Download History of Atomic Models Lesson Plan

School of Education
WRITTEN LESSON PLAN
Service *Leadership*Competence*Character
Teacher Candidate – Tyler Anderson _______________________________________ School – Hyrule High ______________________________________________________
Mentor Teacher – Jo Mama _______________________________________________ University Coordinator – Mickey Mouse ____________________________________
Grade/Subject- Chemistry 10 _________Lesson Title – History of Atomic Models _____________________________________________ Date – 11/2/09 ______________
Learning Targets
EALRs
GLEs
EALR: 1. SYSTEMS: The student knows and
applies scientific concepts and principles to
understand the properties, structures, and
changes in physical, earth/space, and living
systems.
Physical Systems: 1.1.1. Understand the
atomic nature of matter, how it relates to
physical and chemical properties and serves
as the basis for the structure and use of the
periodic table.
Component: 1.1. Properties: Understand
how properties are used to identify,
describe, and categorize substances,
materials, and objects and how
characteristics are used to categorize living
things.
Component: 1.2. Structures: Understand
how components, structures,
organizations, and interconnections
describe systems.
EALR: 2. INQUIRY: The student knows and
applies the skills, processes, and nature of
scientific inquiry.
Component: 2.1. Investigating Systems:
Develop the knowledge and skills
necessary to do scientific inquiry.
Component: 2.2. Nature of Science:
Understand the nature of scientific inquiry.
Physical Systems: 1.2.3. Understand the
structure of atoms, how atoms bond to form
molecules, and that molecules form
solutions.
Investigating Systems: 2.1.4. Analyze how
physical, conceptual, and mathematical
models represent and are used to investigate
objects, events, systems, and processes.
Nature of Science: 2.2.2. Analyze scientific
theories for logic, consistency, historical and
current evidence, limitations, and capacity to
be investigated and modified.
Nature of Science: 2.2.5. Understand how
scientific knowledge evolves.
Objectives
Students will…
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Describe the structure of atoms and the properties of electrons, protons, and
neutrons.
Compare and contrast different atomic models.
Evaluate how well various atomic models describe or predict the behavior of atoms.
Describe the atomic theory that best explains and predicts the nature of atoms.
Understand the evolution of the atomic model.
Assessment – What will students do to demonstrate
competence specific to learning?
Learning Experiences – What learning experiences are
the students engaged in to demonstrate the learning
target’s knowledge and skills?
Be sure to align all assessments with their corresponding learning experiences.
Formative: Walk around class and observe student
drawings. Monitor student responses to review discussion
about scientific models.
Anticipatory Set (5 min.)
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Formative: Observe students as they watch the video and fill
out worksheet. Monitor student engagement in these
activities.
Video and Worksheet (20 min.)
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Formative: Ask lots of questions about atomic models
throughout the lecture (These should be a review from the
video). Encourage participation from as many students as
possible. Students can use notes taken on video worksheet
to answer questions.
Following the lecture and discussion, walk around room as
students complete their worksheets. Offer assistance where
necessary and answer questions using subtle hints and
gentle reminders.
Bell-Ringer: Have students draw their best atom,
labeling as many parts as possible.
Review: Scientific Models and Inquiry activity. Ask:
“What can you tell me about the importance of
models and how they are constructed?”
Handout: History of the Atomic Model video
worksheet. Worksheet lists the six major atomic
models developed throughout history (Greek,
Dalton, Thomson, Rutherford, Bohr, and Wave).
For each model, students will describe the model
and how it was developed, draw the model, and list
the model’s benefits and shortcomings. Say: “You
should start filling out this worksheet as you are
watching the video. Don’t worry if you don’t
complete it during the video. We will discuss
these atomic models in more detail after the
video and you will be asked to share what you
learned with the class. You will have the
opportunity to complete your worksheet before
the end of the period.”
Watch Video: History of the Atomic Model
Lecture and Worksheet (20 min.)
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PowerPoint: Review the history of the atomic
model, touching on major points such as:
- How, when, and why each model was developed
- What each model looks like
- The benefits and shortcomings of each model
Discussion: During the lecture, students will be
asked to provide information learned from the video.
I will initially call on volunteers, but may have to shut
down the dominators and encourage participation
from others.
Worksheet: Students should work on the
worksheet during the lecture and discussion. After
the lecture, students will have the opportunity to
finish the worksheet individually or with a partner.
Strategies for Creating an Inclusive, Supportive Learning
Community – What strategies will be used to facilitate
effective classroom management at key points during
the lesson?
Bell-Ringer activity will get students in the right mindset. It
will be a silent activity that will help students settle down and
focus. It will provide students with an opportunity to utilize
their artistic abilities and be creative.
Review allows students to reflect on the previous day’s
activity, which this lesson directly builds off of.
Video provides a fun and informative visual description of the
history of atomic models. This will meet the needs of
students who learn best through visuals.
Worksheet forces students to immediately reflect on what
they are learning as they watch the video. Writing down
notes helps students to better retain the information.
Reviewing the information from the video will reinforce the
information already learned.
PowerPoint combined with lecture meets the needs of
auditory/visual learners.
Discussion presents students with the chance to share their
knowledge, forcing them to reflect on the information
presented in the video.
Partner work to complete worksheet gives students a chance
to work cooperatively. Some students learn better through
discussion with peers. In addition, students will have the
opportunity to share their knowledge with others. “Teaching”
is a wonderful way to reinforce personal understanding of the
content.
Formative: Collect worksheets at the end of class and use to
assess student understanding of the following:
Atomic structure
Atomic models
Pros and cons of different models
Evolution of atomic models
Best atomic model available to us today
Closure (2 min.)
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Say: “Atoms are difficult to investigate directly
because of their small size. Scientists have
developed and refined the current atomic model
over time with the advent of prior knowledge
and new technologies. The evolution of the
atomic model provides us with a perfect
example of the process of scientific inquiry.
The atomic model tells us much about the
structure of an atom. In turn, atomic structures
can tell us a great deal about an atom’s
chemical and physical properties. It is these
chemical and physical properties that we will be
exploring the rest of this week.”
Collect: History of the Atomic Model Worksheet
Closure wraps up the day’s learning. It also provides an
introduction to the next day’s lesson. This brief introduction
will hopefully bridge the gap between lessons and get
students to better understand why today’s lesson is important
in relation to the unit.
Grouping of Students for Instruction
Instructional Materials, Resources and Technology
Most of this lesson is done individually as students watch the video and complete the
corresponding worksheet. There will be a short time at the end of class for students to work
together in pairs on the completion of their worksheets.
Computer, Projector, Video: History of the Atomic Model, Worksheet on video, PowerPoint
presentation
Accommodations and Modifications
Family Involvement Plan
Students with poor vision will sit in the front of the class to better see the video. If needed,
students with special needs will be given additional time to complete their worksheet as well
as the help of a partner.
Newsletter will be posted online describing what we will
be learning throughout the unit and how parents can
help students on their homework.