Download Atomic Model Unit Plan with SCTS

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.