Lewis Structures/Electron Dot Diagrams

1. What is the formula for the Lewis Structure above?
2. What elements are represented?
3. How many of each?
4. How many electrons are drawn?
5. What type of bond does this molecule have?

Left Side:

For my lesson on drawing Lewis Structures, I made a booklet to follow along with my PowerPoint and classwork. On the first page of the booklet, I have fill in the blank notes and inside the booklet, I have elements #1-20 for the students to complete either independently or with a partner.

For this lesson, I model the first problem and we do the Lewis Structure for Carbon, going over the steps one at a time and explaining the process.

I then have them try Hydrogen on their own. We then go over the answer together. Depending on how comfortable they are, I have them do one more and then we go over the answer together. Then I give the students time (maybe 5-10 minutes tops) to work on the rest of the problems while I walk around and monitor/answer questions.

Once everyone is done with the practice problems, we go over the answers using the rest of the power point. The students can then work independently or with a partner to complete the rest of the elements inside the booklet.

SmartBoard: If you have a SmartBoard, you can pull up the pdf file and enlarge the view, that way students can come up to the board and draw in the electrons for the elements when you are going over the answers. The rest of the students can then self correct their work.

Just added: Another option is to slightly modify this SmartBoard file. Have the students drag the electrons into position around the corresponding element symbol.

Right Side:

I made a homework sheet for the students to practice finding the elements on the periodic table, writing/reading the element symbols, finding the group number, determining the number of valence electrons, and drawing the Lewis Structure.

Handouts:

• Notes: Front and Back of Booklet
• Classwork: Inside of the Booklet (Photocopy these two docs front/back then fold)
• Lewis Structures homework/practice
• PowerPoint for lesson

Answers: how did you do?

1. CCl4
2. C = Carbon, Cl = Chlorine
3. C = 1, Cl = 4
4. 32 electrons
5. Covalent, both are non-metals

Interactive Graphic Organizers

I stumbled upon this website from Holt that included free downloadable interactive graphic organizers. What I love about these is that students can type their notes directly into the pdf file, print them out, then glue them into their interactive notebooks.

Some examples of graphic organizers are:

• Venn Diagrams
• Fish bone
• KWL Chart
• Word Map
• Cause & Effect

Here is the link to the Holt website

Science Buddies/Clock Partners

I usually have the students change seats/lab partners/lab groups about once a month. What I used to do is that every seat has a letter, and I would have the students line up on the side of the classroom and, one at a time, give each student a letter. (I had index cards that I would shuffle and randomly give to them, each card had a letter written on it.) The only rule was that they could not have the same exact seat or lab partner. Having your new seat be only one seat away from your old seat still counts! Technically, you could have the same lab group, but each person is in a different seat and just switched lab partners.

This is a modified version of clock partners with a science theme. Each student will make an appointment with another student and write that persons name under the scientist listed. This person will be their science buddy, or lab partner. For example, lets say Lisa and Amy want to be partners, Lisa would put her name in the “Marie Curie” spot on Amy’s paper, and Amy would put her name in the “Marie Curie” spot on Lisa’s. Students keep making appointments until all spots are full.

If there are empty spots left over, those will be “wild” spots and they can be part of a group of 3, or if a student is absent, they can take that spot. I have never used this before, so I’ll have to work out the logistics when we get to it.

I have small class sizes, in a larger class, you may want 10 or 12 spots to fill in.

The next thing I have to figure out is once everyone is with their partners, where do they sit? My lab tables seat 4 students, so which two sets of lab partners sit at which table? This can get ugly! =) I may just assign them to keep the groups balanced.

If you have used this type of partnering activity, please leave a comment on how it works in your classroom!

• Here is the pdf for the Science Buddies Notebook insert (pdf)

Back from vacation

Just got back from our family vacation in Ocean City, MD. School starts on 9.9.09 and I am starting to stress! Have so much to do to get ready for the school year.

I need to make a booklet that has my procedures, grading policy, class information, etc, so the kids can place it inside a large envelope that will be attached to the inside cover and used for reference as needed. It can also be transferred to their second notebook once the first one is completed. Thanks for the idea, Science Notebooking!

States/Phases of Matter Venn Diagram

Triple Venn Diagram: I wanted to show how the three main states of matter and the phase changes are related. Using Publisher, I made a 3 panel brochure with a title flap, a flap with directions, and a Venn Diagram for the inside layout. The Venn diagram has circles/categories for solid, liquid, and gas. Remind students that when the circles overlap, it is something that both have in common. Where all 3 circles overlap, it is something that all 3 categories must have in common.

