School of Education
WRITTEN LESSON PLAN
Service *Leadership*Competence*Character
Teacher Candidate – Tyler Anderson _______________________________________ School – Hyrule High ______________________________________________________
Mentor Teacher – Jo Mama _______________________________________________ University Coordinator – Mickey Mouse ____________________________________
Grade/Subject- Chemistry 10 _________Lesson Title – Organizing Atoms ____________________________________________________ Date – 11/16/09 _____________
Learning Targets
EALRs
GLEs
EALR: 1. SYSTEMS: The student knows and
applies scientific concepts and principles to
understand the properties, structures, and
changes in physical, earth/space, and living
systems.
Physical Systems: 1.1.1. Understand the
atomic nature of matter, how it relates to
physical and chemical properties and serves
as the basis for the structure and use of the
periodic table.
Component: 1.1. Properties: Understand
how properties are used to identify,
describe, and categorize substances,
materials, and objects and how
characteristics are used to categorize living
things.
Physical Systems: 1.2.3. Understand the
structure of atoms, how atoms bond to form
molecules, and that molecules form
solutions.
Objectives
Students will…
1.
Describe the structure of atoms in terms of protons and neutrons forming the
nucleus, which is surrounded by electrons in different energy levels.
2.
Understand how changing the number of electrons, neutrons, and protons of an
atom affects that atom, including atomic name, number, and placement on the
periodic table.
3.
Explain the similar properties of elements in a vertical column (groups or families) of
the periodic table.
Component: 1.2. Structures: Understand
how components, structures,
organizations, and interconnections
describe systems.
Assessment – What will students do to demonstrate
competence specific to learning?
Learning Experiences – What learning experiences are
the students engaged in to demonstrate the learning
target’s knowledge and skills?
Be sure to align all assessments with their corresponding learning experiences.
Strategies for Creating an Inclusive, Supportive Learning
Community – What strategies will be used to facilitate
effective classroom management at key points during
the lesson?
Anticipatory Set (5 min.)
Formative: (via large group discussion) Assess student
understanding of the concept of grouping based on
similarities and differences. Assess student recollection of
atomic structure. (Objective 1)
-
-
Bell-Ringer: Watch short Sesame Street clip “One
of these things is not like the other things”.
Have students look at picture of several different
types of ice cream and discuss how they can
organize them into groups.
Review: Structure of atoms. Ask: “What can you
tell me about basic structural components of an
atom?”
Bell-Ringer activity will get students in the right mindset. It
will work as a hook to get students excited about forming
groups based on similarities and differences. Video clip is fun
and silly way to grab student attention.
Review allows students to reflect on the previous day’s
activity, which this lesson directly builds off of.
Formative: Observe students as they complete the activity.
Walk around room and assist where necessary.
Organizing Atoms Activity (30 min.)
-
Handout: Organizing Atoms Worksheet.
Individually:
Observe if students properly complete chart and construct
diagrams based on their knowledge of atomic structure.
(Objectives 1 & 2)
Part A: Have students complete the chart with the
help of a list of elements and corresponding atomic
numbers. Fill in element names, number of protons,
and number of electrons in appropriate energy
levels.
Filling out a chart is a great visual organizational tool and will
help students see how the various elements are related to
each other.
Part B: Students will fill in blank diagrams for each
element in Part A:
Activity gives students the opportunity to review atomic
structure by actually drawing miniature diagrams. This is
beneficial for students who learn best visually and are artistic.
1.
2.
3.
Observe how students group elements based on electron
configuration. Look at reasoning behind groupings.
(Objectives 2 & 3)
Write symbol in upper left box
Write atomic number in center (protons)
Draw electrons in appropriate energy levels
Part C: Students will cut and organize diagrams
from Part B:
1.
2.
3.
Cut out each diagram
Sort diagrams into groups according to
structure
Describe the characteristics of each group and
list its members
Part D: Students will answer the following 3
questions on their worksheet:
1.
Observe how students make the connection between
groupings and the periodic table. Listen to group discussions
and recognize if students are understanding relationships
between atomic structure and placement on the periodic table
(Objectives 2 & 3)
After you have sorted the 12 elements into your
groups, explain the reasoning behind your
choices.
Small Groups (3-4):

At this point, students should get into groups of 3-4
to share their diagram groupings and explain to
each other how they came up with those groupings.
Note: For the next two questions, students can look at
the periodic table.

Tell students to examine the first 3 rows of the table.
Say: “Arrange your squares on the desk so that
they are in the same relative positions as on the
periodic table.”
Recognizing patterns and grouping elemental diagrams
based on similarities and differences will help students to
construct their own understanding of how elements are
organized on the periodic table. This is a process of
discovery that will be much more meaningful than simply
lecturing to the students about atomic structure and the
periodic table.
Students will reflect on why they grouped elements the way
they did, essentially thinking like scientists. Students will then
articulate that process with their peers. Group discussion
provides the opportunity for students to learn from each other
and also to reinforce their own ideas. Some students learn
better through discussion with peers.
2.
3.
Look at the elements that appear in the same
vertical columns (that’s up and down). What do
you notice about the outermost energy levels of
these elements?
Look at the elements that appear in the second
and third rows of the table (that’s left and right).
What happens to the outermost energy levels
of the elements as you move across the row
from left to right?
Closure (10 min.)
-
Discussion: Talk about the activity and what
students discovered about the grouping of elements
based on electron configuration. Discuss why these
groupings are important to understanding how
elements behave. Say: “Atoms are grouped on
the periodic table based on electron
configuration. Electron configurations can tell
us a great deal about an element’s chemical and
physical properties. We can even predict what
an unknown element will look like and how it
will behave simply by knowing it’s atomic
number and corresponding electron
configuration. The periodic table is a beautifully
organized tool that we will turn to often
throughout this course. Tomorrow, we will
explore the periodic table in great depth,
examining its history and also the trends that
can be found as we move up and down a
column and left and right across a row.”
-
Collect: Organizing Atoms Worksheet
Formative: Collect worksheets at the end of class and use to
assess student understanding of the following (Objectives 1,
2, & 3):
Atomic structure
Electron configurations
Organization of the Periodic Table
Similarities and differences of elemental structures
Closure wraps up the day’s learning. It also provides an
introduction to the next day’s lesson. This brief introduction
will hopefully bridge the gap between lessons and get
students to better understand why today’s lesson is important
in relation to the unit.
Grouping of Students for Instruction
Instructional Materials, Resources and Technology
Most of this lesson is done individually as students complete the activity. Towards the end,
students will have to opportunity to discuss in small groups what they have discovered.
Computer, Projector, Activity Handouts, Periodic Table
Accommodations and Modifications
Family Involvement Plan
Students with poor vision will sit in the front of the class to better see. If needed, students with
special needs will be given additional time to complete their worksheet as well as the help of a
partner.
Newsletter will be posted online describing what we will
be learning throughout the unit and how parents can
help students on their homework.