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Interactive classroom atom
Resource ID#: 125991
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
Students learn the charge and location of subatomic particles by dressing as them and creating an
atom model in the classroom.
Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators
Instructional Time: 3 Hour(s)
Keywords: proton, atom, atomic theory
Instructional Component Type(s): Lesson Plan, Assessment
, Video/Audio/Animation, Formative Assessment, Student Center Activity
Resource Collection: FCR-STEMLearn Physical Sciences
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.
2.
3.
4.

Know that atoms are smallest unit of an element
Know that atoms are made up of protons, neutrons and electrons (know charge/location)
Know charge and size of subatomic particles
Understand atomic number, mass number and that each element has a distinct atomic number.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know the definition of an atom. Some students may have learned the basics (location &
charge) of subatomic particles in 5th grade. However, the location and charge of subatomic particles will be
taught in the lesson.

Guiding Questions: What are the guiding questions for this lesson?
1.
2.
3.
4.

How can you determine the charge of an atom? (The charge of an atom is known by counting the
number of protons and subtracting the number of electrons.)
Where are protons, neutrons and electrons located? (Electrons are located in electron clouds,
protons and neutrons are located in the nucleus.)
How can you determine the number of protons and electrons in a neutral atom by looking at the
periodic table? (On the periodic table students can find the number of protons with the atomic
number. Neutral atoms have the same amount of electrons as protons.)
What do atomic number and mass number represent? (Atomic number is the number of protons,
mass number is the number of protons and neutrons in the nucleus.)
Teaching Phase: How will the teacher present the concept or skill to students?
Using the desks in a circle, we create an atom in the classroom. A nucleus is made out of a large circle of
tape in the center of the classroom. Students are split into three groups and told to come up with a theme for
their given subatomic particle. Positive protons can come up with something to represent their group such
as a plus sign, yellow shirts or something in society they deem positive. Neutrons may wear grey or be
creative such as putting a picture of a dead cell phone (no charge) or the country of Switzerland (neutral) to
represent neutrons. Students can think of something negative for electrons. Throughout the day, students
are assessed by being able to tell neutrons, protons and electrons where to go around the classroom based
on the atomic number or mass number given. In addition, charge can also be assessed as well as a basic
knowledge of the periodic table.

Guided Practice: What activities or exercises will the students complete with teacher
guidance?
Students can be divided into teams and have time trial using the same method as above. Team 1 has to
show me Be+2; they are timed. Then team 2 has to show me a different element in which they are timed
also. This is an exciting game that they love play. (It may get chaotic running around the classroom)

Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?
Students will get 3 chances to get their assigned atom/ion correct. If they do not get it right the first time,
they may ask a friend in their group for help. If they do not get it right the second time they can ask the
class. Failure to get it right all 3 times will result in a 2/5 for the assignment. First time correct will result in
5/5. After asking a friend the grade will be 4/5 and asking the class will result in a 3.5/5.
Images below created by author

Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
In closing I will use this video that reinforces what I have already taught. The students then have to answer
the questions Venus asks in the video.
The video shows a situation where a student that doesn't want to learn is tricked into learning about atoms
by learning about different gangs in a neighborhood.
Questions from the video
1.
2.
3.

Where are protons and neutrons located? (In the nucleus)
Where are electrons located? (In electron clouds)
What are the charge of protons, neutrons and electrons? (Protons are positive, Electrons are
negative and Neutrons are neutral)
Summative Assessment
Allow students to use a periodic table for this QUIZ
1.
2.
3.
4.
5.

Where are protons, electrons and neutrons located? (Protons and neutrons in the nucleus, electrons
in electron clouds)
What are the charges of protons, neutrons and electrons? (Protons are positive, neutrons are
neutral and electrons have a negative charge)
What is the mass number of a lithium atom that has 3 protons, 1 neutron and 2 electrons? (The
mass number is 4, 3 protons + 1 neutron)
What is the atomic number of a lithium atom that has 3 protons, 1 neutron and 2 electrons? (The
atomic number is 3)
What is the charge of a lithium atom that has 3 protons, 1 neutron and 2 electrons? (The charge is
+1) (3 protons- 2 electrons = a positive 1 charge)
Formative Assessment
In order to understand the formative assessment, you must first see how the lesson will be taught:
Lesson- Using the desks in a circle, we create an atom in the classroom. A nucleus is made out of tape in
the center of the classroom. Students are split into three groups and told to come up with a theme for their
given subatomic particle. Positive protons can come up with something to represent their group such as a
plus sign, yellow shirts or something in society they deem positive. Neutrons may wear grey or be creative
such as putting a picture of a dead cell phone (no charge) or the country of Switzerland (neutral) to
represent neutrons. Students can think of something negative for electrons. Throughout the day, students
are assessed by being able to tell neutrons, protons and electrons where to go around the classroom based
on the atomic number or mass number given. In addition, charge can also be assessed as well as a basic
knowledge of the periodic table.
Formative- Students will have to arrange the classroom based on the element and charge I give them. They
dictate where students go in order to show knowledge of the charge and location of subatomic particles.
Students may use a periodic table in their textbook as a reference.
1.
2.
3.
4.
Show me a Lithium atom with a +1 charge. (Student tells specific students to go to specific
location.)
Boron with a mass number of 8 and a +3. (Student from another group arrange the class).
Helium (mass number of 5, neutral charge)
Carbon 11- (mass number 11, neutral charge
Images below created by author

Feedback to Students
The teacher will explain as needed to students and students will be able to check one another to see if the
class is set up right for the given atom. For example, if John is asked to show a neutral Lithium atom he
should be able to take 3 students dressed as protons and place them in the nucleus and three students
dressed as electrons and place them in the electron cloud (or electron levels respectively). Direct ongoing
feedback will come from peer review of the problem or teacher review. Students will receive feedback by
answering on their clickers, cell phones or on paper whether each individual student is correct.
Images below created by author
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Differentiated Instruction:
Beginning:
o
Students will be able to identify the location of protons, neutrons and electrons and figure out
charges respectively.
Strategies used:
o
o
videos
word wall
Intermediate:
o
o
Students will recognize the type of atom based on the atomic number and will understand mass
number based on number of protons and neutrons in the nucleus.
Strategies used: peer review, KWL chart
Advanced:
o
o

Students will show mastery of positive and negative ions as well as show charges of ions based on
number of protons to electrons.
Strategies used: online software simulations on atom building
Extensions:
Student can dive deeper into atomic theory by discovering valence electrons, positive and negative ions as
well as isotopes that occur in nature.
SOURCE AND ACCESS INFORMATION
Contributed by: nicholas myhre
Name of Author/Source: nicholas myhre
District/Organization of Contributor(s): Broward
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.8.P.8.7:
Description
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.