Atoms Lesson Plan - Heather Bergmann

[Pages:10]UKanTeach5ELessonPlan

Author(s):HeatherBergmannandLeslieHolmes TeamMembers:HeatherandLeslie

TitleofLesson:

IntroductiontotheAtom

Lesson#2 Datelessonwillbetaught: Gradelevel:10

LessonSource(kit,lesson):

LearningAboutAtoms:IntroductiontoProtons,Neutrons,andElectronsbyAmandaCisneros Foundonline

Concepts/MainIdea?inparagraphformgiveabroad,globalstatementabouttheconceptsandvocabularyyouwantstudentsto

understandasaresultofdoingthisactivity: Studentswillunderstandthemakeupoftheatomandthehistorythatleduptothemodernatomicmodel.Studentswilllearnthefollowing vocabulary:atom,proton,neutron,electron,nucleus,atomicmodel.

Objective/s-WriteobjectivesinSWBATform...

TheStudentsWillBeAbleTo:

Studentswillbeabletoexplainthatallmatterismadeofatomswhich maycombinetoformmolecules. Studentswillbeabletoexplainthateachelementismadeofonekind ofatomandthattheelementsareorganizedintheperiodictableby theirchemicalproperties. Studentswillbeabletodiscussthehistoryoftheatomandthesteps scientistswentthroughtocomeupwithourcurrentunderstandingof theatom.

Evaluation

Inthespacebelow,explainthetype(s)ofevaluationthatwillprovideevidence thatstudentshavelearnedtheobjectivesofthelesson(formativeand summative).Youwillprovidestudentcopiesattheendofthelesson. Theevaluationsforthislessonwillbeformative.Thestudentswillmake"My LittleAtoms"bookswhichwillbegradedforcontent.Thestudentswillalso make2Dmodelsofspecificatomswhichwillalsobegradedforcontent.Atthe endoftheblocktheywillwritea3-2-1journalentrythatwillbegradedon participation.Thislessonwillnothaveasummativeevaluation.

Kansas Science and Math StandardsIncludestandard,benchmarkandindicatorwhereapplicable

Science:(standard,benchmark,indicator)

STANDARD 1: SCIENCE AS INQUIRY Grades 8 - 12

SCIENCE AS INQUIRY ? The student will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.

Benchmark 1: The student will demonstrate abilities necessary to do the processes of scientific inquiry. The student....

1. actively engages in asking and evaluating research questions. 2. actively engages in investigations, including developing

questions, gathering and analyzing data, and designing and conducting research 3. actively engages in using technological tools and

mathematics in their own scientific investigations.

STANDARD 2A: CHEMISTRY

Grades 8-12

CHEMISTRY ? The student will develop an understanding of the structure of atoms, compounds, chemical reactions, and the interactions of energy and matter.

Benchmark 1: The student will understand the structure of the atom. 1. understands atoms, the fundamental organizational unit of matter, are composed of subatomic particles. Chemists are primarily interested in the

protons, electrons, and neutrons found in the atom.

STANDARD 7: HISTORY AND NATURE OF SCIENCE Grades 8-12

HISTORY AND NATURE OF SCIENCE ? The student will develop understanding of science as a human endeavor, the nature of scientific knowledge, and historical perspectives.

Benchmark 3: The student will understand science from historical perspectives.

The student... 1. demonstrates an understanding of the history of science.

Materialslist(BESPECIFICaboutquantities)

forWholeClass: perGroup: PicturesofAtoms,holepunch perStudent: 1copyof"TheAtomsFamily"lyrics 1Pieceofwhiteconstructionpaper Severalsmallcirclesof3differentcolors 64x6Notecards 1brad Advancepreparation: Cutoutorbuysmallcirclesof3differentcolors.

Accommodations:Include a general statement and any

specific student needs

Studentswhoarevisionimpairedwillbegivenlarger

picturesoftheatomssotheycanseeeasier.

EnglishlanguagelearnerswillworkwithaParaoran

advancedstudentwhocanassisttheminwriting

observationsinEnglish.

