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Teacher: Mr. Anderson Class: 11th Grade Honors Chemistry Unit: Atomic Models and the Periodic Table Essential Questions: - Why do scientists often use models? - What is the smallest particle of matter? - What is the periodic table? Main Learning Goals: - The atomic model has undergone significant changes over the years as a result of new evidence and technology. - An atom is composed of a dense, central nucleus surrounded by a cloud of negatively charged electrons. - The atomic nucleus contains a mix of positively charged protons and electrically neutral neutrons. - Elements are atoms all with the same atomic number (i.e. number of protons in its nucleus). - Elements cannot be reduced to simpler substances by normal chemical means. - Elements are arranged on the Periodic Table in order of increasing atomic number. - Changing the number of electrons, neutrons, and protons of an atom affects that atom, including its atomic name, number, and placement on the periodic table. - The arrangement of electrons in an atom has an enormous effect on its chemical properties. Content Standards: - PS2A Atoms are composed of protons, neutrons, and electrons. The nucleus of an atom takes up very little of the atom's volume but makes up almost all of the mass. The nucleus contains protons and neutrons, which are much more massive than the electrons surrounding the nucleus. Protons have a positive charge, electrons are negative in charge, and neutrons have no net charge. - PS2B Atoms of the same element have the same number of protons. - PS2C When elements are listed in order according to the number of protons, repeating patterns of physical and chemical properties identify families of elements with similar properties. This Periodic Table is a consequence of the repeating pattern of outermost electrons. Day GLE 1 5E Stage Engage & Explore Topic Scientific Models Focus Question How are models created and what makes them valuable tools? Activities - 2 PS2A, PS2B Explain Evolution of the Atomic Model How do models change over time? - - 3 PS2A, PS2B Elaborate The Atom What do atoms ‘look’ like? - Bell-ringer: “What are some examples of models?” (5 min.) Introduction: Unit Learning Targets (5 min.) Scientific Models Activity – The Mystery Box (25 min.) Closure (5 min.) Bell-ringer: Show pictures of historic models of atoms. “What do these models represent?” (5 min.) Discussion about Scientific Models Activity (5 min.) Watch video or read text on history of the atomic model (25 min.) Complete History of Atomic Models Worksheet (during video) Closure (5 min.) Bell-ringer: List as many components of an atom that you can (5 min.) Atomic Art Project (15 min.) Assessment Formative: During Scientific Models Activity, I will walk around the room and observe the students, providing assistance where needed. I will evaluate if students are practicing good scientific inquiry, and pay particular attention to their observational skills. Formative: See whether or not they complete History of Atomic Models Worksheet. Formative: I will walk around the room during the Atomic Art Project and assess student progress. I - 4 5 Engage & Explore PS2C Explore & Explain Periodicity What are the benefits of organizing things based on repeating patterns? History of the How is the Periodic periodic table Table organized? - - will also try to communicate individually with students about their comprehension of the atomic model up to this point. I will especially focus on those students that I have recognized as struggling based on the previous days work. Bell-ringer: Finding Patterns Formative: I will walk around the room during (5 min.) the Organizing Atoms Periodicity Exercises Activity, providing Organizing Atoms Activity assistance to students as (40 min.) they begin to consider how Closure (5 min.) to organize atoms based on certain characteristics. Formative: By collecting Bell-ringer: “Where would the Periodicity Exercise, I ________ fit into this can see if students organizational scheme?” (5 understand the concept of min.) repeating patterns and how Continue Periodicity Exercise from previous class to organize things based on patterns. (15 min.) Group discussion/debrief (10 min.) History of Periodic Table Lecture (15 min.) Closure (5 min.) Atomic Structure Lecture (15 min.) Assign Reading/Closure (5 min.) 6 7 PS2C PS2C Elaborate Elaborate Periodic Trends Groups and Families of the Periodic Table What trends occur as you move up and down a column of the periodic table? Left and right across a row? - How are familial elements on the periodic table similar? Different? - - - 8 Evaluate Reflect on Learning What concept are you still struggling with? - Bell-ringer: Direct and Inverse Relationships (5 min.) Trends of the Periodic Table Activity (15 min.) Periodic Table Lecture (15 min.) Assign Reading/Closure (5 min.) During Trends of the Periodic Table Activity, I will evaluate whether or not my students are beginning to understand the logical and systematic organization of the Periodic Table. Formative: This day would largely consist of group discussion about content covered thus far. Students could ask questions and I will reiterate learning goals and expectations. I will also talk about what kinds of questions will be on the quiz and unit test (i.e. selected response and extended response). The assigned homework will reflect these types of questions as well. Bell-ringer: “Put a tally mark Formative: Going over the next to concept you are least homework as a class will give me the chance to comfortable with” (5 min.) generate student Go over homework as a discussion and assess my class (20 min.) Bell-ringer: How would you categorize your family? (5 min.) Hand out Periodic Table Video Notes Watch video about the Periodic Table and Chemical Families (20 min.) Group Discussion/Assign Homework/Discuss Upcoming Quiz/Closure (15 min.) - 9 Elaborate Work Day and Large Group Discussion How can you best prepare for the unit test? - 10 Evaluate Unit Test What have you learned? - students thinking and Quiz on Atomic Structure and Periodic Table (20 min.) progress. The quiz will provide me with Closure (5 min.) information about what my student’s comprehension level is up to this point. Both the homework and quiz will allow me to present questions that are very similar to those on the final unit test, so that students are able to get a feel for the format. Formative: Final Bell-ringer: “Sketch an opportunity for formative element with 10 protons, 9 assessment. Discussions neutrons, and 10 electrons. and quiz will let me know Where would this element how students have be located on the periodic