SCH3U, Matter, Chemical Trends & Chemical Bonding
Developer
Expectation
Heather Kirk
B2.6 build molecular models, and write
structural formulae, for molecular
compounds containing single and multiple
bonds (e.g., CO2, H2O, C2H4),and for
ionic crystalline structures (e.g., NaCl)
[PR, AI, C]
Desired Outcome
Students will be able to use molecular models that they build to demonstrate how
variations on one structural formula are in fact the same molecule (in the space-filling
model).
Assessment
After diagnosing student’s comfort with Lewis Structures, Students will work in
pairs/small groups to work through a worksheet, filling in the structural formulae as they
create their space-filling models. They will receive guidance throughout the activity, as
well as formative assessment of their completed worksheet.
Required Material
- molecular model kits (class set)
- student worksheet
- notes/ppt. on how to draw structural formulae
Lesson Plan
Teaching Styles
-brief review of drawing Lewis Structure (diagnostic)
- link sharing/transfer of electrons in Lewis structure to
bond in structural formula
- go through 2-3 examples with students using prepared
worksheets
- arrange students into groups of 3, with model kits
- in groups, students will use models to understand
differences between structural formulae and space-filling
models (ex: they will be asked to build 2 models of C2H5Cl,
where the Cl appears to be in two different ‘spots’, however
in the space-filling model they are in fact the same)
- students will work through a series of examples like this to
help understand how atoms/ions move around a bond, the
difference between single and double bonds, etc.)
- teacher will circulate to guide students through the
process (groups will be mixed to allow for peer assistance)
- individual students will hand in their completed
worksheets for assessment.
- Socratic lesson
- co-operative learning
- kinesthetic/visual lesson
and activity