UbD Lesson Planning Guide (PSI)
|Lesson Title/Focus |Basic Atomic Structure |Date |TBD |
|Subject/Grade Level |Grade 9 |Time Duration |60 minutes |
|Unit |Unit B: Matter and Chemical Change |Teacher |Dan Oryschak |
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning |Describe ideas used in interpreting the chemical nature of matter, both in the past and present, and identify example evidence that |
|Outcomes: |has contributed to the development of these ideas. |
|Specific Learning |Use the periodic table to identify the number of protons, electrons and other information about each atom; and describe, in general |
|Outcomes: |terms, the relationship between the structure of atoms in each group and the properties of elements in that group. |
|LEARNING OBJECTIVES |
|Students will: |
|Relate the information on the Periodic Table to the structure of an atom. |
|Describe the relationship between structure of atoms in a group and their properties. |
|ASSESSMENTS |
|Observations: |Students are able to successfully determine the number of protons, neutrons and electrons in any atom. |
| |Students are able to successfully determine some properties of major groups on the Periodic Table. |
|Key Questions: |What is the relationship between the information on the periodic table, and the subatomic particle counts? |
| |How does atomic structure affect the properties of elements in group 1, group 2, group 17, and group 18? |
| |Where are the metals, non-metals and metalloids on the periodic table? Describe their properties. |
|Products/Performances: |Use the periodic table to determine the number of protons, neutrons and electrons for any atom. |
| |List basic properties of an atom based on its group. |
|LEARNING RESOURCES CONSULTED |MATERIALS AND EQUIPMENT |
|Alberta Education Program of Studies 7-9 |Periodic Table |
| |Power Point (Computer, smart board, etc.) |
| |Worksheet with practice |
| |Dissolved samples of ions Group 1 and 2 metals |
| |Bunsen Burner and loops |
| |Spectroscope (or diffraction gradients) |
|PROCEDURE |
|Introduction |Time |
|Attention Grabber |Have a picture up on the Smart board |5 minutes |
| |Underneath the picture there is a question: “What is this a picture of?” | |
| |Student will be given about 2 minutes to think up a response, and we would have a short 3-minute | |
| |discussion about their thoughts. | |
| |At the end of five minutes, tell the students that it is the smallest picture ever taken. It is | |
| |the picture of a Ytterbium atom (element 70) | |
|Assessment of Prior Knowledge |Short discussion on atoms. The following are some guiding questions about the lesson: |2 minutes |
| |What do you know about atoms? | |
| |What do you know about the periodic table? | |
|Advance Organizer/Agenda |**Not shown to Students | |
| |History of Atomic Structure (Describes the discovery of every subatomic particle) | |
| |Overview of Periodic Table and all the information on it | |
| |Practice relating information from table to atomic structure | |
| |Explore atoms of the same group and identify how they are related in structure | |
|Transition to Body |PowerPoint presentation on the History of the discovery of the Atomic Structure. |7 minutes |
|Body |Time |
|Learning Activity #1 |Overview of Periodic Table |10 minutes |
| |Students will be given a Periodic Table and a list of directives for what they need to do. | |
| |Directives include: | |
| |Color the square for Hydrogen pink | |
| |Lightly color all metals yellow | |
| |Place black dots in the squares of all the alkali metals | |
| |Draw a horizontal live across each square of the alkaline earth metals | |
| |Draw a diagonal line across each square of the transition metals | |
| |Color the metalloids purple | |
| |Color the nonmetals orange | |
| |Draw small brown circles in each box of the halogens | |
| |Draw checkerboard lines through each noble gas | |
| |Color all lanthanides red | |
| |Color all actinides green | |
|Assessments/ Differentiation: |Assignment will be completed as a class. Teacher will guide the students through each directive | |
| |and help them to figure out the correct squares to fill in for each directive. | |
|Learning Activity #2 |Overview of Periodic Table |10 minutes |
| |Review how each number represents certain information: atomic number is proton count, mass number | |
| |is number of protons and neutrons in the nucleus, and that since atoms are neutral the number of | |
| |protons and electrons should be the same. | |
|Assessments/ Differentiation: |Practice |5 minutes |
| |Students take individual atoms and using the periodic table they will determine the number of | |
| |protons, neutrons and electrons. | |
|Learning Activity #3 |Continue Overview of Periodic Table |10 minutes |
| |Review groups/families and periods, and look at what information can be determined from them. | |
| |Group number represents families and valence electrons which determine chemical properties | |
| |Period numbers determine layers (energy levels) | |
|Assessments/ Differentiation |Demo |11 minutes |
| |Spectral properties of certain group 1 and 2 elements | |
| |Turn on Bunsen burner and dip loop into ion sample. | |
| |Place loop into flame and have students observe spectral properties. | |
|Closure |Time |
|Assessment of Learning: |Successful completion of Practice problems | |
|Feedback from Students |Homework would most likely be a few more practice problems and a reflection on the wealth of | |
| |information on the Periodic Table. | |
|Transition To Next Lesson |Next Lesson would be a Lab expanding on the properties of elements. | |
|Reflections from the lesson | |
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