Name: Robert Pavletic_________________________________ Cohort: ____________

Lesson Plan
Lesson Title: Grade: 12Date: October 12, 2017

Subject: Chemistry Strand: C. Structure and Properties of Matter Location: Classroom Time: (length in minutes): 75

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
In this lesson students will be introduced to VSEPR (Valence Shell Electron Pair Repulsion) theory and apply it to simple
molecules such as CH4, So3, O2,H2O,NH4 etc. Students will then practice drawing VSEPR diagrams to represent
molecular shapes.
This will be done by a PowerPoint lecture followed by a practice worksheet. Students will follow along and draw VSEPR
models with teacher. Molecular model kits will be provided to help students visualize the three dimensional nature
of the atoms.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
C2. Investigate the molecular shapes and physical properties of various types of matter.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
C2.3 predict the shapes of simple molecules and ions (e.g., CH4, SO3, O2, H2 O, NH4 +), using the valence shell
electron pair repulsion (VSEPR) model, and draw diagrams to represent their molecular shapes .

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 The VSEPR (Valence Shell Electron Pair Repulsion) theory
 How to draw Three dimensional molecular shapes using the axe method
 How to use molecular model kits to help me visualize molecules as three dimensional
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: Explain VSEPR theory

I can: Draw molecular shapes using VSEPR theory
I can: Explain why molecules have their molecular shape
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning
Assessment As Learning
Oral, written Discuss VSEPR theory Discuss VSEPR theory with
students, assessed by
observation
Written Have students practice drawing Evaluate students ability to
molecular shapes individually draw molecular shapes, have
and with peers them collaborate with peers

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment Of Learning Performance Will be incorporated into unit
test along with components Unit Test, practice worksheet is
from other lessons evaluated

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
*knowledge of the nature of chemical bonds
* knowledge of molecular formula and structure, knowledge of molecular models
*Knowledge of properties of elements, valence shells /electrons
Knowledge of molecular interactions

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

Student collaboration, Molecular model kits

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

valence shell, valence electrons, electron repulsion,

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 PowerPoint with lecture
 Ontario Curriculum Grade 11 and 12 Science,revised
 Drawing VSEPR models worksheet
Learning Environment (grouping; transitions; physical set up)

Students arranged at large tables set in rows with students sitting side by side. Students modified by alphabetical
order of last name. If modifications needed seating plan can be changed. Students work with neighbors.
Cross Curricular Links

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 10min Compare VSEPR model critically to Lewis structure, follow
Introduce VSEPR models, How do molecules really look? along to lecture
Compare to Lewis structure. Discuss the flaws in using
Lewis structure. Explain lone pair electron repulsion.

Action: During /working on it

Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: Lecture 25min Follow along and do practice examples with teacher, ask
Explain VSEPR theory and how to draw molecular shapes questions to clarify understanding
using the Axe method, give examples using PowerPoint
and chalk board. Examples and explanations included in
PowerPoint. For examplesCO2 is linear, H2O is bent, CH4 is
tetrahedral, BF3 is trigonal planar and NH3 is trigonal
pyramidal.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Consolidation & Connection (Reflect and Connect)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time:40 Min(25 min work period, 15 min review and discussion). Students practice drawing VSEPR models on their own ,
Students practice drawing VSEPR models, individually and individually and with peer collaboration, review and
with peer collaboration, molecular model kits provided to discuss for the last 15 minutes, ask questions to clarify
aid visualization. Teacher walks around and clarifies understanding
when needed. Take up questions and review drawing
VSEPR models for the last 15 minutes.

Extension Activities/Next Steps (where will this lesson lead to next)

C2.4 predict the polarity of various chemical compounds, based on their molecular shapes and the difference in the
electronegativity values of the atoms. Expand on VSEPR theory to include a greater amount of molecules with steric
numbers greater than 4.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013