Grade level

/subject

Chemical Bonding Unit

Molecular Geometry
Stephanie Dickerson
th
11 Grade Chemistry

Context
description

The prior knowledge that is required for this lesson is an understanding of the
type of bonds that are formed between atoms as well as how to construct
Lewis Dot Structures for different types of compounds (ionic and covalent).
The students will also need to know how to determine if bonds are polar or
non polar. The prior knowledge has been assessed through several formative
and summative measures. The students have completed in class assignments
that have them practicing identifying, naming and drawing ionic and covalent
compounds. Weve also done several activities working with determining
polar and non-polar bonds. The students have had two quizzes as well that
tested their understanding of identifying and naming covalent and ionic
compounds. For this lesson, I have chosen to have the students use modeling
to actually construct the molecular geometries that we will be studying as
well as they will construct molecules to identify what their molecular shape
is. Many of my students have told me that they learn better and understand
more thoroughly when we do hands on activities so this is why I chose to
implement the lesson in this manner. While constructing the molecules, the
students will also have to draw the Lewis Dot Structures to physically see
how they connect to a molecules orientation in space.

Standards met

Using the periodic table, formulas of ionic compounds containing specific

elements can be predicted. This can include ionic compounds made up of
elements from groups 1, 2, 17, hydrogen and oxygen and polyatomic ions if
given the formula and charge of the polyatomic ion. Given the formula, a
compound can be named using conventional systems that include Greek
prefixes and Roman numerals where appropriate. Given the name of an ionic
or covalent substance, formulas can be written. Many different models can be
used to represent compounds including chemical formulas, Lewis structures,
and ball and stick models. These models can be used to visualize atoms and
molecules and to predict the properties of substances. Each type of
representation provides unique information about the compound. Different
representations are better suited for particular substances. Lewis structures
can be drawn to represent covalent compounds using a simple set of rules and
can be combined with valence shell electron pair repulsion (VSEPR) theory
to predict the three-dimensional electron pair and molecular geometry of
compounds. Lewis structures and molecular geometries will only be
constructed for the following combination of elements: hydrogen, carbon,
nitrogen, oxygen, phosphorus, sulfur and the halogens. Organic nomenclature
is reserved for more advanced courses.

Concept
addressed

The purpose of this lesson is to introduce students to 9 different molecular

geometries. By the end of the lesson, students should be able to draw
connections between Lewis Dot Structures the molecules shape in space. The
students will also begin to understand the effect that molecular geometry has
on the way compounds react with other compounds and its properties. This
lesson is being taught for two reasons. The first is to help student draw a

Chemical Bonding Unit

Molecular Geometry
Stephanie Dickerson
physical connection between a drawing and an actual representation of the
molecules. The second reason is this lesson is being used as a progression
into chemical reactions and equations. Once students can understand that
molecules have different orientations in space, we can begin to exam the way
compounds react with on another.
Objectives

The students will be able to:

Academic
language

Identify 9 different types of molecular geometries

Construct models of 5 main molecular geometries
Determine what the molecular geometry of different compounds are
Explain how molecular geometry is related the behavior of molecules
The essential vocabulary chosen for this lesson is:
Molecular Geometry- the specific 3 dimensional arrangement of
atoms in a molecule
Polarity- a separation of electric charge leading to a molecule or its
chemical groups having an electric dipole or multipole moment.
Shared Pairs- two electrons that are shared between atoms in a
covalent bond

Learning
strategies

Materials
Needed

Safety Needs
and instruction

Unshared Pairs- otherwise known as lone pairs, are the electrons that
do not participate in the bonds between the atoms
Direct Instruction- this strategy will be used to give instructions for the
bellwork, the notes before the dry ice demo and for the notes on
molecular geometry.
Small Group Instruction- this strategy will be used during Part II of the
lab. As the students are constructing their models I will be moving from
table to table to provide help with any questions they my have
Cooperative learning- this strategy will be used to during Part I and II of
the lab while the students are constructing the models as a table and then
in pairs for specific compounds.
Individual Work- the guided note taking will be done individually and the
remainder of the activity will be completed individually outside of class.
Modeling- the students will construct 5 common geometries and specific
molecules.
1. 30 copies of Molecular Geometry Lab (per class)
2. PowerPoint to accompany the lab
3. Molecular Shape Sets (1 per table)
4. Molecular Model Sets (1 per 2 students)
5. Dry Ice (crushed and placed in Styrofoam cups)
6. 6 Beakers with water
7. 6 Tongs (1 per table)
8. Safety Goggles
The students will need to wear safety goggles for the dry ice demonstration
and they will need to handle the dry ice with tongs.
Engagement/Introduction/Hook (5 minutes): The students will answer the
questions for the Pre-Lab portion of the lab. These questions are meant to get
the students thinking about the composition and structure materials we are

Chemical Bonding Unit

Molecular Geometry
Stephanie Dickerson
about to use during the dry ice demonstration.
Transition 1 (5 minutes): Have one student from each table retrieve goggles
for each person at their table. Have two student retrieve one beaker that has
been pre-filled with water, a Styrofoam cup of dry ice and one pair of tongs
for their table
Segment 1 (15 minutes): Guided notes on the polarity of water and carbon
dioxide to explain to students what causes these molecules to interact the way
they do. Once the notes are completed, students will add their dry ice to the
water and observe what happens during this interaction.
Instructional
Outline

Transition 2 (5 minutes): Have two students from each table return the
beakers, tongs and Styrofoam cups to the prep station, wash out the beaker
and re-fill it with water. Have one student from each table proceed to the
opposite side of the classroom to retrieve one Molecular Shape set for the
table.
Segment 2 (20 minutes): Begin the notes for Part I of the lab. As we go
through each type of molecular geometry, the students will take notes by
filling in the data laid out by the data table. For the geometries that are
bolded, the students will construct their own models at each table to have a
physical representation of the 5 most common molecular geometries.
Transition 3 (5 minutes): Have students place all pieces back in the plastic
bag and return them to the materials station. Have the student retrieve two
molecular model sets for the table
Segment 3 (50 minutes): The students will work on Part II of the lab and
construct the compounds using their sets. Be sure to tell students to think
smarter and work as a team to complete all the information in the data table.
Closure (5 minutes): Have the students place all materials back in the bag
and have the students return the bags to the materials station. Instruct them to
complete the rest of the lab and that it will be Tuesday (11/17)

Modifications

Assessments of
Learning

Due to the high content demand of this lesson, the modification that was
incorporated into this lesson was made for everyone. The modeling gives the
students a concrete way to picture the molecules vs. just seeing them on a
PowerPoint. The PowerPoint is also chunked by breaking the content apart
with visuals.
Formative assessments: The bellwork at the beginning of class will help me
determine if they understand how to draw Lewis Structures for covalent
compounds. It will also allow me to see that they can determine if bonds are
polar or non polar.
Summative assessments: The summative assessment for this lesson will be
completed after the assignment is turned in and graded.

Analyzing
Teaching

Cannot complete at this time