Download Atomic Theory Exhibit

Primary Type: Lesson Plan
Status: Published
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Resource ID#: 30603
Atomic Theory Exhibit
Students take visitors on a trip through time to view the development of the atomic theory. During the presentation they list scientists who
contributed to our understanding, give dates, and display diagrams that represent the atom in various stages of its development.
Subject(s): English Language Arts, Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector
Instructional Time: 3 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Atom, theory, model, neutrons, protons, electrons, energy level, electron cloud, mass, compare,
contrast
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Atomic theory checklist 2.docx
Teacher Resource for Atomic Theory.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Students will be able to describe how the atomic theory developed.
2. Students will be able to describe the modern model of the atom.
3. Students should be able to explain the benefits and limitations of using models.
Prior Knowledge: What prior knowledge should students have for this lesson?
1. Students should be able to recognize that like charges repel while unlike charges attract.
2. Students should be able to identify the particles and their charges that make up the structure of an atom.
Guiding Questions: What are the guiding questions for this lesson?
1. Why might theories change over time? New technological advances and new evidence
2. How did each scientist build on the discovery of the other scientists?
3. At what point in the development of the atomic theory did we start using the terms atoms, protons, neutrons, electrons, electron cloud?
4. At what point in the development of the atomic theory did we discover the charges of the particles?
Teaching Phase: How will the teacher present the concept or skill to students?
The class will begin with, 'Is it a Model' probe and a discussion on role of models in science. If the probe is not available then the teacher may ask the students to
page 1 of 3 define a model and give examples as a homework assignment prior to the lesson. Teacher will review model of the atom by allowing students to draw and identify
particles and their charges. Teacher should also review the role that protons play in the identification of elements.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will read and discuss Models of Atoms, chapter 5-4 in Florida Interactive Science Textbook. Students may read and respond to questions in cooperative
groups. Answers to questions should be written on a white board so that the teacher can monitor answers. Students may also write questions if they require
clarification.
1. How is the cloud model different from Bohr's model? In the cloud model the electrons occupy a cloud like region while Bohr's model depicts the electrons in specific
orbits.
2. How many protons are in the carbon atom? 6
3. How was Thompson's model of the atom valuable even though Rutherford's experiment showed that the model was wrong? Thompson's model led to further
experiments.
4. Compare a seeded watermelon to Thompson's model. The seeds represent the electrons that are scattered throughout the atom in the model.
5. Compare a cherry to Rutherford's model. The pit in the cherry represents the nucleus in the model.
6. Would you expect a carbon atom to have the same mass as an oxygen atom? No, atoms of different element have different masses.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Scenario:
Students, you have been given the task to create a timeline exhibit in a science museum that charts the development of the atomic theory. You must include
contributions, diagrams, and dates from the following people: Democritus, John Dalton, J. J. Thompson, Ernest Rutherford, Niels Bohr, Other modern scientists who
contributed to the cloud model, and James Chadwick. The timeline may be displayed in the following manner: a poster, PowerPoint, performance (must have written
script), fold-able, or a brochure. In order to make the presentation more interesting the students may dress like the scientist from that particular period in history.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Begin closure with student presentations. Teacher and class generate three facts the students must know from the lesson. Students write the 3 facts in their science
note book. The students will then read it 5 times to themselves to process. Without looking at the notebook, the students take turns repeating the facts to a partner.
They do this until all of the facts have been verbalized.
1. The atomic theory grew as a series of models that developed from experimental evidence.
2. The theory was revised when more evidence was collected.
3. In the modern model the nucleus is dense, contains neutrons and protons while electrons move in a cloud-like region outside of the nucleus.
Summative Assessment
1. How did the atomic theory change over time? As more evidence was collected, the theory and models were revised.
2. How did Rutherford's experimental evidence lead to the development of a new atomic model? Rutherford's experiment suggested that an atom's positive charge
was concentrated in a tiny region of the atom. In Rutherford's model, an atom is mostly empty space with a positively charged nucleus in the center.
3. Who do you think made the most important contribution to the development of the atomic theory? Why do you think that this contribution is more important than the
others?
4. How does the development of these models illustrate the scientific process? Each model was proposed to explain observation and to correct inaccuracies in older
models that were revealed as a result of experimentation. Experiment results also served the purpose of supporting the new model. Each model is eventually
replaced.
Formative Assessment
1. Is it a Model? Uncovering Student Ideas in Science Volume 4, page 73, by Page Keely and Joyce Tugel. Students work individually to identify examples of models.
During discussion, students must be able to explain their thinking. Making a paper airplane is a model but dissecting a cow bone is not. Watching simulation of a
hurricane on a computer is a model but watching live eruption of a volcano on TV is not. Models are representations of objects or processes that function like, look
like, or help to explain the real thing.
2. Review the law of charges during class discussion – Like charges repel and unlike attract.
3. What are the particles and their charges that make up the structure of an atom? Class discussion. Protons (positive), neutrons (neutral), and electrons (negative)
4. How are elements identified in terms of their atoms? Each element contains a different number of protons in the nucleus.
5. Draw and label a diagram of an atom. How can an atom be electrically neutral when it contains particles that are charged? Students can volunteer to draw diagram
of atom on whiteboard. This can be done at the beginning of the class. The atom has equal numbers of positively charged protons and negatively charged electrons.
Feedback to Students
Students will receive immediate feedback during the discussion of 'Is a Model?' They will also get feedback during the review of Law of Charges. Students will also
complete a checklist that will be used to monitor their progress throughout the assignment.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
1. Directions are to be given orally as well as written.
page 2 of 3 2. Text can be read aloud to students.
3. Students get a format that has the dates in chronological order. They fill in other missing info.
Extensions:
Students will select an element and create a model of that atom. They will then discuss the benefits and limitations of their model. Benefits – Models allow one to
visualize the structure of the atom. Students can see location of particles relative to one another. Limitations – Students are not able to see electrons moving around
the nucleus. Students may not have a realistic view of the actual size of an atom.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector
Special Materials Needed:
Textbook, computer with internet access.
Further Recommendations:
If textbook resource is not available, the students may research the atomic theory using the internet.
SOURCE AND ACCESS INFORMATION
Contributed by: Joan McGhee
Name of Author/Source: Joan McGhee
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.68.WHST.1.2:
SC.8.P.8.7:
Description
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of
an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and
neutrons).
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics.
page 3 of 3