The Academy for Technology & the Classics
Lesson Plan Template
Instructor’s name: Ms. Lemon
Course/Grade: Physical Science/8th grade
Week of: September 29 – October 4, 2013
Unit Name: Atomic Structure
NM Content Standards:
I.I.III – Use mathematical ideas, tools, and techniques to understand scientific knowledge – create
models to describe phenomena.
II.I.I.4 – Identify the protons, neutrons, and electrons within an atom and describe their locations.
III.I.I – Explain how scientific discoveries and inventions have changed individuals and societies.
III.I.I.2 – Describe how scientific information can help to explain environmental phenomena.
III.I.I.3 – Describe how technological revolutions have significantly influenced societies.
Essential Question(s):
What was Dalton’s theory of the structure of
matter? What contributions did Thompson and
Rutherford make to the development of atomic
theory? What are three subatomic particles? What
properties can be used to compare protons,
neutrons, and electrons? How are atoms of one
element different from atoms of another element?
What is the difference between two isotopes of
the same element? What can happen to electrons
when atoms gain or lose energy? What model do
scientists use to explain how electrons behave in
atoms?
Other consideration (modifications,
accommodations, acceleration, etc.):
Students will be able to access notes and
assignments. Students will be offered
opportunities to take activities one step further.
Connections (prior learning knowledge):
Matter is all around them – anything that has mass
and takes up space. Matter is made of tiny
particles called atoms. Atoms combine to form
different substances. Atomic theory has changed
over the years as we gather more information.
Resources/Materials
Teacher: Physical Science: Concepts in Action
TE; Laboratory Manual; Reading and Study
Workbook
Students: Physical Science: Concepts in Action
SE; Lab Manual; Spanish Edition audio cassettes
and worksheets
Assessment (How will you monitor progress and know students have successfully met outcomes?)
Daily: worksheets, activities, laboratories, “Do Now”
This Week: discussion, questioning, worksheets, activities, lab reports, graphic organizers, notes
Unit: lab reports, worksheets, notes/Do Now, exit tickets
Time allotted
MONDAY:
Learning Target- Students will: describe ancient
Greek models of matter; list the main points of
Dalton’s atomic theory and describe his evidence
for the existence of atoms. Students will show they
can do this by “researching” ancient Greek
models of atoms or Dalton’s atomic theory in
their books; becoming an expert on one atomic
Lesson activities for instructor and students
Assignment(s) Due:
“Do Now” – How could you apply what you
learned from Friday’s “brown bag” activity to the
study of atoms?
EC: Making Models Based on Indirect Evidence
HW: Writing to Persuade Imagine you live in
ancient Greece. Assume all you know about
matter is what you can observe with your five
theory; and teaching their teammates about one
early theory of atomic structure; and writing to
persuade (p. 105).
TUESDAY:
Learning Target- Students will: Explain how
Thompson and Rutherford used data from
experiments to produce their atomic models.
Students will show they can do this by
summarizing atomic theories in a table as well as
timeline format, including illustrations or
diagrams for the different models; and developing
a mnemonic device to distinguish between the
three theories.
sense. You have heard the views of both
Democritus and Aristotle about matter. Write a
paragraph supporting one of their views.
(Section 4.1 WS – Studying Atoms?)
Assignment(s) Due“Do Now”: What did Dalton notice that all
compounds have in common?
Notes: “Studying Atoms”
Complete the following table:
Scientist
Evidence
Dalton
Thompson
Rutherford
Model
Develop a word phrase or mnemonic device to help
easily distinguish among the three theories.
WEDNESDAY:
Learning Target- Students will: identify three
subatomic particles and compare their properties;
distinguish the atomic number of an element from
the mass number of an isotope and use these
numbers to describe the structure of atoms.
Students will show they can do this by creating 4square diagrams of important vocabulary terms
and completing the Section 4.2 reading guide.
THURSDAY:
Learning Target- Students will: identify three
subatomic particles and compare their properties;
distinguish the atomic number of an element from
the mass number of an isotope and use these
numbers to describe the structure of atoms.
Students will show they can do this by taking
notes on the structure of an atom and writing three
review questions for this section then breaking in
to groups and asking each other their questions.
FRIDAY:
Learning Target- Students will: describe Bohr’s
model of the atom and the evidence for energy
levels; explain how the electron cloud model
represents the behavior and locations of electrons
in atoms. Students will show they can do this by
reviewing the timeline on p.114 and discussing
modern atomic theory; using probability to
describe the location of an electron in an atom
(Lab Manual p. 43-46: Modeling the Location of
an Electron in an Atom)
Copy the timeline (up to 1911 – Ernest
Rutherford) on p. 114. Include both the
descriptions and the illustrations of the different
“Models of the Atom.”
Assignment(s) Due“Do Now” – Albuquerque’s baseball team is the
ABQ Isotopes. What is an isotope and why do
you think ABQ chose that as their mascot?
4-square vocabulary diagrams for the following:
proton, neutron, electron, atomic number, mass
number, isotope.
Section 4.2 WS - The Structure of an Atom
Assignment(s) Due:
“Do Now” – How many protons are there in each
atom of sulfur, iron, and silver (atomic number
16, 26, and 47, respectively)?
Notes – “The Structure of an Atom”
Teacher Demo – Particles and Numbers (p. 110)
Write 3 review questions for this section and
“quiz” your group
Assignment(s) Due:
“Do Now” – What do neutrons and protons have
in common? How are they different?
Vocab – energy levels, electron cloud
Notes – Bohr’s Model of the Atom and Electron
Cloud Model
Lab – Modeling the Location of an Electron in an
Atom