Lesson two
What makes objects attract or repel each other?
Science
A s ki ng Q u es t io n s, In v e st ig a ti ng, C o n st ru c ti ng Ex pl an a tio n s,
In t erpr e ti ng D a ta , E va l ua ti ng In fo r m a tio n
ENGLISH LANGUAGE ARTS
Grade 8
90
minutes
R e ad in g I nfo r m at io n a l T e xt , W r it in g an Ex pl a na tio n
PURPOSE
In this lesson, students build conceptual knowledge about the interaction of charge in atoms.
Students gather information from a variety of sources to explore the importance of electric charge in
atoms. Students consider these different sources of information to analyze data and write a
conclusion to an investigation, summarizing their findings and referencing texts to support their
claims.
STANDARDS
Com mo n Cor e S ta te S ta n da r ds
•
D et er m i n e t h e c en tr al id e as o r co nc lu s io n s o f a t e xt ; pro vi d e a n a c cu ra t e
su m m ar y o f th e t ex t d i st in c t f ro m p rio r kno w le dg e o r o p in io ns .
C CS S. E LA - LI T ER A CY . R S T.6 -8 .2
•
F o llo w p r e ci s el y a mu l ti st e p pr o c e du re w h en c arr y ing o u t ex p er i m e nt s,
ta k ing m ea s ur e m en t s, o r p er fo r m in g t e c hn ic al t as k s. C C S S.E LA LI T ER A CY .R S T .6 -8. 3
•
D ev el o p th e to p i c w it h re l ev an t, w el l -c ho s en fa c ts , d e fi ni tio n s, co nc re t e
de t ai ls , q uo ta ti o n s, o r o th er i nfo r ma ti o n a nd e xa m pl e s. C C SS .E LA LI T ER A CY .W H S T. 6 -8 .2 . B
•
Us e pr e ci s e la ng ua g e an d do m a in - sp e ci fi c v o c ab ul ar y to i nfo r m ab o ut o r
e xpl a in th e to p i c. C C S S. ELA -L I TE R A CY. W H S T. 6 -8 .2. D
Lesson TWO
Formative Assessment
Lesson Plans
W ha t ma ke s o bje c t s a ttr a c t or r e pe l e ac h ot he r ?
STANDARDS Continued
Com mo n Cor e S ta te S ta n da r ds
•
Ga th e r r el e va nt i nfo r m at io n fr o m mu l tip l e p ri nt an d d ig it a l so u rc e s,
us in g s e ar c h te r m s eff e ct iv e ly ; as s e ss t h e c r e dib il it y an d a cc ur a cy o f
e ac h so ur c e; an d quo t e o r p ar ap hr as e t he d a ta a nd co n cl us io n s o f o th er s
wh il e avo id in g p la gi ar i s m an d fo ll o w in g a s t a nd ard fo r m a t f o r ci t at i o n.
C CS S. E LA - LI T ER A CY .W HS T .6 - 8.8
N ex t Ge ne ra ti o n S ci e nc e S ta n da r ds
•
D ev el o p a mo d el to de s cri b e t h at wh e n th e a rra ng e m e nt o f o bj e c ts
in t er ac ti ng a t a d i st an c e ch an g es , di ff er e nt a mo un t s o f po te n ti al e ne rg y
ar e st o r ed in t h e s y st e m . M S - P S- 3- 2
•
R e la ti o n sh ip B e tw e e n En er gy a nd F o r c es . PS 3. C
W h en tw o o b j ec t s i n te ra ct , e ac h o n e ex e rt s a fo r c e o n t h e o th er t ha t ca n
c au s e en er g y to b e tr a ns f err ed to o r fro m th e o bj e ct .
S ci e nce a n d En gi ne er i n g Pra cti ces
•
A s ki ng qu e st io n s a nd de fi ni ng pro b l e m s
•
P la nn in g and ca rr yi ng o ut in v es ti g at io n s
•
Co ns tr u ct in g exp l an a ti o ns a nd d es ig ni ng so l ut io n s
•
A na l yz i ng an d i n te rpr e ti ng da t a
•
O bt ai ni ng , ev al ua t ing , an d co m m un ic a ti ng in fo r m at io n
LEARNING GOALS
Understand attraction and repulsion in atoms.
Explain atomic charge.
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Lesson TWO
Formative Assessment
Lesson Plans
W ha t ma ke s o bje c t s a ttr a c t or r e pe l e ac h ot he r ?
1
Describe electric charge in atoms.
2
Summarize understanding of electric charge in atoms.
3
Reference evidence from texts and investigations to support summary and
investigation conclusion.
SUMMARY OF LESSON TASKS
1
Record predictions in Science Notebooks.
2
Watch video and compare predictions: Protons and Electrons.
3
Read and annotate: How Does An Atom Get Its Charge?.
