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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