Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. The students will be able to identify the four major models of the atom and the scientists who helped to develop these models.
2. The students will be able to describe the parts of an atom.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have prior knowledge of the nature of matter and the nature of science.
Guiding Questions: What are the guiding questions for this lesson?
1. By using the past models of Ernest Rutherford, J. J. Thomson, John Dalton and Niels Bohr, how did we acquire the current model?
2. What were the models of these four scientists of the past who created these theories?
3. What were the experimental evidence that was necessary to explain these four theories?
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will show a PowerPoint Presentation on The History of the Atomic Model including the contributing scientists John Dalton, J. J. Thompson, Ernest Rutherford and Niels Bohr. Their atomic models will be discussed with the class including the timelines in which the discoveries were made. The PowerPoint Presention will also include the most recent theory of today's atomic model. The teacher will draw the models that each scientist did and then have a class discussion for each model. The teacher will then explain why we use the most recent atomic model.
Class Discussion Questions:
1. If you have a piece of paper and you begin to cut it in half every second, could you continue cutting it forever? When would you have to stop? Would you have to stop at an atom? Because the definition of the word atom means something that is uncuttable. How can we know things are made up of atoms if we cannot see an atom with the naked eye?
2. What would happen to the atoms of a firework that was set off? For example, would the atoms separate or maybe even break apart?
3. If an electron has a negative charge and a proton has a positive charge, why don't they stick together like a magnet?
4. Discuss the difference between electrons in an orbit and in an orbital in the atomic model. An orbital is the probability of finding any electron of an atom in any specific region around the nucleus.
5. Discuss two different ideas as to why we do not feel electrons moving when we touch something. An example of this would be when we would touch a solid wooden table.
Answers to these questions are in the Teaching Phase Attachment.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The students will draw the atomic models of the four scientists John Dalton, J. J. Thompson, Ernest Rutherford and Niels Bohr. The students will (after the teacher describes the type of models, timelines when the models were created and description fo the models) draw their own models of the four scientists, John Dalton, J. J. Thompson, Ernest Rutherford and Niels Bohr. The students will then describe why each scientist came up with the theories that they did. The students will also construct a timeline for each model in order from the earliest time to the most recent time.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
1. The students will draw the Atomic Models of the four scientists that will include: John Dalton, J. J. Thompson, Ernest Ruthorford and Niels Bohr. They will also draw the most current Atomic Model. The students will use white unlined paper and colored pencils.
2. The timelines of when each of the scientists were alive will be entered for each drawing and then later on a worksheet provided by the teacher.
3. A short description of what is happening in each model will be entered below the drawing.
4. Discussions with the group to review the answers to the Summative Assessment Questions and teaching phrase questions will be completed.
5. The students will be able to look up websites from the computer to answer questions or understand the concepts if needed.
Homework: A Study Guide will be taken home by the students to work on the Summative Assessment Test (questions only). The answers will be in the students' class notes.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will review the basic points of the lesson such as, the four scientists and their atomic model theories, how to draw the four atomic models, what the four models consist of and what is the new Electron Cloud model of today. The teacher will need to re-teach the lesson if some of the students still do not understand some of the concepts. The teacher will then answer and discuss any final questions that the students may have. The teacher will give the students a lesson feedback worksheet to write questions of the concepts that they do not understand or basic comments pertaining to parts of the lesson. All of the activities have been completed in groups of four so the students can discuss their ideas but the Summative Assessment test will be completed independently. All worksheets, Atomic Model drawings, and the Summative Assessment test will be turned in to the teacher for grading. A discussion will be conducted from the student feedback worksheet in another separate lesson preferably the next day after the grades are completed.
The main concept of the lesson is that no one scientist created the whole picture of the Atomic Model. Instead each scientist added a piece to the Atomic Model puzzle. The main idea of the lesson is that the interpretation of the Atomic Model Theories using various experiments are being conducted in hopes that new discoveries will be discovered in the future.
The summative assessment will contain questions that have been randomly selected to assess student understanding.
The students will be assessed by the completion of the Summative Test, drawings of the atomic models and the timeline worksheet. The students will compare and contrast each of the atomic models of the four scientists. They will explain why we use the current atomic model today and what it's theory and structure is like.
Copy of test and answer key is found in the attachments.
The goal is to have all of the student to score a 70% or higher on the Summative Assessment Test and on their Atomic Model drawings. The students who score lower than a 70% will need extra instruction and more time to gain an understanding of the concepts.
Feedback from the students on how they have mastered the lesson is as follows:
1. The teacher will grade atomic model drawings from each student to determine whether the explanations of their model, the timelines, and the drawings have been done correctly with respect to each scientist.
2. The current model (Electron Cloud) should be drawn correctly and each student will write a short description.
3. The teacher will have a review of the questions under the teaching phase using a question answer session with the students.
Feedback to Students
1. The teacher will talk to the students in groups of four and look at the explanations of what each group determined as why the scientists came up with the theory of their atomic model in their time period.
2. The students will also explain the modern ideas for atomic model theory. Teacher will give appropriate feedback.