Download Step 1 Lesson Plan

UKanTeach 5E Lesson Plan
Author(s): Nicholas Jackson
Team Member(s):
Title of Lesson: Isotopes
Dates lesson will be taught: October 7th and 9th
Grade level: General Chemistry (Mostly Sophomores)
Is this Teach 1 or Teach 2: Teach 1
Lesson Source/References: Subatomic Heavyweights and Isotopia Lessons from
Living by Chemistry
Essential Understanding/Big Ideas:
We will set out to understand the world of isotopes. We want to know how isotopes are identified and how they are symbolized. This begins an
entirely new way of thinking about atoms and how they are composed, what they are capable of. When students get done the world should
seem just a little bit bigger and the possibilities a bit more endless for things out there for them to understand.
Knowledge Packet
Teach 1.xlsx
Knowledge Package:
Objectives:
Students Will Be Able To:
-Recognize an isotopic symbol and analyze the symbol to determine
what information it holds
-Define what an isotope is
-Calculate relative abundance
-Calculate average atomic mass
-Distinguish which isotope is more abundant by analyzing their periodic
table
Aligning Assessments to Objectives:
-Students will be given an isotopic symbol and asked to identify the
number of protons neutrons and electrons
-Students will literally define what an isotope is in a question on their
summative assessment
-Students will get relative abundance from average abundance
-Using the aforementioned relative abundance, students will calculate
average atomic mass
-Students will be asked a question on a summative assessment that has
not been directly discussed, but will hopefully be answerable using a
slight extension of their new knowledge
Standards: Include at least one in each category.
NGSS Science and Engineering Practice Standard:
Structure and Properties of Matter
Each atom has a charged substructure consisting of a
nucleus, which is made of protons and neutrons,
which are surrounded by electrons. (HS-PS1-1)
The periodic table orders elements horizontally by the
number of protons in the atom’s nucleus and places
those with similar chemical properties in columns. The
repeating patterns of this table reflect patterns of outer
electron states. (HS-PS1-1),(HS-PS1-2)
Accommodations:
In some cases there may be peanut allergies which would obviously cause issues for some students. If that were the case I would adapt the
lesson by having a back-up “element.”
Other accommodations include ones for potential ELL students which we don’t have in this classroom, but in the event that we did have an ELL
student I would attempt to put things in terms of symbols and numbers more than words. Given that the periodic table is roughly universal it
shouldn’t be that difficult to accommodate ELL students.
The main lab for the first day will be done in groups, in fact, everything will be done in groups which should hopefully assist low readers.
Safety:
Most generally, safety is assured by having control of the class as a whole. In this specific lesson there is not a lot that is particularly dangerous.
Obviously we don’t want students eating candy that has touched table tops, or any of the surfaces in the room that may have ever had volatile
chemicals on them. It will be necessary to stress this to the students.
Equipment/Materials:
Electronic mass balances (1 for each table)
M&Ms in multiple varieties. (Almond, Peanut, Plain) Upon trial and error it is best to separate these so that students won’t be confused as to
which is which
Lesson 13 and Lesson 14 worksheets (1 of each for every student)
Cups or vessels for the M&Ms
Engagement: Estimated Time: _____10_____
What the teacher does AND how will the
teacher direct students: (Directions)
On Day 1 the teacher should instruct students
to get out their phones after grouping them
together and instruct the students to look for
something interesting about isotopes. Upon
finding an interesting fact the students should
write their fact on the dry erase board (One
from each group)
On Day 2 much of the engage was spent
apologizing for not ensuring that they learned
as much as I wanted them to on the first day
and going over again the things that we were
working on.
Probing Questions: Critical questions
that will connect prior knowledge and
create a “Need to know”
1.
2.
3.
4.
