Writing Lewis Electron Dot Structure
Writing Lewis Dot Formula
November 8, 2013
I. Learning Objectives
At the end of the sessions, the students of III- 15, and III – 10 must be able to:
1. Students will be able to interpret and draw Lewis dot diagrams for individual atoms and both covalent and ionic compounds.
II. Subject Matter
A. Topic: Chemical Bonding
B. References
1. Department of Education, Culture and Sports. (1991). Science and Technology III. Quezon City: Book Media Press, pp. 273.
2. Estrella, Mendoza E. Chemistry.2003. Phoenix Publishing House. Quezon City. pp. 80-81
C. Materials
Periodic Table
III. Learning Tasks
A. Routine
1. Prayer
2. Greetings
3. Checking of Attendance
4. Checking of Assignment
B. Recall and Motivation
The model of the atom and of covalent and ionic bonding that students have used so far emphasizes the attractions between bonding atoms. The nucleus, electrons, and double-headed arrows show that the protons and electrons from one atom attract the oppositely charged electrons and protons of the other atom, resulting in bonding. The energy levels show that only valence electrons are involved in bonding.
After students understand the important role of attraction of opposite charges, you may introduce them to a common, more symbolic, short-hand way of showing how atoms are bonded together. This information is offered if you feel that showing students these other models of bonding would be useful or if you need to cover basic information about Lewis dot diagrams to satisfy your curriculum.
C. Activity
The activity sheet serves as a formative assessment and gives students practice interpreting Lewis dot diagrams D. Key Concepts
There are shorthand ways to represent how atoms form covalent or ionic bonds.
Lewis dot diagrams use dots arranged around the atomic symbol to represent the electrons in the outermost energy level of an atom.
Single bonds are represented by a pair of dots or one line between atoms.
Double bonds are represented by
November 8, 2013
I. Learning Objectives
At the end of the sessions, the students of III- 15, and III – 10 must be able to:
1. Students will be able to interpret and draw Lewis dot diagrams for individual atoms and both covalent and ionic compounds.
II. Subject Matter
A. Topic: Chemical Bonding
B. References
1. Department of Education, Culture and Sports. (1991). Science and Technology III. Quezon City: Book Media Press, pp. 273.
2. Estrella, Mendoza E. Chemistry.2003. Phoenix Publishing House. Quezon City. pp. 80-81
C. Materials
Periodic Table
III. Learning Tasks
A. Routine
1. Prayer
2. Greetings
3. Checking of Attendance
4. Checking of Assignment
B. Recall and Motivation
The model of the atom and of covalent and ionic bonding that students have used so far emphasizes the attractions between bonding atoms. The nucleus, electrons, and double-headed arrows show that the protons and electrons from one atom attract the oppositely charged electrons and protons of the other atom, resulting in bonding. The energy levels show that only valence electrons are involved in bonding.
After students understand the important role of attraction of opposite charges, you may introduce them to a common, more symbolic, short-hand way of showing how atoms are bonded together. This information is offered if you feel that showing students these other models of bonding would be useful or if you need to cover basic information about Lewis dot diagrams to satisfy your curriculum.
C. Activity
The activity sheet serves as a formative assessment and gives students practice interpreting Lewis dot diagrams D. Key Concepts
There are shorthand ways to represent how atoms form covalent or ionic bonds.
Lewis dot diagrams use dots arranged around the atomic symbol to represent the electrons in the outermost energy level of an atom.
Single bonds are represented by a pair of dots or one line between atoms.
Double bonds are represented by
References: 1. Department of Education, Culture and Sports. (1991). Science and Technology III. Quezon City: Book Media Press, pp. 273.