5 Day Lesson Plan
DAY 1: 90 minute class
SOL 6.4 The student will investigate and understand that all matter is made up of atoms. Key
concepts include
a) atoms consist of particles, including electrons, protons, and neutrons;
1) Introduction: Direct Instruction- Whole group demonstration (50 minutes)
-Hold up an egg in view of everyone.
-Explain: “When we look at an egg, from the outside, we only see its shell.”
-Crack egg, explain: “However, when we crack the egg, we can see that there is also an
egg white and a yolk. The matter on the outside of the egg is different from the matter at
the center of the egg.”
-Think-Pair-Share Activity (Students are familiar with the Think-Pair-Share protocol)
1) Pass out note cards.
2) Think: I am going to set the timer for two minutes. I want you to think about other
examples of items that have different matter on the outside than they do on the inside,
like the egg. If you come up with one and the timer is not finished, I challenge you to
think of even more examples.”
3) Pair: (When the timer goes) Turn to your partner and discuss your examples for one
minute.
4) Share: Ask students to volunteer their ideas. Create a master list of drawings/ideas on
large butcher paper at the front of the classroom.
-Show diagram of an atom/Pass out atom manipulative (Handout #1) and explain:
-“We can also add atoms to our list because they have a nucleus at the center and
electrons in the area surrounding the nucleus.”
-Revisit master list: “Raise your hand if you can tell me what would be the “nucleus” of
the egg?” (Repeat for other objects on master list)
-Explain: The nucleus is made up of two kinds of particles (draw image on board and
write definitions):
1) Protons: A stable particle with a positive charge.
2) Neutrons: A particle with NO charge; a particle that is neutral.
-How can we remember that a proton is positively charged? Let’s brainstorm some ideas.
(Class will generate ideas as a group; examples of ideas are as follows)
1) “Positive” and “Proton” both start with P
2) A “Pro” is really good at something, like a Pro football player.
3) “Neutron” and “neutral” both start with the “new” sound
4) “Neutral” and “No” both start with N
5) Come up with physical motions (will especially help kinesthetic learners): -Thumbs-up
for proton would indicate positive charge.
-Shake head “no” for neutron with no charge, or use umpire’s safe motion.
-Follow along as I read the following sentence, filling in the blanks by using the motions
we have just come up with:
-Teacher reads, students call out answers and stand up to do motions:
-“The center of the atom is called the_________. The nucleus is made up of two kinds of
particles: The__________________ and the _________________” The proton has a
_______________ charge, and the neutron has ________________ charge.”
-Show image of the atom with an electron cloud (Handout #2)
-“Notice there is something surrounding the nucleus. Does anyone know what this is
called?”
-Explain: “An electron is a particle with a negative charge. Let’s come up with a motion
to help us remember that electrons have a negative charge.” (Thumbs down, etc)
-In our egg example, the yolk, or the nucleus, is surrounded by the egg white. Just like in
an atom, electrons surround the nucleus.
-Review the three parts of the atom again using motions and above sentence. Include
electrons.
2) Multimedia Representation (5 minutes): Teacher will show students a YouTube video
explaining these key background knowledge concepts
(http://www.youtube.com/watch?v=zEX2aGpIDBY).
3) Grouping: Divide class into 2 sections and use the parallel teaching method. We will
divide students based on academic readiness (high, medium and low). We will determine
this by their reading and comprehension skills.
Section 1: High (5), Medium (5), Low (2)----Regular Education Teacher.
Section 2: Low (3), ADHD (1), EBD (2), LD (4), ELL (2)----Special Education Teacher,
Paraprofessional.
Transition Time (5 minutes)
4) Student-centered work (20 minutes): Teacher will hand out the vocabulary and
matching support sheets to all students. These three worksheets emphasize the definitions
of key words (proton, neutron, electron, nucleus, electron field and atom) and their
defining characteristics. (worksheet 1, 2, and 3)
5) Closure: Paraprofessional collects all materials, special education teacher assists those
students who need assistance getting ready for dismissal, regular education teacher
concludes class.
DAY 2: 90 minute class
SOL 6.4 The student will investigate and understand that all matter is made up of atoms. Key
concepts include:
a) atoms consist of particles, including electrons, protons, and neutrons;
b) atoms of a particular element are alike but are different from atoms of other elements.
1) Grouping: Teacher will group students according to ability and designation (high,
medium, low and those students with disabilities).
Group 1: EBD, LD, Medium, Low*
Group 2: EBD, LD, Medium, Low*
Group 3: ELL, LD, Medium, Low**
Group 4: ELL, LD, Medium, Low**
Group 5: ADHD, High, High, Low***
Group 6: High, High, High, Medium***
*Paraprofessional
**Special Education Teacher
***Regular Education Teacher
Transition Time: 5 minutes
2) Review (5 minutes): Teachers will review with students the information on their
vocabulary and matching support sheets before the day’s activities.