Expected Student Responses AND
Misconceptions - think like a student to
consider student responses INCLUDING
misconceptions:
What did we decide distinguishes
1. Likely answers include protons, place on
one element from another?
the periodic table, size, reactivity, some
misconceptions might be that neutrons
Given what we know establishes
or electrons are what affect reactivity
the identity of an atom, what is
something that might distinguish
2. This will likely have lots of
two different elements of the
misconceptions. For certain someone
same atom?
will probably say, “electrons,” which I
suppose is technically accurate as that
So what do we call the elements
would be an ion. We are looking for the
with different numbers of
answer, “neutrons.”
neutrons?
3. Misconceptions will probably include
Why should you care?
“Ions,” if that comes up I will distinguish
the difference between ions and
isotopes. Eventually someone will
hopefully come up with isotopes.
4. Hopefully people don’t already know
too much about isotopes because I
don’t want them to ruin the fun of the
next part.
Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the
lesson.
Eventually people will stop answering the, “Who cares?” question and it will be time to move on.
Exploration: Estimated Time: ____1 hr______
What the teacher does AND what the
teacher will direct students to do:
(Directions)
The teacher will discuss the procedure for
the lab.
The teacher will instruct 1 student from each
table or group to come up to get packets and
M&M’s for the group.
Probing Questions: Critical questions
that will guide students to a “Common
set of Experiences”
1. How are isotopes different from
each other?
2. Where are atomic masses not
whole numbers? What is a mass
number?
3. How does this compare to actual
isotopes?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
1. Varying responses, hopefully we will all
learn something interesting.
2. Misconceptions might be that we get nonwhole numbers because we are weighing
these things and they all have non-whole
masses. Realistically though it is because it
is the mass of relative abundance in
amu’s.
On both days 1 and 2:
The teacher should circulate around the
room gauging understand, assisting where
necessary and asking probing questions.
Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the lesson.
On both days, I will be moving around the room and should be able to get a sense of when everyone has reached a stopping point. I may
interject at times to attempt to keep everyone at similar stages.
Explanation: Estimated Time: ____20______
What the teacher does AND what the
teacher will direct students to do:
(Directions)
At this point we will come back together and
discuss the important elements and things
that the students absolutely MUST take away
from the lesson. On Day 1 I will mostly be
interested in knowing that they understand
what an isotope is and that they have at least
been introduced to the symbols that
represent different isotopes. Explain that
atoms of the same element have different
number of neutrons and these are isotopes.
Isotopes have a relative abundance in
nature. Review the important terminology
associated with the lab
On day 2 we will go more in-depth on the
symbol representation and we will discuss all
of the information that can be gleaned from
this representation. Discuss the graph of
naturally occurring isotopes and ensure
understanding and how to read the graph.
Discuss the terms again especially atom,
isotope, and element, and how to distinguish
between them because that can be
confusing. Inform the students of
radioactivity.
Teacher Decision Point Assessment:
This will just flow naturally.
Clarifying Questions: Critical questions
that will help students “Clarify their
Understanding” and introduce
information related to the lesson
concepts & vocabulary – check for
understanding (formative assessment)
What is an isotope?
How are the atoms of an isotope
different? How are they the same?
What do you think the symbols mean?
What is relative abundance?
How are isotopes different?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
Hopefully by this point the students will
understand that an isotope is simply an atom that
has the same number of protons with a different
number of neutrons.
The question about the symbols will get a variety
of different answers, but I think most will be on
point, because it’s a bright class. Additionally it’s
a class where the only people that answer are the
ones who know the answers.
Elaboration: Estimated Time: _____5_____
What the teacher does AND what the
teacher will direct students to do:
(Directions)
The teacher will engage the class in open
discussion about isotopes. This should be a
time for reflection and review.
This is an opportunity to allow students to
leave with something to think about. For
example revisiting the idea of radioactivity.
Above all we should make sure that the
students leave feeling smart. Let them walk
away knowing that they learned at least one
thing and that day is a success. In my case I
tried diligently to get them to understand
what an isotope is.