Safety:Include a general statement and any specific safety

concerns Thislessonisverysafe.Studentswillnotbeworkingwith anydangerousmaterials.Studentswillneedtobecareful withthegluewhenmakingthe2Dmodelssoasnottobe wastefulormakeamess.

Engagement:EstimatedTime:___10minutes___

WhattheteacherdoesANDhowwilltheteacher ProbingQuestions:Criticalquestionsthat

directstudents:(Directions)

willconnectpriorknowledgeandcreatea

"Needtoknow"

Eachstudentwillreceiveacopyof"TheAtoms

Family"lyrics.

Studentswilllistentothesongand

highlight/underlinewordstheythinkare

importanttothelesson.

(Teachercansingsongorstudentscanlistentoa

classsingithere:

)

Studentswillusethosewordstomakeaclass

Whatwordsstoodouttoyou?

wordbank(teacherwritesonboard)thatwill

Whatwordswerenew?

serveasareferencefortheremainderofthe

Whatkeywordswerefamiliar?

lesson.

ExpectedStudentResponsesANDMisconceptions- thinklikeastudenttoconsiderstudentresponses INCLUDINGmisconceptions:

Atoms,neutrons,electrons,protons,liquids,solids, gases,masses

Exploration:EstimatedTime:__25minutes___

WhattheteacherdoesANDwhattheteacher ProbingQuestions:Criticalquestionsthat ExpectedStudentResponsesANDMisconceptions-

willdirectstudentstodo:(Directions)

willguidestudentstoa"Commonsetof thinklikeastudenttoconsiderstudentresponses

Experiences"

INCLUDINGmisconceptions:

Studentsaresplitupinto5differentgroups.

Eachgroupisgivenanatomicmodelpicture(do

nottellthemwhichoneitis).Modelsinclude:

Dalton's,Thomson's,Rutherford's,Bohr's,and

thecurrentatomicmodel.

Studentsaregiventimetomakeobservations Duringgroupwork:

aboutthemodelandprepareashort

Whatsortofthingsareyounoticing?

Positiveandnegativesigns,circles,clumps,etc.

presentationfortheclassconcerningtheir

Whatdoyouthinkthesecirclesandsymbols Particles,charges,etc.

model.

mean?

Doyourecognizeanything?

Thepositiveandnegativesigns,etc.

Whatdoyouthinkthepeoplewho

Whateverythingismadeof,anatom,etc.

developedthisweretryingtoexplainor

portray?

Afterthepresentations,thefiveatomicmodels Whichofthesefivedoyouthinkisthe

Thesolidcircle(sphere)

areplacedonthewhiteboard.Studentsmust earliestatomicmodel?

decide(asaclass)inwhatordertheywere

Why?

Becauseitisthesimplest,etc.

developedinhistory.

Whichofthesefivedoyouthinkisthe

Theonewithnegativeandpositivechargesfloating

secondearliestmodel?

around.

Why?

Becausethereisnocenter,etc.

(Continueonuntiltheyhaveatimeline.)

Explanation:EstimatedTime:____20______

WhattheteacherdoesANDwhattheteacher ClarifyingQuestions:Criticalquestionsthat ExpectedStudentResponsesANDMisconceptions-

willdirectstudentstodo:(Directions)

willhelpstudents"Clarifytheir Understanding"andintroduce

thinklikeastudenttoconsiderstudentresponses INCLUDINGmisconceptions:

informationrelatedtothelessonconcepts

&vocabulary?checkforunderstanding

(formativeassessment)

Studentswillcreatea"MyLittleAtom"book

Whatdoyouthinkarethemostimportant Heknewitwasaspherebutdidn'tknowanything

using4by6notecards.

factsaboutDalton'smodel?

aboutthecharges.

- Studentswilldecoratethecoveroftheir

books

Whatdoyouthinkarethemostimportant Hefiguredoutthattherewerechargesbutthought

- Onthefrontofeachofthe5remaining factsaboutThomson'sModel?

theywerealljustkindoffloatingaroundintheatom.

notecardsstudentswillillustratethe

differentatomicmodels

Whatdoyouthinkarethemostimportant Heputtheprotonsinthemiddleoftheatom.