3) Building Background Knowledge (15 minutes): Teachers will explain to students that
atoms make up elements, which are single atoms that we distinguish by several
characteristics. The most obvious of these is an element’s atomic number, which
represents the number of protons in the atom. The number of protons is generally equal to
the number of neutrons, but not always (though sometimes) the same as the number of
electrons. Another characteristic of an element is its atomic mass, which is the number of
protons and neutrons (together, known as nucleons).
4) Visual Representation (5 minutes): The Periodic Table of Elements. Regular Education
Teacher will show students a short YouTube video that provides an overview of the
Periodic Table of Elements (http://www.youtube.com/watch?v=CsaAWHmyHv4).
5) Play-doh Activity (25 minutes): Using three different colors of Play-doh, students will
create replications of atoms. They will use green Play-doh to represent protons, yellow
Play-doh for electrons and red Play-doh for neutrons. Teacher will remind students that
regardless of how many they choose to represent, the number of protons should equal the
number of neutrons.
Transition Time (5 minutes)
6) Interactive Activity (20 minutes): Students will form three groups of eight (by
combining groups 1 and 6, 2 and 5, and 3 and 4) and space themselves throughout the
room. Teachers will pass out t-shirts (green, red and yellow) and inform students that
they will be pretending as if they are all part of one atom. After being reminded that each
atoms should have the same number of protons (green) and neutrons (red), students will
each put on one t-shirt and adopt positions similar to that which they saw in the video
from day 1, as well as what we talked about in our class discussions. Teachers will go
around the room advising and encouraging students as they create different types of
atoms. If feasible and assuming student interest, teachers may combine groups in order to
form elements with larger atomic numbers and masses.
Transition Time (5 minutes)
6) Journal Activity/Exit Ticket (5 minutes): Students will write a paragraph explaining
one concept they learned from the last two classes and/or what activity/concept interested
them the most.
7) Closure: Paraprofessional collects all materials, special education teacher assists those
students who need assistance getting ready for dismissal, regular education teacher
concludes class.
DAY 3: 90 minute class
SOL 6.4 The student will investigate and understand that all matter is made up of atoms. Key
concepts include
b) atoms of a particular element are alike but are different from atoms of other elements;
c) elements may be represented by chemical symbols;
Transition time between classes/attendance (5 min)
1) Introduction: (10min) Direct instruction- parallel teaching method.
Divide class into 2 sections and use the parallel teaching method. We will divide students
based on academic readiness (high, medium and low). We will determine this by their
reading and comprehension skills.
Section 1 (sped teacher): High (5), Medium (4), Low (2) EBD (1)
Section 2 (gen ed teacher): Low (3), ADHD (1), EBD (1), LD (4), ELL (2), Medium (1)
Teacher will show the play-doh models made by the students on Day 2. The teacher will
briefly review the protons, neutrons, electrons, and make up of the atom.
High group- teacher will then open up a discussion on how we write the symbols
for atoms and elements.
Low group- teacher will open up discussion on how we write symbols of
elements. If students do not discuss the periodic table teacher will guide them
there.
2) Visual representation: (20 min) teacher will provide an overview of Helium element
on the board and then show how the Helium element is represented on the periodic table.
(worksheet 4 and worksheet 5)
High group- teacher will discuss the meanings of the numbers and symbols on the
periodic table. Teacher will provide a WS with some lines missing. Teacher will
use the blanks as a discussion topic. Can be answered as a group and on the WS.
Teacher will then ask group to look at a Carbon atomic model and see if they can
create its symbol on the periodic table as a group or independently. (worksheet 6
and worksheet 7)
Low group- teacher will provide a WS and discuss the meanings of the numbers
and symbols on the periodic table. Teacher will then go through other examples of
elements that can be written this way. (worksheet 8)
3) Assessment/Group Activity: Teacher will group students according to ability and
designation (high, medium, low and those students with disabilities). These are the same
groups as used for Day 2.
Group 1: EBD, LD, Medium, Low
Group 2: EBD, LD, Medium, Low
Group 3: ELL, LD, Medium, Low
Group 4: ELL, LD, Medium, Low
Group 5: ADHD, High, High, Low
Group 6: High, High, High, Medium
*some groups may need more direction from teacher than others
Instructions for group project: different groups will be given different elements assigned
to them (see below). For that element they must create:
1) atomic model
2) element symbol on the periodic table
3) something interesting about the element (uses, origin, etc)
- groups 1-4 will be given the following sites to research element. Groups
5 and 6 can be provided with site if needed
1) http://humantouchofchemistry.com/periodic-table.htm#
2) http://www.chem4kids.com/files/elem_intro.html
*students can create these by any means they come up with (with teacher
approval) examples include drawings, PowerPoint, posters, clay models, etc
All groups must prepare a presentation for the class on their element or elements.
Group 1: Aluminum
Group 2: Neon
Group 3: Titanium
Group 4: Calcium
Group 5: Sulfur, Bromine
Group 6: Chlorine, Radon
Transition time into groups (5 min)
4) Groups will work on projects. (35 min) Teachers assisting and providing direction as
needed.
