Lesson Code (Course - Master Objective # - Benchmark # - Lesson # - #)
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Physical Science 1A 2-2-2-1
Title - Author
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The Atomic Model -Debbie Lyons
Benchmark/Expectation/Concept/Process/Skill
 2-2: Describe the modern atomic model.
Relevant Goals
Show-Me
Process
 1.6
 1.8
Show-Me
Science Content
 1
Missouri
Science G(C)LE(s)
 1.1.A.c
 1.1.E.a-c
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SJSD
6
National
(5-8, 9-12)
 A
Learning Path
Previous Learning
 1.1.A.6.a: Identify
matter is anything
that has mass and
volume.
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Targeted Learning
(1.1.A.c) DOK 2 Classify a 
substance as being made up
of one kind of atom
(element) or a compound
when given the molecular
formula or structural formula
(or electron dot diagram) for
the substance
(1.1.E.a) DOK 1 Describe
the atom as having a dense,
positive nucleus surrounded
by a cloud of negative
electrons
(1.1.E.b) DOK 1 Calculate
the number of protons,
neutrons, and electrons of an
element (or isotopes) given
its atomic mass (or mass
number) and atomic number
(1.1.E.c) DOK 1 Describe
the information provided by
the atomic number and the
mass number (i.e., electrical
charge, chemical stability)
Future Learning
(1.
(1.
Possible Misconceptions
 Not everything is made up of atoms. All matter has the same number of protons, neutrons, and
electrons.
Teacher Notes
 Have all supplies and/or worksheets prepared prior to class.
 Modify and adapt each lesson for the student’s individualized needs per the I.E.P.
 Materials needed: Red, green, and blue cereal (Rice Krispies, Crunch berries, etc.), paper plates, glue,
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copy of the periodic table, model of an atom (made with Styrofoam balls, stick pins & toothpicks to
show the rotation of the electrons around the protons and neutrons) paper, markers.
Vocabulary: atoms, nucleus, protons, neutrons, electrons, periodic table, elements, mass.
Teacher will state “this is at least the fifth version of what scientists think an atom looks like.”
Engage: Engages the learner’s mind in the concept, process, or skill to be learned, and makes
connections between prior experiences and the current learning goals.
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Show the student’s a model of an atom. (made from Styrofoam balls and toothpicks- using stick pins
to show where the protons and neutrons are located)
Ask students “what is this?” Allow the students to brainstorm and write their answers on the board.
Ask student’s “How big do you think these are? Can you see them with a microscope?”
“Why or why not?”
Teacher will state: This is an atom and it’s here to show us it’s so small we can’t touch nor see them.”
If student’s ask “how do you know this is what it looks like?” teacher will respond with: “This model
is used to show what scientists believe the model looks like based on hundreds of years of research,
but it is only right until someone proves it wrong.
Formative Assessment(s)
Listen and observe as student’s answer questions.
Explore: Provides or creates a common experience for all learners and helps the teacher
identify the prior knowledge of each learning to build on. This stage allows time for the learner
to explore their ideas. This stage should be concrete and meaningful to the learner.
 Tell students it is a modern atomic model.
 Atoms are everywhere. They make up the air you breathe, the chair you sit in, the clothes you wear,
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water you drink, coins you collect. Atoms are the tiny units that determine the properties of all matter.
Using the atomic model made from the Styrofoam and toothpicks, tell and show the students:
“At the center of each atom is a small, dense nucleus with a positive electric charge. (+). The nucleus
is made up of protons (which have a positive electric charge) and neutrons (which have no electric
charge at all). Protons and Neutrons have the same atomic mass. Moving around the outside of the
nucleus is a cloud of very tiny negatively (-) charged subatomic particles with very little mass. They
are called electrons. The atoms has a neutral charge (adds up to zero) because the sum of the charges
of the protons and electrons. (The positives plus the negatives added together equal zero.)
Give students a paper plate, red/green/blue cereal, and some glue. Write on the board: blue is for
protons, red is for neutrons, and green is for electrons. Using the plate as the atom, and the center of
the plate as the nucleus, they are to glue the protons, neutrons, and electrons in the proper placement
to ‘see’ what an atom looks like.
Formative Assessment(s):
Observation of student’s reactions, discussions and proper placement on the plate of the protons,
neutrons, electrons.
Explain: Allows the learner to construct an explanation (claim  evidence  reasoning). The
teacher provides information in common terms to increase the accuracy of the explanation.
 Show the students the periodic table. Explain the atomic number, symbol, name, and the average
atomic mass. Explain to the student’s that for every proton in the nucleus, there will be the same
amount of neutrons and the electrons will be orbiting. They are always equal. (use the example of
the Sun being the nucleus and the Planets are the electrons moving around
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Using butcher paper, white boards, etc. Have students practice drawing/labeling elements such as
hydrogen, carbon, potassium, and oxygen. They must label the atomic number, symbol, name and
atomic mass.
Once they are comfortable and demonstrate an understanding of these elements, add a few more such
as radium, chromium, aluminum, nickel, lead, and platinum.
Formative Assessment(s):
Correctly labeled elements on board, paper, etc.
Elaborate: Pushes learner understanding, building on current understanding to increase the
depth and breadth of understanding. Allow the learner to extend and apply the concepts,
processes, or skills. Allows learner to experience new situations to apply to their learning.
 Teacher will pre-assemble 5 of the previously mentioned elements using the paper plates, the cereal
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and glue. Teacher will not name the elements. The students may look at the periodic table and label
and identify the element.
Teacher will give students 5 new elements from the periodic table and they will create the paper plate
model with the cereal and glue and they will label the protons, neutrons, electrons, atomic number,
mass number, element name and element symbol.
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Formative Assessment(s):
Check elements for correct labels/numbers, etc.
Evaluate: Provides and opportunity for the learner to assess their own understanding and be
able to demonstrate the depth and breadth of that understanding to others. Teacher assesses the
learner’s level of understanding and mastery.
Summative Assessment(s)
 Teacher will tape previously constructed plates of specific elements (number 1-5) to the board,
removing the name, symbol, atomic number and mass number. (Or create 5 new element paper
plates.) Students will use a periodic table to identify each element based on their protons,
neutrons and/or electrons. They will identify the unknown elements by their names and symbols
and they will denote the elements atomic numbers and mass numbers.
Additional Resources:
 Text: Science Spectrum, Physical Science. Holt, Rinehart & Winston.
 Websites:
 Video:
 Attachments:
Teacher Review: Include date, course, and name of teacher.
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