- Onthebackofeachofthecardthe

factsaboutRutherford'smodel?

studentswillwrite3-4factstheythink

aremostimportantand1funfactabout Whatdoyouthinkarethemostimportant Hefiguredoutthattheelectronswereindifferent

themodelonthefrontofthatcard.

factsaboutBohr'smodel?

orbitalsandtheyorbitedthenucleus.

- Theywillthenholepunchthetopleft

cornerofthecardsandputthebrad

Whatdoyouthinkarethemostimportant Hefiguredoutthattheelectronswereinacloudlike

throughtheholetocreateabook.

factsaboutthecurrentatomicmodel

structurearoundtheatom.

Elaboration:EstimatedTime:____20______

WhattheteacherdoesANDwhattheteacher ProbingQuestions:Criticalquestionsthat ExpectedStudentResponsesANDMisconceptions-

willdirectstudentstodo:(Directions)

willhelpstudents"ExtendorApply"their thinklikeastudenttoconsiderstudentresponses

newlyacquiredconcepts/skillsinnew

INCLUDINGmisconceptions:

situations

Studentswillbegivenconstructionpaper,

compassestodrawcircles,and3differentcolors

ofsmallcirclestoeachstudent.

Explaintotheclasshowtousethematerialsto

createa2Dmodelofanatom:Eachstudentwill Whatdothedifferentpapersrepresent? Electrons,Protons,andNeutrons

haveadifferentatom.

- 1colorofcircleswillrepresentprotons, Whatdothecirclesontheconstruction

Thedifferentorbitals

anothercolorwillrepresentneutrons, paperrepresent?

andanothercolorwillrepresent

electrons

Howdidyouknowhowmanyelectronsgo Weknowthatthefirstorbitalonlyholds2electrons,

- Studentswillfirstusethecompassesto ineachorbital?

the2ndorbitalcanhold8,andthe3rdorbitalcanhold

drawacircleinthemiddleofthe

18.Sinceouratomonlyhas...electronsweonlyused

constructionpaperwhichwillrepresent

thefirst2orbitals.

thenucleus

- Studentswillusedthecoloredcircles

representingtheprotonsandneutrons

tocreatethenucleus

Whichofthemodelsyoustudieddoesthis ItlookslikeBohr'smodel.Ourelectronsareincircles

- Studentswillusethecompassestodraw mostcloselyresemble?Why?

insteadofclouds.

todrawtheelectronringsaroundthe

nucleusthenplacetheelectroncirclesin

thecorrectring.

- Onthebackoftheconstructionpaper

thestudentswilldescribetheatomthey

created.

Whilestudentsarecreatingtheirmodels,walk

aroundandinformallyassesstudentsbyasking

questionsaboutthelessonandhavethem

explainhowtheyknowhowtomakethemodel

Evaluation:EstimatedTime:____15______

Criticalquestionsthataskstudentstodemonstratetheirunderstandingofthelesson'sperformanceobjectives.

FormativeAssessment(s):Inadditiontothefinalassessment(bellringerorexitslips),howwillyoudeterminestudents'learningwithinthislesson:

(observations,studentresponses/elaborations,whiteboards,studentquestions,etc.)? Thestudentswillpresenttheiratomsexplainthepartsofthemodelandhowtheyknewhowtomakeit.Afterthepresentations,thestudentswill individuallycompletea3-2-1reflectionintheirjournals.Theywillreflectontheactivitiesandinstructionandwrite3thingsthattheylearnedinthe lesson,2questionstheyhaveorthingsthatarestillconfusingabouttheconceptoractivity,and1thinkthattheycouldteachtosomeoneelse.

SummativeAssessment:Provideastudentcopyofthefinalassessment/exitslipsorothersummativeassessmentsyouuseinthelesson NoSummativeassessmentforthislesson.

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