Traci Dunlap
EDUC 5133
Chemistry Unit
Grade Level: 8th Grade
Curricular Areas: Chemistry, Mathematics, Art
Time Frame: 5 weeks
Goals:
 List and define the physical and chemical properties of matter.
 List and identify physical and chemical changes in matter composition.
 Define and visually represent an element’s atomic structure in a Bohr Model.
 Know the difference between protons, neutrons, and electrons.
 Know how elements are grouped and classified on the Periodic Table of Elements.
 Know how to identify elements in a substance from its chemical formula.
 Define and visually represent an element’s valence electrons in Lewis Dot Structure.
 Define and identify the different types of chemical bonds.
 Understand the Law of Conservation of Mass and apply its concepts to balance chemical
equations.
 Define and identify endothermic and exothermic reactions.
Objectives:
 Given a model of atomic structure, students will identify and define the major parts of an
atom with 100% accuracy.
 Given a copy of the periodic table of elements, the student will translate an element’s
atomic number and atomic weight into its number of protons, neutrons, and electrons
with 90% accuracy.
 Given a group of elements on the periodic table of elements, the student will determine
the physical and chemical properties of the group with 90% accuracy.
 Given a chemical formula, the student will correctly identify the number of elements
present with 90% accuracy.
 Given one half of a chemical equation, the student will apply the law of conservation of
mass to balance the remaining half of the equation with 90% accuracy.
 Given two elements, the student will determine the number of valence electrons and
correctly identify the type of bond formed between the elements with 90% accuracy.
 Given a list of chemical equations, the student will determine if the equations are
balanced or unbalanced with 100% accuracy.
 Given a list of elements, the student will create visual Bohr diagrams and Lewis Dot
structures for each element with 100% accuracy.
 During an observational lab on physical and chemical properties of matter, students will
complete their lab journal observations and corresponding lab report with 100%
completion.
 During an observation lab on endothermic and exothermic reactions, students will
complete their lab journal observations and corresponding lab report with 100%
completion.
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Traci Dunlap
EDUC 5133
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Given a series of homework assignments, students will submit all required worksheets
with 100% completion.
Given a series of quizzes throughout the unit, students will answer all questions with 90%
accuracy.
Given a unit test over all concepts discussed, students will answer all questions with 80%
accuracy.
Vocabulary:
Atom
Element
Isotope
Proton
Neutron
Electron
Atomic Number
Atomic Mass
Bohr Model
Lewis Dot
Endothermic
Valence Electron
Valence Shell
Molecule
Covalent Bond
Ion
Ionic Bond
Periodic Table
Group
Period
Family
Exothermic
Physical Properties
Physical Changes
Chemical Properties
Chemical Changes
Chemical Reaction
Reactant
Product
Compound
Coefficient
Subscript
Law of Conservation of Mass
Teaching/Learning Activities:
 The teacher will lead a class discussion reviewing the basic concepts of matter.
 The teacher will introduce the concepts of physical and chemical properties of matter
complete with visual examples.
 The teacher will introduce the concepts of physical and chemical changes in matter
composition complete with visual examples.
 The students will complete a lab activity where they explore physical and chemical
properties of matter and observe physical changes in composition. The students will
record their observations in their science journals and complete an assigned lab report on
their findings.
 The teacher will introduce the concepts of atomic structure and Bohr models utilizing the
periodic table of elements.
 The students will create a foldable of atomic structure.
 The students will complete a lab activity where they calculate the atomic structure and
create a visual representation of an element.
 The students will complete a Periodic Table of the Elements scavenger hunt worksheet
for homework.
 The teacher will introduce the concepts of period and group classification on the Periodic
Table of the Elements and discuss the similarities of elements within the classification
structure.
 The students will use colored pencils to color code a periodic table of elements worksheet
for their science journals.
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Traci Dunlap
EDUC 5133
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The students will complete worksheets identifying groups based on stated physical and
chemical properties of the group members for homework.
The teacher will introduce the concepts of valence electrons, Lewis Dot structure and
chemical bonding.
The students will draw Lewis Dot structures for a given set of elements.
The students will complete a worksheet identifying the types of chemical bonds formed
between atoms.
The teacher will introduce the concepts of chemical formulas, subscripts and coefficients.
The students will complete a lab activity creating compound models with candy and
toothpicks.
The students will complete a worksheet calculating the number of elements from a given
list of chemical formulas for homework.
The teacher will introduce the concepts of the Law of Conservation of Mass and
balancing chemical equations.
The students will work in groups to identify the product and reactant from a list of
chemical equations and will determine if the equations are balanced or unbalanced.
The students will complete a worksheet of balancing additional chemical equations for
homework.
The teacher will introduce the concepts of chemical reactions and how they change the
properties of elements.
The students will complete a lab activity focusing on endothermic and exothermic
reactions and will record their observations in their science journals and complete an
assigned lab report on their findings.
