Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 125991
Interactive classroom atom
Students learn the charge and location of subatomic particles by dressing as them and creating an atom model in the classroom.
Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators
Instructional Time: 3 Hour(s)
Keywords: proton, atom, atomic theory
Resource Collection: FCR-STEMLearn Physical Sciences
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Know that atoms are smallest unit of an element
2. Know that atoms are made up of protons, neutrons and electrons (know charge/location)
3. Know charge and size of subatomic particles
4. Understand atomic number, mass number and that each element has a distinct atomic number.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know the definition of an atom. Some students may have learned the basics (location & charge) of subatomic particles in 5th grade. However, the
location and charge of subatomic particles will be taught in the lesson.
Guiding Questions: What are the guiding questions for this lesson?
1. How can you determine the charge of an atom? (The charge of an atom is known by counting the number of protons and subtracting the number of electrons.)
2. Where are protons, neutrons and electrons located? (Electrons are located in electron clouds, protons and neutrons are located in the nucleus.)
3. How can you determine the number of protons and electrons in a neutral atom by looking at the periodic table? (On the periodic table students can find the number
of protons with the atomic number. Neutral atoms have the same amount of electrons as protons.)
4. What do atomic number and mass number represent? (Atomic number is the number of protons, mass number is the number of protons and neutrons in the
nucleus.)
Teaching Phase: How will the teacher present the concept or skill to students?
Using the desks in a circle, we create an atom in the classroom. A nucleus is made out of a large circle of tape in the center of the classroom. Students are split into
three groups and told to come up with a theme for their given subatomic particle. Positive protons can come up with something to represent their group such as a plus
sign, yellow shirts or something in society they deem positive. Neutrons may wear grey or be creative such as putting a picture of a dead cell phone (no charge) or the
country of Switzerland (neutral) to represent neutrons. Students can think of something negative for electrons. Throughout the day, students are assessed by being
able to tell neutrons, protons and electrons where to go around the classroom based on the atomic number or mass number given. In addition, charge can also be
assessed as well as a basic knowledge of the periodic table.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students can be divided into teams and have time trial using the same method as above. Team 1 has to show me Be+2; they are timed. Then team 2 has to show me
page 1 of 4 a different element in which they are timed also. This is an exciting game that they love play. (It may get chaotic running around the classroom)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will get 3 chances to get their assigned atom/ion correct. If they do not get it right the first time, they may ask a friend in their group for help. If they do not
get it right the second time they can ask the class. Failure to get it right all 3 times will result in a 2/5 for the assignment. First time correct will result in 5/5. After
asking a friend the grade will be 4/5 and asking the class will result in a 3.5/5.
Images below created by author
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
In closing I will use this video that reinforces what I have already taught. The students then have to answer the questions Venus asks in the video.
The video shows a situation where a student that doesn't want to learn is tricked into learning about atoms by learning about different gangs in a neighborhood.
Questions from the video
1. Where are protons and neutrons located? (In the nucleus)
2. Where are electrons located? (In electron clouds)
3. What are the charge of protons, neutrons and electrons? (Protons are positive, Electrons are negative and Neutrons are neutral)
Summative Assessment
Allow students to use a periodic table for this QUIZ
1. Where are protons, electrons and neutrons located? (Protons and neutrons in the nucleus, electrons in electron clouds)
2. What are the charges of protons, neutrons and electrons? (Protons are positive, neutrons are neutral and electrons have a negative charge)
3. What is the mass number of a lithium atom that has 3 protons, 1 neutron and 2 electrons? (The mass number is 4, 3 protons + 1 neutron)
4. What is the atomic number of a lithium atom that has 3 protons, 1 neutron and 2 electrons? (The atomic number is 3)
5. What is the charge of a lithium atom that has 3 protons, 1 neutron and 2 electrons? (The charge is +1) (3 protons- 2 electrons = a positive 1 charge)
Formative Assessment
In order to understand the formative assessment, you must first see how the lesson will be taught:
Lesson- Using the desks in a circle, we create an atom in the classroom. A nucleus is made out of tape in the center of the classroom. Students are split into three
groups and told to come up with a theme for their given subatomic particle. Positive protons can come up with something to represent their group such as a plus sign,
yellow shirts or something in society they deem positive. Neutrons may wear grey or be creative such as putting a picture of a dead cell phone (no charge) or the
country of Switzerland (neutral) to represent neutrons. Students can think of something negative for electrons. Throughout the day, students are assessed by being
able to tell neutrons, protons and electrons where to go around the classroom based on the atomic number or mass number given. In addition, charge can also be
assessed as well as a basic knowledge of the periodic table.
page 2 of 4 Formative- Students will have to arrange the classroom based on the element and charge I give them. They dictate where students go in order to show knowledge of
the charge and location of subatomic particles.
Students may use a periodic table in their textbook as a reference.
1. Show me a Lithium atom with a +1 charge. (Student tells specific students to go to specific location.)
2. Boron with a mass number of 8 and a +3. (Student from another group arrange the class).
3. Helium (mass number of 5, neutral charge)
4. Carbon 11- (mass number 11, neutral charge
Images below created by author
Feedback to Students
The teacher will explain as needed to students and students will be able to check one another to see if the class is set up right for the given atom. For example, if John
is asked to show a neutral Lithium atom he should be able to take 3 students dressed as protons and place them in the nucleus and three students dressed as
electrons and place them in the electron cloud (or electron levels respectively). Direct ongoing feedback will come from peer review of the problem or teacher review.
Students will receive feedback by answering on their clickers, cell phones or on paper whether each individual student is correct.
Images below created by author
page 3 of 4 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Differentiated Instruction:
Beginning:
Students will be able to identify the location of protons, neutrons and electrons and figure out charges respectively.
Strategies used:
videos
word wall
Intermediate:
Students will recognize the type of atom based on the atomic number and will understand mass number based on number of protons and neutrons in the nucleus.
Strategies used: peer review, KWL chart
Advanced:
Students will show mastery of positive and negative ions as well as show charges of ions based on number of protons to electrons.
Strategies used: online software simulations on atom building
Extensions:
Student can dive deeper into atomic theory by discovering valence electrons, positive and negative ions as well as isotopes that occur in nature.
SOURCE AND ACCESS INFORMATION
Contributed by: nicholas myhre
Name of Author/Source: nicholas myhre
District/Organization of Contributor(s): Broward
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.8.P.8.7:
Description
Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of
an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and
neutrons).
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics.
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