Download Chemistry Unit Lesson Plans week 4

Lesson Plans Week of September 26-30
Monday (26)
Learning Target
I can identify the parts of an atom which make up its structure. (Nucleus, electron
cloud, neutron, electron, proton).
Since we are focusing on how scientists study what they can’t see, students will
work in groups to complete the activity, “Atomic Target Practice”. In this activity,
students will place a double sheet of paper (taped together) over top of a
cardboard frame. Under the cardboard is a wooden block in a geometric shape.
Students will shoot the marble under the frame and trace the path the marble
takes. They will shoot the marble multiple times from each side of the cardboard
until they can identify what shape of wood block is under the cardboard.
(Watching the behavior of what they can see (the marble) to identify what they
can’t see (the shape of the wooden block). Students will test 3 different
boards/shapes and complete a handout for the activity.
Tuesday (27)
I can identify the parts of an atom which make up its structure. (nucleus,
electron cloud, neutron, electron, proton).
Students will finish completing “Atomic Target Practice”. Students will predict
what the shape under their board is. Students will participate in a discussion
about the study of objects in science that can’t be observed directly……like the
atom. Students will watch a video clip of Ernest Rutherford’s gold foil
experiment. The link is http://www.youtube.com/watch?v=Q8RuO2ekNGw
Finally, students will observe a magnet demonstration as an analogy to the
nucleus. We will compare the idea that the like poles of a magnet repel based on
observed behavior….we can’t see the magnetic repulsion to the idea that we
know atoms have a nucleus but we infer it is there based on observed behavior
(gold foil experiment).
Wednesday (28)
Learning Target(s)
I can identify the parts of an atom which make up its structure (nucleus,
electron cloud, neutron, electron, proton).
I can describe the parts of an atom based on mass, charge and location.
I can demonstrate in words how the size of an atom compares to a visible
object.
I can describe what holds an atom together.
Students will complete a formative assessment probe concerning the size of the
atom, the cell, and atomic particles.
Students will turn in their formative assessment and will then watch a short video
clip showing the cathode ray tube.
http://www.youtube.com/watch?v=XU8nMKkzbT8&feature=related
After a brief discussion of the cathode ray experiment, students will go to the
computer lab to discover more information of the particles inside the atom
(charge, location, and mass)
http://phet.colorado.edu/en/simulation/build-an-atom#software-requirements
Students will download the “Atom Builder” and will discover charge, mass, and
location for each subatomic particle (proton, neutron, and electron). Students will
build 18 different models on the website and will use their information to
complete questions about atomic particles.
Thursday (29)
Learning Target (s)
I can identify the parts of an atom which make up its structure (nucleus,
electron cloud, neutron, electron, proton).
I can describe the parts of an atom based on mass, charge and location.
I can demonstrate in words how the size of an atom compares to a visible
object.
I can describe what holds an atom together.
Students will participate in a discussion about the computer lab activity, “Build an
Atom”. From the discussion, we will determine what students discovered about
the charge of each particle, the location, the mass, and the relative size of each
particle. To further cement these ideas for students, we will use the SMART
Board to view “the Atom” from teachersdomain.org. Students will close out class
by completing the following writer’s frame in their composition book.
I know the charge of the nucleus is ________________, because
_____________________________________________________.
I know the charge of the electron cloud is _____________, because
_____________________________________________________.
Friday (30)
Learning Target (s)
Students will spend the class period comparing a scaled down model of the solar
system to a scaled up model of an atom. Students will be comparing the sun to
the head of a stick pin and the size of the nucleus of an atom to the head of a stick
pin. Students will predict where they think each planet will go in relation to the
sun. Students will place cardboard pieces with each planet name on the ground.
After each piece is placed, we will correctly place each cardboard piece relative to
the sun (stick pin) using a metric tape measure.
Students will next place cardboard pieces representing the shells outside the
nucleus of an atom on the ground. Students will then use the tape measure to
correctly place the pieces using the tape measure. We will photograph our
models before going back into the classroom. We will post them online on my
teacher webpage.
We will end class with a follow up discussion and a writers frame for our
composition books.
One similarity between the two models was ___________________________ but
a difference was ______________________________, I now know
_________________________________________________ because
________________________________________________________.