Atoms 5E Lesson Plan
Teacher: 8th Grade Physical Science Teachers
Date: 8/16-20/2021
Lesson objective(s):
Standard 8.1: Analyze patterns within the periodic table to construct models that illustrate the structure, composition,
and characteristics of atoms and molecules.
Vocabulary: Molecular model, atomic model, electron, proton neutron, nucleus, atomic number, mass number, ion
(cation and anion), element, atom, molecule, periodic table, group number, metal, nonmetal, metalloid, valance electron
(energy level), isotope, ball-n-stick
Bell Ringers: ACAP review power point questions will be used as bell ringers. Students will write bell ringers in their
composition notebook to use as study guide for quizzes and tests.
Essential Questions:
 How can matter be described in terms of atoms and molecules, which are too small to be seen by the naked
eye?
 From a given model, how can atoms be represented in terms of subatomic particles?
 How do atomic models of different elements compare to one another?
 How can the relationship between atomic number and the number of protons be described?
 How does the number of protons and electrons in an atom determine the atom’s characteristics?
 How do different atoms of the same element compare in terms of mass, number of subatomic particles, ions,
isotopes and stability?
ENGAGEMENT
Day 1:
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(5 minutes) ACAP Bell Ringer on Scientific Method.
(15 minutes) Display several objects for student groups (represent solids with something like a
hammer; represent liquids with something like water; represent gases with something like a balloon
filled with air). Ask students to create a list of descriptions of each object.
 Have student discuss their lists in small groups then as a class create a chart of descriptions
for each object.
(10 minutes) Have students infer what each object would look like at a microscopic level (remind
students that it must be a very powerful microscope to see what each object looks like at a
microscopic level), have them illustrate their ideas. Select a few illustrations from the class to share.
(15 minutes) Nearpod: Show a picture of each object at the atomic level so that students can visualize
the difference between properties at the atomic level and at the macrolevel. Note for the students that
the hammer has unique physical characteristics (e.g., hard, solid) due to the way the atoms interact
with each other. In solids, the atoms are very attracted to each other. Repeat the same procedure with
the water and the air in the balloon. The atoms that comprise liquids are less attracted to each other
and can move more freely than in solids. In a gas, the atoms have very little attraction to each other
and are moving freely. These atomic characteristics are what give bulk matter its physical properties.
 Have students create a three-tab foldable to create atomic models of a solid, liquid and gas
while completing the Nearpod.
(10 minutes) Introduce the idea of atoms as building blocks of all matter. Then show the video Just
how small is an atom? Have students reflect on the video as a group discussion via the Edpuzzle
questions.
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Atoms 5E Lesson Plan
EXPLORATION
Day 2:
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(5 minutes) ACAP Bell Ringer
(10 Minutes) Students will complete the “Seeing inside the atom” Probe. Have a class discussion
about the results.
(10 minutes) Use Phet lab as whole group to allow students to come to the board and manipulate the
stimulation. Students should begin to identify the 3 parts of the atom and notice that these parts
create different types of atom.
(10 minutes) Have students complete the Atoms Family Album Handout in small groups.
(10 minutes) Have students draw and label the parts of an atom to turn in as a CFU. Have students
submit their drawings to identify areas of concern for small group intervention.
EXPLANATION
Day 3
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(5 minutes) ACAP Bell Ringer
(20 minutes) Nearpod: Have students take notes on the Nearpod as you explain Element Name Tags.
(15 minutes) Have students practice using the periodic table to identify atomic mass, atomic number,
protons, neutrons and electrons of neutral atoms, ions and isotopes. Review answers with students
and assist those who are struggling. (Pull small group of struggling students based on yesterday’s
CFU to ensure they understand the parts of an atom.)
(10 minutes) Have students complete table of identification for 3 different types of atoms to turn in
for a CFU to identify areas of concern for small group intervention.
ELABORATION
Day 4
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(5 minutes) ACAP Bell Ringer
(35 minutes) Have students work in groups. Provide students with a large sheet of paper and an
element on the Periodic Table Between Element 5-20. Instruct students to create an atomic model of
their element, label the parts of their model. Create an element name tag of their element and identify
the protons, neutrons, and electrons of their element. Research what their element is used for in our
daily life.
(10 minutes) Have students hang posters in classroom and conduct a gallery walk. As students walk
around the classroom have them complete a 3-2-1; 3 things they learned, 2-things they want to learn
more about, 1- thing they still don’t understand.
EVALUATION
Day 5
 (5 minutes) ACAP Bell Ringer
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Atoms 5E Lesson Plan
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(10 Minutes) Have students read the Newsela article on Atoms
(10 Minutes) Have students watch Edpuzzle on atomic mass and atomic number.
(25 Minutes) Have students complete Quiz on atoms.
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