Probing Questions: Critical questions
that will help students “Extend or
Apply” their newly acquired
concepts/skills in new situations
How would you write the symbol for
Carbon-12, Carbon-14?
Do you know what Carbon 14 is used
for? How about Uranium 235?
Why do you think that the atomic mass
on the periodic table is close to a certain
isotope based on what we did?
Example with different number of
electrons
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
Some people may still not understand the
difference between atomic mass and mass
number so I will clarify that. The atomic mass or
“average atomic mass” that we see on the
periodic table is the weighted average mass of all
the naturally occurring isotopes of the elements
whereas the mass numbers are the number of
protons plus the number of neutrons.
I’m not positive that introducing ions is a great
idea as it might confuse everyone. I’ll have to
think about that.
Teacher Decision Point Assessment:
Based on the amount of time that our activities took we will be lucky to even have 5 minutes for this discussion, but it is absolutely necessary
that we make time to review and close up any loose ends before leaving class for the day.
Evaluation: Estimated Time: ____10______
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Formative Assessment Day 1:
The formative assessment for day 1 will come through the lab that we will do. Through circulating around the room and pulling the class
back together at certain times I’m able to assess understanding.
Formative Assessment Day 2:
On day 2 there will be worksheets to assess student’s understanding.
Isotopia Best.docx
Summative Assessment (at the end of Day 2): For summative assessment there are a series of exit questions that students will answer.
Exit
QuestionsName.docx
Extension activities/Back up plans: In the lesson I did not have enough time to finish due in part to poor time management. Extra questions
are available for those students which finish early. I gave students a sheet that could be used for review and understanding.
Review information
for Ms. Maez.docx
CANDY-COATED ISOTOPES
Name
Introduction:
The extremely small size of atoms makes it impossible to count them or determine their individual masses using direct means. The average
atomic masses depend on the number and masses of the isotopes of an element.
Isotopes are atoms of the same atomic number having different masses due to different numbers of neutrons. The atomic mass of an
element is the weighted average of the masses of the isotopes of that element. The weighted average takes account both the mass and relative
abundance of each isotope as it occurs in nature.
Objectives:
*Determine the average weight of each isotope of the fictitious element M&Mium.
*Determine the relative abundance of isotopes of M&Mium.
*Calculate from experimental data the atomic mass of M&Mium.
Purpose:
In this lab you will carry out experiments and perform the necessary calculations to determine the atomic mass of the fictitious element
M&Mium.
There are three different isotopes of M&Mium. As in real elements, these isotopes are collections of particles having different masses. Your job will
be to obtain a sample of M&Mium and determine the relative abundance of each isotope and the mass of each type of particle. From the data you
will calculate the weighted average mass, or atomic mass, of M&Mium. Unlike real isotopes, the individual isotopic particles of M&Mium differ
slightly in mass, so you will determine the average mass of each isotopic particle. Then you can calculate the weighted average mass, or “atomic
mass”, of M&Mium.
Materials:
A small sample of M&Mium
Balance
Procedure:
Carry out the following steps and record your results in the table provided.
1. Mass all of the candies (disregard color/3 types: plain, peanut, and almond).
2. Count all of the candies of each different kind.
3. Divide the mass of each isotope (each candy type) by the number of each isotope to get the average mass of each isotope.
4. Divide the number of each isotope by the total number of particles (m&ms) and multiply by 100 to get the percentage abundance of each
isotope.
5. Divide the percent abundance from Step 4 by 100 to get the relative abundance of each isotope.
6. Multiply the relative abundance from Step 5 by the average mass of each isotope to get the relative mass of each isotope.
7. Add the relative masses to get the average mass of all particles of M&Mium, the atomic mass.
Experimental Data:
Record your results in the table:
Plain
1.Mass of each isotope
2.Number of each isotope
3.Average mass of each isotope
4.Percent of each isotope
5.Relative abundance of each isotope
6.Relative mass of each isotope
8. What is the atomic mass of M&Mium ( the total in 6)?
Peanut
Almond
Total