progressed, and will allow table?” (5 min.) me to generate class Correct quiz as a large discussion and practice group (15 min.) Practice problems as a large problems based on the needs of the students in group (10 min.) preparation for the unit Work/Review time (15 test. min.) Discuss Unit Exam/Closure (5 min.) Summative: Unit Test is Unit Test (50 min.) summative assessment. Science Curriculum Topic Study Topic: Elements and The Periodic Table (page 165) I. Identify Adult Content Knowledge II. Consider Instructional Implications Science for All Americans: - The basic premise of the modern theory of matter is that the elements consist of a few different kinds of atoms—particles far too tiny to see in a microscope—that join together in different configurations to form substances. There are one or more—but never many—kinds of these atoms for each of the approximately 100 elements. - There are distinct patterns of properties among the elements. There are groups of elements that have similar properties, including highly reactive metals, less-reactive metals, highly reactive nonmetals (such as chlorine, fluorine, and oxygen), and some almost completely nonreactive gases (such as helium and neon). Some elements don't fit into any of these categories; among them are carbon and hydrogen, essential elements of living matter. When the elements are listed in order by the masses of their atoms, similar sequences of properties appear over and over again in the list. - Each atom is composed of a central, positively charged nucleus—only a very small fraction of the atom's volume, but containing most of its mass—surrounded by a cloud of much lighter, negatively charged electrons. The number of electrons in an atom—ranging from 1 up to about 100—matches the number of charged particles, or protons, in the nucleus, and determines how the atom will link to other atoms to form molecules. Electrically neutral particles (neutrons) in the nucleus add to its mass but do not affect the number of electrons and so have almost no effect on the atom's links to other atoms (its chemical behavior). A block of pure carbon, for instance, is made up of two kinds, or isotopes, of carbon atoms that differ somewhat in mass but have almost identical chemical properties. Scientists continue to investigate atoms and have discovered even smaller constituents of which neutrons and protons are made. Benchmarks for Science Literacy: - Atoms are made of a positively charged nucleus surrounded by negatively charged electrons. The nucleus is a tiny fraction of the volume of an atom but makes up almost all of its mass. The nucleus is composed of protons and neutrons which have roughly the same mass but differ in that protons are positively charged while neutrons have no electric charge. - The number of protons in the nucleus determines what an atom's electron configuration can be and III. Identify Concepts and Specific Ideas so defines the element. - Although neutrons have little effect on how an atom interacts with other atoms, the number of neutrons does affect the mass and stability of the nucleus. Isotopes of the same element have the same number of protons (and therefore of electrons) but differ in the number of neutrons. - When elements are listed in order by the masses of their atoms, the same sequence of properties appears over and over again in the list. National Science Education Standards: - Matter is made of minute particles called atoms, and atoms are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together. - The atom's nucleus is composed of protons and neutrons, which are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element. - An element is composed of a single type of atom. When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties. This "Periodic Table" is a consequence of the repeating pattern of outermost electrons and their permitted energies. NA – Don’t have resource IV. Examine Research on Student Learning V. Examine NA – Don’t have resource Coherency and Articulation VI. Clarify State WA State Standards: Standards and - PS2A Atoms are composed of protons, neutrons, and electrons. The nucleus of an atom takes up very District little of the atom's volume but makes up almost all of the mass. The nucleus contains protons and Curriculum neutrons, which are much more massive than the electrons surrounding the nucleus. Protons have a positive charge, electrons are negative in charge, and neutrons have no net charge. - Reflection* PS2B Atoms of the same element have the same number of protons. PS2C When elements are listed in order according to the number of protons, repeating patterns of physical and chemical properties identify families of elements with similar properties. This Periodic Table is a consequence of the repeating pattern of outermost electrons. The thing that I most noticed about these different resources is that they pretty much all build off of one another to help paint a clearer picture of important concepts. Starting with Science for All Americans, the concepts are presented in a very general, user-friendly manner. As such, it is much more wordy than the other resources – a testament to the fact that most Americans are not necessary science literate and do not understand much scientific terminology. Benchmarks for Science Literacy and National Science Education Standards elaborate on those general ideas and present the concepts in a more descriptive, ‘scientific’ manner. These descriptions are still fairly lengthy, but do not rely so much on layman’s terms. Finally, the state standards are short, specific, and to the point. Scientific terminology is almost exclusively used and as such these standards would mean little to nothing to those without any science literacy. At first, I thought that this SCTS resource comparison would be pointless. Why can’t we just look at the state standards and be done with it? However, reflecting on each of the resources and how they are composed has shown me a few things: 1) the state standards are far too general, 2) the state standards tell us nothing about student misconceptions or how the general population might think about certain science concepts, and 3) considering multiple resources will aid in my construction of lessons that will better address the current understandings of my students and help me to present the information in a more effective manner. *In the last space on the table, write one or two paragraphs synthesizing the information above and describing at least one way in which your instruction will take into account the information you have learned from these resources. Figure 3.7 in the SCTS book provides useful guiding questions for reflection.