Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
Schools Division Office-Quezon City
EMILIO JACINTO NATIONAL HIGH SCHOOL
Pingkian Road, Pasong Tamo, Quezon City
Demonstration Lesson Plan in General Chemistry 2
Date: May 12, 2023
12-STEM (Newton)
6:40 AM – 7:20 AM
I. OBJECTIVES
A. Apply and correlate the valence shell electron pair repulsion (VSEPR) theory and the modern
periodic table (MPT) of chemical elements;
B. Predict and reconstruct the geometry of common molecules using polymer balls and sticks
and/or MoCubed app;
C. Instill the importance and application of molecular design to various disciplines.
II. SUBJECT MATTER
A. TOPIC/SUBJECT MATTER: Molecular Geometry: Organic Compounds and their Structures
B. REFERENCES:
Curriculum/Teacher’s Guide page/s: page 26
Other Reference/s:
Atkins, Robert C. & Carey, Francis A. (2002). Organic Chemistry A Brief Course
(International Edition). Mc Graw Hill. New York. pp. 5-7
Hess, Fred C. (2015). Chemistry Made Simple, Revised edition. Doubleday and
Company, Inc. New York. pp. 27, 167
Other Learning Resource/s:
Chemical Bonding, Geometry of Molecules. Date retrieved from https://www.starbooks.
ph/display_k12_courses/110 May 09, 2023.
C. MATERIALS:
paper and pen , Tablet/phone with pre-installed MPT and MoCubed app, Activity sheet
powerpoint slides, marker and eraser, molecular model kit, miniature canister, Baking
soda and Vinegar, Alka-Seltzer and water, Paper rocket, Inflated balloons
III. Procedures
A. Motivation
The volunteer learner will be asked to engage in the mini demonstration titled Baking
Soda Popper. They will be asked initially to predict what will happen if the common household
ingredient reacts with water in the canister.
SAFETY GOGGLES MUST BE WORN BY THE VOLUNTEER LEARNERS WHILE
PERFORMING THE ACTIVITY.
- First volunteer learner will pour in 1 teaspoon of baking soda in the mini canister.
- Second volunteer learner will add water, up to about half the canister. S/he then quickly put
on the lid (cover), place it upside down, and take a step back.
- Observe and watch the canister.
They will be jotting down some of the evidence/s of the reaction observed – GAS
FORMATION/EVOLUTION to be exact.
2𝑁𝑎𝐻𝐶𝑂3 → 𝑁𝑎2 𝐶𝑂3 + 𝐶𝑂2 + 𝐻2 𝑂
They will answer “Can common household chemicals be utilized as alternative
fuel?” Why or why not? Explain the reaction that happened inside the canister.
B. Establishing a purpose for the lesson
The second set of volunteer learner will be asked to engage in the second
demonstration but this time, by using a commercially available OTC drug, Alka-Seltzer as the
main reactant, then with an Emilian rocket paper will be tried to travel upwards.
They will be jot down some of the evidence/s of the reaction observed – GAS
FORMATION/EVOLUTION.
𝐶6 𝐻8 𝑂7 + 3𝑁𝑎𝐻𝐶𝑂3 → 3𝑁𝑎3 𝐶6 𝐻5 𝑂7 + 3𝐶𝑂2 + 3𝐻2 𝑂
They will answer “Can common household chemicals be utilized as alternative
fuel?” Why or why not? Explain the reaction that happened inside the canister that
enabled the paper rocket to fly.
C. Presenting examples/instances of the new lesson
The learners will correlate the previous lesson to the formation of the molecular
products in the demonstrated reaction. – rearrangement of shared electrons thru covalent
bonds among nonmetals and different nonmentals
D. Discussing new concepts and practicing new skills
The learners will write the Lewis structure and then predict the molecular geometry
(shape) of CO2 gas that has been formed in the demonstrated mini reaction using VSEPR
Theory as the guide.
Valence Shell Electron Pair Repulsion (VSEPR) Theory
➢ It guides us in constructing the acceptable Lewis structure with the correct geometry of a
given molecule
The learners will concretize the VSEPR Theory using the provided inflated balloons.
