Clark University 03/27/2017

Learning Activity Plan

Chemistry, Mrs. Phillips

I. Content: VSEPR Theory

Today students will begin learning about VSEPR theory and how to predict the shape of any
given molecule when the number of bonding and non-bonding pairs is known. The lesson will
begin with an inquiry-based discussion on why molecules are shaped in certain ways to get
students thinking about molecular shapes and the reasoning behind them, and then students will
use clay and sticks to try and predict what a molecule will look like after drawing its valence
structure. This will help students to discover the shapes of molecules on their own, in an authentic
manner, rather than simply memorizing the known geometries. The lesson will end with a class-
wide activity in which students will predict the shapes that will form when different atoms/lone
pairs are added to a central atom using an online simulator from PhET.
II. Learning Goals:
a. SWBAT build models resembling different molecular geometries to visualize how
electrons are spaced out in a molecule.
b. SWBAT explain how lone pairs and bonding pairs affect a molecule’s geometry.
c. SWBAT use prior knowledge of electrons and Lewis dot structures to explain why
molecules are shaped the way they are and help predict molecular shape.
d. SWBAT use technology to model predicted geometries.
III. Rationale:
Introducing students to VSEPR theory through a discovery based activity will give students the
opportunity to uncover the shapes that molecules take on naturally rather than through traditional
presentation and memorization. This will create a deeper understanding of how molecules are
oriented and form a more solid foundation that will be drawn upon when students move on to
subsequent topics such as bond polarity as a result of molecular shape, chemical reactions,
stoichiometry, and more. The use of two different types of modeling will help students to really
grasp the concept of VSEPR theory and serve to engage all of my learners.
IV. Assessment:
The assessment for this topic will be through formative assessment as students create their
models and through assessment of the worksheets students complete during this activity. The
final assessment for this topic and all other topics in this unit will be in the form of a written
exam that will take place on Friday.

V. Personalization and Equity:

Beginning the lesson by asking students to reflect on information that they already know but
might not understand fully will serve to engage all students and provoke deeper thought as we
start this lesson. The use of quick-write and turn-and-talk will give students time to work through
their thoughts independently before sharing with a peer, and then with the whole class, which
serves to make students more comfortable and refine their thinking. The use of clay and sticks to
create models will serve to engage students in this topic in a manner that allows easy entry for all
students, and the use of small groups to create these models will help students to work through
their ideas collaboratively. The digital model will serve as an additional point of access into this
activity for visual students and serve to wrap up our activity in a way that solidifies the concepts
we have gone over. In this class, Kennedy, Dan, Clay, and Brandon will be checked on frequently
to ensure they are not struggling and remain engaged the activity, and will be offered one-on-one
 Clark University 03/27/2017
Learning Activity Plan
Chemistry, Mrs. Phillips

support as needed. I will also check in on Kassandra, as she has been disengaged from the class
lately and may need extra support.

VI. Activity Description and Agenda:

a. Agenda
Time Teacher: Students: Rationale:
0:00 Teacher will begin the lesson by making a few different Students will enter, This will serve to
– drawings of a molecule of CO2 on the board and asking take out their engage students in
0:05 students to write in their notebooks which most closely notebooks, make their today’s lesson in a
resembles what the real shape of this molecule looks like, and selections and explain low-stakes manner.
WHY. Students will have two minutes to write on their own why, and work with a
before being asked to turn and share their thoughts with a partner.
partner.
0:05 Teacher will ask students to share out some of the ideas that Students will share This will help
– they and their partners had about these molecules, and will their responses and introduce students
0:15 jot ideas down on the board as students talk. Teacher will discuss how molecules to today’s topic in a
guide students towards the idea that the electrons are are shaped. way that also
responsible for the shape of molecules through this connects it to
discussion and this will lead us into today’s discussion on students’ prior
VSEPR theory. Students will take notes on VSEPR theory work.
and electron pairs before beginning the next activity.
0:15 Teacher will explain the next activity to students, during Students will listen to This will help
– which they will attempt to create models of molecules in instructions, get into students to develop
0:40 which electrons are as far away from one another as possible, their pairs, and begin their own
and come up with their own descriptive names for these working on the VSEPR understanding of
shapes. Teacher will assign pairs and hand out materials to activity. molecular
students and then walk around the room and assist students as geometries of
needed throughout the activity. molecules.
0:40 Teacher will call the class together and ask students to share Students will share the This will give
– out what they came up with for their shapes. Teacher or shapes they came up students a chance
0:55 students will draw these on the board and teacher will show with and take notes on to make meaning of
students the names for each of the molecular geometries. This the molecular the activity they
will lead us into a discussion about why there are many geometries, lone pairs, just participated in
different molecular shapes within each electron pair and bonding pairs. and connect it back
geometry, and we will discuss lone pairs vs. bonding pairs to VSEPR theory.
with the help of a PhET simulation.
0:55 Teacher will spend the last five minutes of class using the Students will predict This will give
– PhET simulator to review with students the concepts covered molecular shapes using students a chance
0:60 in class today. their tables and to wrap up their
knowledge from today. thoughts.
Homework: Lab Report – due Wednesday.
b. Challenges:
For this activity, I anticipate there may be some problems with students not participating in the class
discussion and so will use specific talk-move questions and the turn-and-talk strategy to help students
feel more comfortable sharing with the group. I also anticipate some students may not engage with
their groups during the activity and so have created small pairings instead of large groups to optimize
participation, and also will be walking around the room and assisting students and ensuring they
remain on task throughout the activity.
 Clark University 03/27/2017
Learning Activity Plan
Chemistry, Mrs. Phillips

VII. Frameworks:

4.4 Use valence-shell electron-pair repulsion theory (VSEPR) to predict the molecular geometry
(linear, trigonal planar, and tetrahedral) of simple molecules.
SIS1. Make observations, raise questions, and formulate hypotheses.

VIII. Reflection:

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