Materials:
 Project Materials:
o 3-D Model of Atomic Structure
o Periodic Table of Elements
o Bohr Model Diagrams
o Science Journals
o Whiteboard
o Dry Erase Markers
o Colored Pencils
o Rubber Bands
o Matches
o Thermometers
o Triple Beam Balance
o Graduated Cylinders
o Beakers
o Petri Dishes
o Bunsen Burners
o Safety Goggles
o Sodium Bicarbonate
o Vinegar
o Hydrochloric Acid
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Traci Dunlap
EDUC 5133
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o Acetic Acid
o Copper Wire
o Aluminum Foil
o Marbles
o Rock Samples
o Toothpicks
o M&M Candies
o Gumdrops
o Magnets
o Coins
o Nails
o Red Food Coloring
o Alka Seltzer
Books:
o Online science textbook provided by school
Electronics:
o Computer
o Projector
o Speakers
Websites:
o http://www.sciencespot.net/Media/atomsfam.pdf
o http://www.bozemanscience.com/atoms-the-periodic-table
o http://www.bozemanscience.com/drawing-lewis-dot-diagrams
o http://www.bozemanscience.com/chemical-bonds-covalent-vs-ionic
o http://www.bozemanscience.com/beginners-guide-balancing-equations
Evaluation/Assessments:
 Observation
 Unit Quizzes
 Unit Test
 Lab Worksheets
 Lab Reports
 Lab Models
 Homework Assignments
 Science Journal Entries
 Class Participation
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Traci Dunlap
EDUC 5133
Lesson Plan
Title: The Atoms Family
Grade Level: 8th Grade
Curricular Areas: Chemistry, Mathematics, Art
Time Frame: 3 class periods (45 minutes each)
Materials Needed:
 Equipment
o 3-D Model of Atomic Structure
o Periodic Table of Elements
o Computer
o Projector
o Speakers
o Whiteboard
o Dry Erase Markers
 Student material needs
o Periodic Table of Elements Scavenger Hunt Worksheet
o Atomic Structure Worksheet
o Blank Bohr Model Worksheet
o M&M candies
Objectives:
o Given a model of atomic structure, students will identify and define major parts of
an atom with 90% accuracy.
o Given a copy of the periodic table of elements, the student will translate an
element’s atomic number and atomic weight into its numbers of protons,
neutrons, and electrons with 90% accuracy.
o Using their translation of an element’s atomic number and atomic weight, the
student will create a visual diagram of an atomic model of an element complete
with electron shells with 90% accuracy.
o Given a model of atomic structure, students will be able to correctly identify the
element depicted with 90% accuracy.
o Given a quiz on atoms and atomic structure, students will answer all questions
with 90% accuracy.
TEKS:
Science
 (3) Scientific Investigation and reasoning. The student uses critical thinking, scientific
reasoning, and problem solving to make informed decision and knows the contributions
of relevant scientists. The student is expected to:
o (B) use models to represent aspects of the natural world such as an atom, a
molecule, space or a geologic feature;
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Traci Dunlap
EDUC 5133
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(5) Matter and energy. The student knows that matter is composed of atoms and has
chemical and physical properties. The student is expected to:
o (A) describe the structure of atoms, including the masses, electrical charges, and
locations, of protons and neutrons in the nucleus and electrons in the electron
cloud;
Mathematics
 (14) Underlying processes and mathematical tools. The student applies Grade 8
mathematics to solve problems connected to everyday experiences, investigations in
other disciplines, and activities in and outside of school. The student is expected to:
o (A) identify and apply mathematics to everyday experiences, to activities in and
outside of school, with other disciplines, and with other mathematical topics;
Art
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Perception. The student develops and organizes ideas from the environment. The student
is expected to:
o (A) illustrate ideas from direct observation, imagination, and personal experience
and from experiences at school and community events;
Context/Modifications
 Prior Knowledge:
o Students should be able to define matter and identify the three main states of
matter (solid, liquid, gas).
o Students should have a basic knowledge of laboratory rules and safety procedures.
 Modifications for Students with Special Needs
o Priority seating for students with visual/hearing impairments or other learning
disabilities who require close proximity to the teacher to follow the lesson.
o Provide an outline/study guide of the lesson prior to class for the special needs
learner to review.
o Allow tape recording of the lecture.
o Simplify the worksheets and/or allow the use of calculators for solving math
calculations.
o Provide one-on-one assistance during group work to facilitate greater
understanding of the topic.
o Read individual IEP’s to identify specific assistive technology or
accommodations required for student participation.
o Coordinate with special education personnel for additional accommodations as
needed.
 Modifications for English Language Learners
o Provide a glossary of terms used in the lecture.
o Provide a worksheet for note taking.
o Closely observe ELL during the lesson to ensure they understand the lecture and
activity.
o Pair the ELL with an English speaking partner to help facilitate comprehension of
the lecture and activity.
