UDL Lesson Plan Topic: Molecular Structure/VSEPR Theory Date: 2/17/11

Size: px

Start display at page:

Download "UDL Lesson Plan Topic: Molecular Structure/VSEPR Theory Date: 2/17/11"

Emmeline Whitehead
6 years ago
Views:

1 UDL Lesson Plan Topic: Molecular Structure/VSEPR Theory Date: 2/17/11 NSES: STS A to E, ASE A to E, SCS A Grade level: 10 th -12 th Grade SOL: CH.1 The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations and verifiable data. Key concepts include d) manipulation of multiple variables, using repeated trials; e) accurate recording, organization, and analysis of data through repeated trials; g) mathematical manipulations (SI units, scientific notation, linear equations, graphing, ratio and proportion, significant digits, dimensional analysis); CH.2 The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. The periodic table is a tool used for the investigations of g) electron configurations, valence electrons, and oxidation numbers; h) chemical and physical properties CH.3 The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations. Key concepts include a) nomenclature; b) balancing chemical equations; c) writing chemical formulas (molecular, structural, and empirical; and Lewis diagrams); d) bonding types (ionic and covalent); reaction types (synthesis, decomposition, single and double replacement, oxidation-reduction, neutralization, exothermic, and endothermic); Subject: Chemistry I Daily Question: What is physically occurring in a reaction? How can you write an equation to reflect that? Procedures for Learning Experience Guiding Questions Materials Needed Do Now: textbook review writing reactions from word problems Page # Ex. Solids aluminum and sulfur react to produce aluminum sulfide. Have the students explain what they did. Establish a check list of names What is the chemical formula for each? How do we know which is the products and which is the reactants? What words cue you to know that? How do we write out the Evaluation (Assessment) Through monitoring progress by walking around the classroom, as well as calling on individual students and asking appropriate questions. Approximate Time Needed 10 minutes

2 Engagement: so that when you ve called on them, you can check it off and make sure every student has had a chance to respond to a question. Try to take advantage of the level of question for the level of student. Employ appropriate wait time when asking questions. Take focus on the word choice in the problem and getting them to interpret them appropriately. Then ask them about nomenclature and charge as a review of the last unit. Transition to the activity as an engagement over Assign students in a 2:1 ratio as H or O have two of each type come to front. Discuss making of bonds. Review diatomic molecules. Establish that the H2 and O2 are bound together by attaching yarn using binder clips to the circle part of the sign that they have to identify themselves. This signifies a bond. Ask for a volunteer of each type to come to the front. Have them form H2O by disconnecting from partner and having the two Hs connect to one of the O2s Question student about the O2 that is left over. Invite two other H2 students to come to front and help out to make H2O with the second group. Have more students come forward to elements products based on clues given in the word problem? What is H written as in elemental form? What could we make with H2 and O2? How does H2O bond? What is its structure? How many molecules of water do we have now? In order for this reaction to work, how many of each The signs with the H atom and the O atom with the holes punched so that yarn can be tied through to make them into signs and to connect with other sheets. 15 minutes

3 balance with elemental form of H2 and O2 and have the students count how many you have. Write balanced reaction on board. o 2H 2 + O 2 2H 2 O Extend: In this class, how many water molecules can we make? Let s see. Discuss the ratio proportions and how they always will exist in the same ratios. What are some practical applications of this and when might it come in handy? Exploration: Reaction types circus- discovery of types of reactions and the properties that make them unique. Have 4 stations each with a different reaction type: Synthesis, Decomposition, Single Replacement, Double- Replacement. Have two setups at each station so they can all work in pairs and there can be multiple groups at each station. Each station will have a sheet with the given equations as well as cards that have boxes representing each element in each component. There will be more than enough cards of each type of product and reactant to allow the students to be able to make their reaction and determine the amount without giving away the amount of it they need to balance the equation. Give them reaction type have them o Balance the reaction type o What is the standard form (using molecule do we need to have? The questions will be at each station- see attached sheet. Cutouts of each type to help students with balancing the reactions. Handout on each station. Collect sheets at the end of activity. 40 minutes For 2AB block: 20 minutes Day 1 20 minutes Day 2

