CASE Literature Circle Project 1

Teaching Reading in Science

Sydney, Dylan, Francesca
Standards:
CH.4 The student will investigate and understand that chemical quantities are based on
molar relationships. Key concepts include:

d) acid/base theory; strong electrolytes, weak electrolytes, and

nonelectrolytes; dissociation and ionization; pH and pOH; and the titration
process.
UKDs:
Students will understand that:
- Frustrated Lewis pairs are combination of Lewis acids and bases in solution that
are deterred from each other due to steric or electronic factors.
- Exposure to scientific literature increases comprehension of scientific reading as
well as scientific vocabulary.

Students will know:

- The definitions of:
Di-
In situ-
Ambi-
Intra-
electro-
Hetero-
Exo-
-philic
-molecular
-thermic
Adduct
Lewis Acid
Lewis base
Ligand
Ambient
Van der Waals interactions
Calorimetry
Enthalpy
Moiety

Students will be able to:

- Comprehend a scientific text
- Understand relevant scientific vocabulary and morphemes
CASE Literature Circle Project 2

Engage:
Anticipation Guide
Agree Disagree Statement

1. Frustrated Lewis pairs (FLPs) are combinations of Lewis

acids and Lewis bases in solution that are encouraged
towards strong adduct formation by steric and/or
electronic factors.

2. These latter cases demonstrated that bulky Lewis pairs

evade self-quenching by strong adduct formation and
thus find an alternate pathway for reactivity.

3. These three publications marked the beginning of a

remarkably rapid development of new chemistry arising
from the combination of a bulky Lewis base with a bulky,
electrophilic Lewis acid.

4. Many intramolecular FLPs exhibit strong internal Lewis

acid/Lewis base interactions and, according to
calculations, they usually react from a readily accessible
open conformation.

5. FLP chemistry is often experimentally rather difficult to

perform and it affords the possibility of new reactions as
a result of the cooperative action by Lewis acid and
Lewis base sites

6. Frustrated Lewis pair chemistry is a young field, but it has

grown rapidly during the last few years and has become
quite internationally recognized.

Yes No Support in text for my choice

1.

2.

3.

4.

5.

6.
CASE Literature Circle Project 3

Explore:
Students will read the abstract, introduction, and conclusion. As they read (or after they
read if that works better for them), students will annotate the text. They will circle words
they think are important to know for the reading, put a box around words they dont
understand or recognize, and underline phrases that seem important. In addition,
students will refer back to their anticipation guides to see whether their original choices
agreed with what the text said. Students will check yes or no depending on whether
or not the corresponding statement aligned with their initial Agree/Disagree statement.

Explain:
After reading the articles, there will be a class vocabulary discussion. The definitions of
vocabulary words that were expected to cause confusion for students will be defined.
Time will also be left to define other words that students may have also had difficulty
understanding. After defining the vocabulary terms, the class will discuss how the
meaning of the words fit into the scope of the reading.

The following words are potential vocabulary words, and their definitions, that students
may face difficulty with:

Adduct - The product of an addition reaction between two compounds.

Lewis Acid - An electron pair acceptor
Lewis base - An electron pair donor
Ligand - A molecule that binds to another (usually larger) molecule.
Ambient - Relating to the immediate surroundings of something.
Van der Waals interactions - The attractive or repulsive force between atoms and/or
molecules, other than covalent bonding.
Calorimetry - The process of measuring the amount of heat released or absorbed during
a chemical reaction
Enthalpy - The total energy of a system
Moiety - Any part of a molecule
CASE Literature Circle Project 4

Elaborate:
Students will be put into small groups of 2 or 3. Each group will be assigned one of the
following morphemes that was found in the paper:

Di-
In situ-
Ambi-
Intra-
electro-
Hetero-
Exo-
-philic
-molecular
-thermic

Each group will fill out a Frayer diagram for their assigned morpheme. They may use
context clues from the paper, online resources, and their own background knowledge to
fill out the diagram. After filling out the diagram, each group will share their morpheme
so that every student becomes familiar with each morpheme. An example of a student
Frayer diagram is given below. It should be emphasized to the students that these
morphemes are used in all subject areas, not just science. For this reason, students
should try to include at least one non-scientific word in the other words section of their
diagram. This will not always be possible, but should be attempted.
CASE Literature Circle Project 5

Evaluate:
At the end of the lesson, students will be asked to complete a 3-2-1 exit slip upon
leaving the classroom. This will be used to gauge the students understanding of the
lesson and the scientific paper. It will also be used as a tool to identify any confusions
students may still have that can be addressed further during the next class.
CASE Literature Circle Project 6

References

Barton, M.L., & Jordan, D. L. (2001). Teaching Reading in Science: A Supplement to

Teaching Reading in the Content Areas. Aurora, CO: McRel/ASCD.

Hardinger, S. (2017). Illustrated Glossary of Organic Chemistry. Retrieved from

http://www.chem.ucla.edu/~harding/IGOC/IGOC.html

Stephan, D. W. & Erker, G. (2015). Frustrated Lewis Pair Chemistry: Development and
Perspectives. Angewandte Chemie International Edition, 54(22), 6400-6441. doi:
10.1002/anie.201409800

(2016, July 11). Calorimetry.

https://chem.libretexts.org/Core/Physical_and_Theoretical_Chemistry/Thermody
namics/Calorimetry

(2017). English Oxford Living Dictionaries. Retrieved from

https://en.oxforddictionaries.com/definition/