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Traci Dunlap
EDUC 5133
o Use a combination of visual/auditory elements to teach the lesson.
o Coordinate with an ESL specialist for additional accommodations as needed.
o Allow the ESL specialist to directly assist student during the class period.
Anticipatory Focusing:
 The teacher will deliver a PowerPoint presentation on The Atoms Family which will tell
a story of Protons, Neutrons and Electrons.
 The presentation will include a song to be sung by the students that will incorporate basic
concepts of atomic structure.
Setting Expectations:
 Following the PowerPoint presentation, the teacher will inform the students that for the
next three days they will be studying atoms and atomic structure.
 The teacher will review the TEKs and objectives for the lesson with the students and will
highlight relevant terms listed on their unit vocabulary summary created at the beginning
of the unit.
 The teacher will provide students with a table of contents for the lesson to be included in
their science journals. Each required artifact will the entered into the table of contents at
the start of the lesson.
 The teacher will stress that all homework assignments and lab activities will need to be
completed and present in the science journals before being able to take the end of unit
exam.
 The teacher will inform the students they will take a quiz within four days focusing on
concepts learned during the lesson.
 The teacher will review stated lab rules and safety requirements for the students to
observe during the lab activity.
Input:
 PowerPoint presentation on atomic structure (The Atoms Family)
 YouTube video on Bohr Model
 Class discussions
 Chapter reading from textbook
 Unit vocabulary summary created at the beginning of the unit
Modeling:
 Following the YouTube video on the Bohr Model, the teacher will model a calculation of
atomic structure for the class.
 Prior to the lab activity, the teacher will construct a Bohr Model diagram with M&M
candies to model the activity for the students.
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Traci Dunlap
EDUC 5133
Checking for Understanding:
 Following the PowerPoint presentation, students will be shown a 3-D model of an atom
and asked to identify its parts.
 The students will assemble and label an atomic structure foldable for their science
journal. The foldable will be assessed for accuracy by the teacher prior to completion as
homework.
 Following the YouTube video on the Bohr Model, students will participate in a classroom
discussion where they will be questioned on the information presented in the video.
Guided Practice:
 For a pre-lab activity, the students will be given worksheets depicting various elements
from the Periodic Table. They will be asked to calculate the atomic structure: number of
protons, neutrons and electrons from the atomic number and mass provided on the table.
The teacher will evaluate each student’s responses for accuracy before proceeding to the
lab activity.
 The students will complete a lab activity creating a Bohr Model of atomic structure with
M&M candies. The teacher will evaluate each group’s responses for accuracy before
completing the lab activity.
Reteach:
 If students are unable to correctly identify the parts of the atom on the 3-D model, the
teacher can review the Atoms Family presentation before retesting the students’
knowledge.
 If students continue to show confusion with their calculations during the pre-lab activity,
the teacher can model one to two additional calculations for the class before reassessing
the group worksheets.
Independent Practice:
 The student will complete a Periodic Table of Elements scavenger hunt worksheet for
homework.
 The student will create an atomic structure foldable for their science journal during class
and will complete it for homework.
Mastery Check:
 The students will need to complete their pre-lab worksheets with 90% accuracy before
progressing to the Bohr Model lab activity.
 The teacher will check all homework assignments for completion and accuracy.
 The class will take a unit quiz within two class periods of completing the activity. The
unit quiz will define the parts of the atom, calculate atomic structure, diagram and label
the atomic structure of an element, and identify an element from a given diagram. The
unit quiz will formally assess mastery of the concepts practiced during the lesson.
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Traci Dunlap
EDUC 5133
Extension:
 Required for G/T students, optional for rest:
o Students will research and complete a worksheet on isotopes.
o Students will research and complete a worksheet on electron orbitals.
Closure:
 Following the Bohr Model lab activity, the students will participate in a classroom
discussion reviewing all the concepts taught during the lesson in preparation for a unit
quiz.
 Appropriate materials to be included in the science journal will be reviewed for
completion and accuracy.
 The students will take a unit quiz assessing mastery of the lesson material.
Reflective Critique:
 Was there enough time to present the lesson at a pace comfortable for all students?
 Did the students require any math remediation to perform the required calculations?
 Did the students seemed overwhelmed with any of the information presented during
lecture?
 Did the students enjoy The Atoms Family presentation?
 Did the students understand the Bohr Model presentation?
 Did the students actively participate and show comprehension of the material during class
discussions?
 Did the students complete homework assignments accurately?
 Did the students’ quiz scores reflect the required mastery of the material?
 How often did the students need to have information repeated or clarified?
 Was there enough time during the lesson for the students to ask questions and have
information clarified if needed?
 Did the students observe required laboratory rules and safety procedures?
Integration of Technology:
 Use of computer with accompanying A/V input
 PowerPoint Presentation
o http://www.sciencespot.net/Media/atomsfam.pdf
 YouTube Video on Bohr Model
o http://www.bozemanscience.com/atoms-the-periodic-table
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