Learners will observe the natural orientation of the inflated balloons when they are grouped as:
two, three, four, and five. From the natural orientation of the balloon, learners will deduce the
shape as to linear, or bent, or trigonal planar, or trigonal pyramidal, and/or tetrahedral
(tetrahedron).
Electron Group Geometry
no lone pairs in the
central atom
LINEAR
TRIGONAL PLANAR
TETRAHEDRAL
2 balloons
3 balloons
4 balloons
with lone pairs in the
central atom
BENT
TRIGONAL PYRAMIDAL
E. Developing mastery (develops to Formative Assessment)
The learners will master the VSEPR Theory and its correlation to writing Lewis
structure and predicting molecular geometry of CO2 by employing the steps as well as
completing the Chem Bonds Table.
MF
A
CO2
Theoretical
electrons
B
C
D
E
No. of
bonded/
shared
electrons
No. of bonds
formed
No. of unshared/
nonbonded
electrons
A–B
1C
1  8 = 8e
Total valence
electrons
available for
bonding
1  4 = 4e
2O
2  8 = 16e
2  6 = 12e
0
0
Charge
Total
8e
24e
16e
B–C
𝐶
8𝑒
=
2𝑒 2𝑒
4
(as bonds)
8e
(as dots)
Lewis structure (e-dot formula)
Molecular geometry
O=C=O
linear
F. Finding practical applications of concepts and skills in daily living
The learners will reconstruct the Lewis structure with its appropriate molecular shape
(geometry) using the ball-stick model and MoCubed app.
How will you correlate then the formed structure of CO2 to the extreme heat
conditions that our country is experiencing during the El Niño time or the global warning
phenomenon?
G. Making elaborations and abstractions about the lesson
The group of learners will elaborate and concretize the concepts discussed.
Each group shall show/accomplish the Chem Bond Table. Then groups I and III, will
show the molecular geometry of the assigned molecule using MoCubed app; while Groups II
and IV will present the molecular structures using ball-stick model. Five minutes, for completion
of table and restructuring of the molecular shapes/geometry, using the assigned method.
MF
A
Theoretical
electrons
B
Total valence
electrons
available for
bonding
C
No. of bonded/
shared
electrons
D
No. of
unshared/
nonbonded
electrons
E
No. of
bonds
formed
#atom1
#atom2
#atom3
Charge
Total
Each group of learners will be given two minutes to further explain their work.
H. Evaluating learning
Group No.
I
II
III
IV
Assigned molecule/description
Methanol, CH3OH, the major alcohol
components in cooking alcohol
(alcohol-based food warmer)
Methane,
CH4,
the
simplest
hydrocarbon that is present in all
decomposing organisms and its byproducts
Methanoic acid; the compound in the
ant/insect’s stings
Task/Output
a half-page warning material to
emphasize safety on the proper
use of commercial methanol
An infomaterial using Canva in
slide format emphasizing safety in
dealing with flammable HCs
A half-page campaign material in
emergency treating ant/insect’s
bite.
Ethanol, the only alcohol that can be
Create a 2-line slogan promoting
consumed by human being, normally
responsible drinking of alcohol
used as a disinfectant.
Rubric:
Extent/Comprehensiveness
Presentation/Discussion
Analysis/Conclusion
40% (10 points)
40% (10 points)
20% (5 points)
I. Additional activities for application or remediation
The learners will conduct a 1-page research study in correlation of styrene,
structure, to the solid waste and nanoplastic pollution in the National Capital Region, Philippines.
Due will be on May 19, 2023.
J. Agreement
The learners will ask to conduct advanced notes taking in Introductory Nomenclature of
Organic Compounds and Functional Groups.
1. What are the different classes of Organic Compounds?
2. Why are organic compounds classified as molecules? Generalize your answer based on
the common elements present and the type of chemical bonds as well.
3. Write the systemic name of the first 12 simple acyclic hydrocarbons.
Prepared by:
EMIL L. ESCALANTE, LPT
Teacher III, SHS Academic-STEM
Checked/Approved by:
AMMAR N. TORREVILLAS, Ed. D.
School Principal II