4 A, B, C, D) that can be applied o Answer thought questions at the station What do you notice about the products/reactants? What do you think is the definition of a type of reaction? Have the students have four positions to allow for differentiation and entire class participation (and prevent one student from taking over): o Recorder/reporter o Time keeper/direction reader o Rearranger o Counter Explanation: Have class come back together. Give students opportunities to share their answers that they discovered reviewing a station at a time. Have the students discuss balancing the reaction walk them through process without their notes in front of them. Introduce the tallying the amount of each element on each side method as a way to keep track when moving pieces (especially for decomp reactions) Synthesis reaction key points: o Two or more coming together to form a single product o Remind them of H2O reaction from beginning of class. Decomposition reaction key points: What did you notice about each of the names and what happened in the reaction? What was different about the reactions? What did you notice when using the cards to balance the reactions? What would cause a synthesis reaction to occur? Whiteboard Computer screen 20 minutes

5 o Single reactant becoming multiple products o Requires energy source to occur (key word hint when looking at word problems) Replacement reactions: Single-replacement key points: o Address their copper silver example. Write the reaction the other way with Ag as the solid and CuNO3 as the reactant with Ag. Note that a reaction does not occur because of metal reactivity. o Introduce reactivity and Figure on When looking at the table, ask the students if would replace to aid them in understanding the table so they will be able to use it independently. Double-replacement reaction key points: o Exchange of ions o Make sure charges are balanced when you exchange products. o Note that the precipitates occur when recombinations occur. Refresh them on combustion reactions because they have seen demo of ethanol in the milk jug. Releases heat and energy o Hydrocarbons alway reacts with O2 o Always produces CO2 and H2O Why would a decomposition reaction require energy? What would cause one element to replace the other? What is the diff between single/double replacement?

6 Extension: See if they can take all three steps to bring together what they learned in both the balancing portion as well as the naming of compounds. Pg. 305 #79 gives them word problems such as bubbling hydrogen sulfide gas through manganese (II) chloride dissolved in water results in the formation of a precipitate manganese (II) sulfide and hydrochloric acid Give them self-assessment goals by before they begin remind them with guiding questions to help them identify the steps they need to implement in order to make this a manageable goal. Helps with self-motivation issues and discouragement many of the students face. When given a word problem what do you have to do first? And, when you have a reaction how do you tell what type it is? How do you balance it? Textbooks Collect and check for homework the following class period for completion and understanding. 10 mintues* Will be assigned as homework if it is not completed in class. Notes: Do Now: This component addresses their weakness when it comes to reading word problems and translating words into formulas. The focus is having the students look for appropriate signs that will allow them to recognize that produces/yields are key words and that they can use the naming rules clues that they learned to determine what is happening as well. Engagement: This addresses the many visual and kinesthetic learners in the class, for they are able to see what is going on on a molecular level for the students and engage them into the true idea behind chemical reactions, the recombination of the same atoms. This will also allow them to see the effect that occurs when you add coefficients before the number. By using classmates to act this out, they are remaining engaged as well as hopefully correcting the misconception about how the coefficients are established. Exploration: The pairs for the activity were determined based on speed at understanding concepts, academics, learning styles, and social interactions that has observed during the year thus far. The partners for these activities are encouraged to problem solve and discuss together in order to complete the assignment. They are given 8 minutes at each station and 2 minutes leeway to wrap up and relocate to the next station. This is for visual and kinesthetic learners who need to physically manipulate the cards in order to make sure they

7 have the same amount on each side. The elements are color coded for easier counting and making sure that they are balanced. The students are encouraged to write out the number of each element on each side to make sure that everything is equivalent. For 2AB: midway through this activity their first 50 minute period will be completing. Make sure that they get two rounds of the exercise completed. Start day 2 with them going back in to finish the remaining sessions. Explanation: When reviewing, make sure to include all students. Also make sure that the students are prompted both with writing on the board as well as commentary that they should be taking notes and writing out their steps to help them monitor their note taking system. If a student is distracted or texting, to bring them back into the conversation ask them a question about the topic that is currently being discussed or bring their name up in conversation.

Unit 6 Topic: Molecular Geometry VSEPR Date: February 25, 2011

Unit 6 Topic: Molecular Geometry VSEPR Date: February 25, 2011 NSES: STS A-E; ASE A-E; SCS 9-12 B Grade level: 10 th and 11 th SOL: CH.2 The student will investigate and understand that the placement of