Using blue colored pencil, the students will fill in the phrases related to the states of matter and their characteristics, such as definite shape or volume. Using a red colored pencil, they can write in the phase changes, such as evaporation.

This would be a good SmartBoard/whole class activity and I am going to try to create a SmartBoard file once school starts. The Venn Diagram would be on the screen and each phrase would be listed on the side. Students could select one of the phrases and drag it to the correct place in the Venn diagram.

I plan to use this as a right hand activity since they are processing the information and seeing how the states of matter and phase changes are related.

• Handout: States and Phase Changes of Matter Foldable
• BrainPOP: States of Matter Movie
• BrainPOP: Matter Changing States Movie

Physical and Chemical Change Activity

Is Humpty Dumpty falling off the wall and cracking on the ground a physical or chemical change?

I love the Far Side Cartoon with Humpty Dumpty as a giant omelet in a diner, and the caption says something like “Humpty Dumpty’s final days”. Would that be a physical or chemical change?

I usually use the Humpty Dumpty analogy when I start talking about Physical and Chemical Changes.

This following activity is one that I used last year for the first time and it worked really well. The kids were so engaged and felt really satisfied when they figured it out. They will be able to use their Foldable as a resource for this activity.

Left Side:

To prepare this lesson, I printed out the activity cards on pages 2 & 3, laminated them, and cut them apart. I placed each set of cards in a zip-top bag, one per group of 2 students.

On their desks, I have the students place the “Physical Change” card to their left and the “Chemical Change” card to their right. Now they have to sort each card into the correct column. You can do one together to demonstrate the procedures. The kids continue to sort the cards until they have all 15 lined up in the correct columns. When they are done, they raise their hand to call me over and see if their cards are in the right place.

I walk over and when they ask if they have it right, I smile and say “Nope”. (Usually there are a few in the wrong spot, no one got it on the first try last year). So now they have to evaluate what they did and figure out what is in the right spot and what is not. I usually give the kids 2 or 3 tries without any hints from me. Then I give hints like “You have 3 in the wrong spot” or “Everything in your physical change column is correct so far.” (There may be 1 or 2 in the chemical change that need to be moved over.) Or “You have to switch one from each column”, but I won’t tell them which ones.

Once they have everything correct, I push/pile up the physical change card together and give them to one lab partner and tell them to write it in their lab journal. I push/pile up the chemical change cards together and give it to the other lab partner to write in his/her lab journal. Then I tell them to switch cards so they have everything written down in both journals. We keep it top secret so their nosy neighbors don’t see their answers! =)

I love seeing the lab partners talk about where each item goes and they get into some great discussions, they try to reason with their lab partner, they compromise, sometimes they argue, etc…

Right Side:

Students will answer analysis questions and write a conclusion.

Handout:

• Physical & Chemical Change Activity (pdf)
• Humpty Dumpty Image from Scholastic

Answers for Physical Change: cracking eggs, slicing bread, ice melting, glass breaking, boiling water, fresh lemonade, mowing the lawn.

Physical and Chemical Properties/Changes Foldable

Up to this point, in class we would have been focusing on properties of matter such as mass, volume, & density. Now we are ready to wrap up physical characteristics and go into chemical characteristics, & differentiate between physical and chemical changes.

 

 

For this activity, I used a 4 panel brochure template (Publisher) and turned it into a 4-door foldable. This will print out on 8.5 x 14 Legal paper. If you do use legal sized paper, the width of the foldable will be 7 inches and should fit in most notebooks.

 

This is a 4 page document: page 1 is the front (tabs) and back (glued down) of the foldable, page 2 is the inside layout, page 3 contains the cut outs that will go into the foldable, and page 4 is the teacher’s answer key.

Left Side:

Students will be given a blank foldable (photocopy 2 sided). Tell students to cut the tabs on the dotted guide lines, but not to fold yet, instead keep the paper flat and orientated correctly so when they do fold it, the words on the tabs are right side up.

Give each student a copy of page 3. The notes are not grouped together correctly so they will have to cut out each piece of information (follow dotted lines) and reassemble the notes into the correct boxes under the corresponding tabs. All the pieces will fit into the boxes. Tell the students not to glue anything down, just to do a dry run.

This is a good partnered activity, students will work together to piece the “puzzle” together. After everyone has had a chance to work through the activity, we will go over the answers as a class. Students will then glue the correct pieces in as we go over each section.

Once everything is in place, have the students fold it so that the tabs meet in the middle. Glue into notebook.

Right Side:

• Practice determining physical and chemical characteristics
• BrainPOP Movie: Property Changes fill in the blanks

Handouts:

• Foldable – 8.5 x 14 Legal Sized (pdf)
• Practice Page (pdf)