- Rationale: Students need to see the teacher demonstrate the process for creating
concept maps at least once. However, (in the interest of time) the teacher will not spend
too much time explaining how to create concept maps. The teacher will be available to
answer questions and guide the students during the following phase.

Students work in pairs to create concept map for Lewis Structures (10
minutes) (Performance Assessment)
Each pair of students is given a large sheet of poster paper and markers to draw their concept
map. The concept map will be graded as a summative performance assessment completed in
partners.
- Rationale: We chose to have students work in partners to continue our emphasis on
group work throughout this unit. We also wanted to disrupt traditional individual
summative quizzes by continuing to use inquiry based group work even during summative
assessments.

Students brainstorm “parking lot” terms in pairs. The teacher will provide IEP students with a
parking lot.
- Rationale: IEP students will need extra assistance in creating their concept map.
Providing IEP students with the parking lot terms in advance will help those students
work at a faster pace

Students work in pairs to format parking lot terms into a concept map
- Rationale: Whenever possible, we try to incorporate partner work so students can learn
from each other and teach each other. The teacher will remind students to be supportive
and work as a team.
Students are encouraged to refer to the rubric throughout
- Rationale: The rubric is meant to ensure that students are aware of expectations for how
their concept map will be graded. The rubric serves as a guide for students to know what
items and labels should be on their concept map.

Students share concept maps (5 minutes)

Student pairs first share concept maps with other pairs of students. Groups may volunteer to
share their concept maps with the class.
- Rationale: It’s beneficial for students to view each other’s work so they can see what
their classmates are capable of doing. This is also an opportunity for students to give
feedback to each other’s work.
Students complete summative quiz (15 minutes)
Students work individually and silently to complete a summative quiz covering content taught
over the past nine lessons. IEP students have a modified quiz (Version B)
- Rationale: In addition to the concept map partner performance assessment, we want to
assess the students individually through a traditional summative quiz. The summative
quiz is meant to accompany the partner performance assessment in order to give the
teacher a more complete assessment of the students’ learning. For example, if students
relied too heavily on their partner during the previous partner performance based
assessment, their performance on the individual quiz will help the teacher better
understand the extent of their understanding. IEP students are given a modified quiz in
accordance with their IEP stated accommodations for increased scaffolding.

Assessment
Students turn in concept maps for performance based assessment credit
Students turn in quiz for test credit

Accommodations
KJ receives a modified quiz in accordance with his stated IEP accommodations for increased
scaffolding.
Teacher led example of how to create a concept map for molecular formulas. Students will refer
to this example when creating their concept map for Lewis Structures. Students can also refer to
the grading rubric.
Name:
Period:
Date:

Quiz on Bonding and Lewis Structures - Version A

Directions: You have 15 minutes to complete the quiz below. For full credit, show all of your
work.

Part I: Bonding
Covalent bonding happens between what kinds of atoms?

Ionic bonding happens between what kinds of atoms?

Identify the following compounds as either a covalent or ionic compound:

NaCl _______________________

O2 _________________________

CH4 ________________________

CaCl2 ______________________

Cr2O3 ______________________

Describe, in your own words, EITHER covalent or ionic bonding (circle one).

Part II: Lewis Structures

A) Use a periodic table to complete the chart below

Number of total electrons Number of valence electrons

He

Li

Al

F
B) Choose three out of five molecules from the box and draw their Lewis structures.
Remember to show all lone pairs as dots around the central atom. If a molecule has
resonance, draw all relevant resonance structures.

NO2- CO2 CH4 CH2Cl2 F2

Name:
Period:
Date:

Quiz on Bonding and Lewis Structures- Version B

Directions: You have 15 minutes to complete the quiz below. For full credit, show all of your
work.

Part I: Bonding
Covalent bonding happens between what kinds of atoms?

Ionic bonding happens between what kinds of atoms?

Identify the following compounds as either a covalent or ionic compound:

NaCl _______________________

O2 _________________________

CaCl2 ______________________

Part II: Lewis Structures

A) Use a periodic table to complete the chart below

Number of total electrons Number of valence electrons

Carbon (C)

Lithium (Li)

B) Complete the Lewis Structures. First, connect all atoms with a single bond. Then, add lone
pair electrons until all atoms have a full octet.
H2O CH4