5) Stop working 15 min left to go
6) Clean up (10 min)
DAY 4: 90 minute class
SOL 6.4 The student will investigate and understand that all matter is made up of atoms. Key
concepts include
b) atoms of a particular element are alike but are different from atoms of other elements;
c) elements may be represented by chemical symbols;
Transition time between classes/attendance: (5 min)
1) Introduction: (2 min) Teacher will review the presentation requirements and answer
any questions
2) Assessment/Group Activity: (20 min) Teacher will give students 20 minutes to work on
their presentations. General education teacher, special education teacher, and
paraprofessional will all float around to different groups assessing where they are at in
the presentation process. If help is needed teacher/paraprofessional will guide students. If
groups are far along in the process teacher/paraprofessional will suggest adding more to
project to further student engagement.
3) Teacher will hand out worksheets to the different groups. There are 2 worksheets.
Groups 1-4 worksheet 1, and groups 5-6 worksheet 2. Worksheets are based on ability
level determined through previous assessments. (worksheet 9 and worksheet 10)
4) Teacher will model a presentation for students using PowerPoint. (worksheet 11)
5) Students will present their projects. (remaining time) Order selected randomly
6) While one group is presenting other groups are filling out worksheet. Teachers and IAs
are walking around the room periodically assisting where needed and keeping students on
task.
7) Students turn in completed worksheet and dismissal
DAY 5: 90 min class
SOL 6.4 The student will investigate and understand that all matter is made up of atoms. Key
concepts include
a) atoms consist of particles, including electrons, protons, and neutrons;
b) atoms of a particular element are alike but are different from atoms of other elements;
c) elements may be represented by chemical symbols;
1) Introduction: Teachers will review the station protocol and provide oral directions for
each station. Each station should be 20 minutes long, with about 2 minutes transition time
in between stations.
(Students are aware of the station protocol. A timer will be set and arrows will point to
which station students will go to next. Written directions will be provided at each station)
Six students will be in each group. Students will be divided into the following groups:
Groups 1 & 2: H/M level
Group 3: 2 LD, 1 EBD, 1 ELL, 1 ADHD, 1 L
Group 4: 2 LD, 1 EBD, 1 ELL, 2 L
*This grouping was chosen so that all students will have the same activity/assessment at
each station.
2) Group Activity and Assessment:
Station 1: Independent Station (20 min)
Depending on the number of computers, students may work with a partner.
Website #1: http://www.neok12.com/quiz/ATOM0002
Take the “Atom Quiz #1” (not an official assessment)
Website #2: http://www.neok12.com/vocabulary/Atom-01.htm
Play the “Atomic Structure” Vocabulary game
Website #3: http://phet.colorado.edu/en/simulation/build-an-atom
“Build an atom out of protons, neutrons, and electrons, and see how the element, charge,
and mass change. Then play a game to test your ideas.”
Students who finish all three websites may continue building atoms, or may explore the
website: http://www.neok12.com/Atom.htm, which has additional videos on atoms and
atomic structure, quizzes, and games.
Station 2: Blue Station (20 min)
The special education teacher will be at station 2.
Students will be given a worksheet with matching and fill-in-the-blank activities. They
will work independently to complete the worksheet.
(A word bank will be provided to the L group, the H/M groups will be challenged to fill
in the blanks on their own, a word bank will be provided in the end so that they may
check their work)
In the last 5 minutes, the teacher will review the answers by asking for volunteers to read
the questions and their answers. Students who agree give thumbs up; those who disagree
give thumbs down.
Station 3: Red Station (Assessment) (20 min)
The general education teacher will be at station 3. This activity will serve as an
assessment piece:
Students will be asked to build an atom from scratch, and label the parts of the atom
accordingly.
(H/M groups) To build the atom: Students will work independently, and will have the
choice of drawing and coloring an atom, or building an atom using glue and construction
paper. They will then label the parts of the atom (protons, electrons, neutrons, nucleus).
(L groups): Students will work independently. Each student will be given a diagram of an
atom, and will be asked to label the atom accordingly.
Station 4: Black Station (20 min)
The paraprofessional will be at this station and will assist students as necessary.
This station will allow the students creativity to come up with their very own element.
The paraprofessional will discuss with students how often times when elements are
discovered, they are named after famous scientists (i.e. einsteinium, named after albert
Einstein)
(Students will be shown a visual of einsteinium and Albert Einstein)
Using what you know about the composition of atoms, create your own element. You
may draw, color, use construction paper, or write a story about your element. Include the
following:
Element name
How many protons, electrons, and neutrons are in your element?
What is your elements symbol?
What is your element’s atomic number and atomic weight?
Where would your element be located on the periodic table?
What does your element look like?
What else should we know about your element?
*Students in H/M group will be required to create AND write (at least 3 sentences) about
their elements.
*Students in the L group will not be required to write a story about their elements, unless
they choose to do so.
3) Teacher collects all materials
4) Clean up and dismissal