4
Complete Double Entry Journal and discuss text.
5
Write a summary.
6
Revise Double Entry Journal and discuss.
7
Read and annotate investigation activity.
8
Conduct investigation Protons, Neutrons, and Electrons and record in Science
Notebooks.
9
Write investigation conclusion.
Culminating task
After you have analyzed the data from your investigations, write a conclusion
summarizing your findings. Using information from the reading as well as your
relevant personal experience and knowledge about charge in atoms, write a claim
about the results of your investigation. Support your claim with evidence. Cite your
sources.
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Lesson TWO
Formative Assessment
Lesson Plans
W ha t ma ke s o bje c t s a ttr a c t or r e pe l e ac h ot he r ?
PART I: INTRODUCTION
ACTIVATE PRIOR KNOWLEDGE Open the lesson with a connection to the
previous lesson’s learning goal, the basic structure of an atom, and briefly review the three
particles: protons, neutrons, and electrons.
INTRODUCE THE TOPIC Explain that in today’s lesson, students will explore
attraction and repulsion in atoms. By the end of the lesson, students should be able to
answer the question: What makes objects attract or repel each other? To begin this
exploration, ask students to think about what they know about electric charge in atoms using
what they learned in the previous lesson. Ask your students to predict what will happen
when a) two protons are placed side by side, b) two electrons are placed side by side, and c)
one electron and one proton are placed side.
RECORD PREDICTIONS Give students a couple of minutes to think about the
scenarios and record their predictions in their Science Notebooks.
WATCH ANIMATION AND COMPARE PREDICTIONS Protons and
Electrons
(http://www.middleschoolchemistry.com/multimedia/chapter4/lesson1#protons_and_elect
rons). Show students a brief animation illustrating particle movement. Once students
observe the animation, have them work in small groups to discuss their observations of
particle movement and compare these observations to the predictions they recorded in their
Science Notebooks. Students make revisions to their recorded predictions on the basis of
observation.
PART II: guided practice
READ AND ANNOTATE Provide students with a copy of How Does An Atom
Get Its Charge? The text introduces the concept of electricity in atoms, describing positive
and negative charge. Remind students of the original question for the lesson: Why is electric
charge in atoms important? Students read and annotate the text for main idea and supporting
details, also using the lesson question to guide their reading.
COMPLETE DOUBLE ENTRY JOURNAL AND DISCUSS Once
students finish reading and annotating the text, they use a Double Entry Journal to
paraphrase the main ideas and corresponding supporting details for each main idea. Allow
students to discuss their Double Entry Journals in pairs or small groups, comparing main
ideas and supporting details in preparation for a whole-class discussion of the text.
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Lesson TWO
Formative Assessment
Lesson Plans
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W ha t ma ke s o bje c t s a ttr a c t or r e pe l e ac h ot he r ?
Describe electric charge in atoms.
Reference evidence from texts.
During the whole class discussion, check students understand the role that
electrons play in determining whether an atom has a positive or negative
charge. Use this as an opportunity to assess the degree to which students
reference evidence from the text to support their discussion. The Double
Entry Journal is also a way to gather evidence of students’ ability to identify
and record text evidence. Observe students’ use of the Double Entry
Journal as an aid to support their ability to engage in classroom discussion.
WRITE A SUMMARY Students write a one to two-paragraph summary of the
reading. Students use their text, annotations, and Double Entry Journal to support their
summary writing.
SUCCESS CRITERION
EVIDENCE-GATHERING OPPORTUNITY
•
Summarize understanding of electric charge in atoms.
Check that summaries include brief descriptions of each particle’s charge,
the role that positive and negative charges play in determining an atom’s
electrical charge, and the relationship to electricity.
ANTICIPATED RESPONSE
PEDAGOGICAL ACTION
If students at this point are not providing relevant and appropriate evidence
from the text, engage them in a brief rereading activity, pointing them to a
specific section in the text. Support the student in paraphrasing the text read
orally and then in writing.
REVISE DOUBLE ENTRY JOURNAL AND DISCUSS Allow students
time to revisit and revise their Double Entry Journals after they have written their
summaries. Students’ thinking may have changed or become more refined after engaging in
this writing activity. After students revise their Double Entry Journals, they engage in small
group discussions around the question: Why is electric charge in atoms important?
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Lesson TWO
Formative Assessment
Lesson Plans
W ha t ma ke s o bje c t s a ttr a c t or r e pe l e ac h ot he r ?
SUCCESS CRITERION
EVIDENCE-GATHERING OPPORTUNITY
•
Describe electric charge in atoms.
Students share explanations of electric charge, using the information from
the text to support their responses. Gather evidence of learning by listening
to students’ small group discussions and taking notes.
ANTICIPATED RESPONSE
PEDAGOGICAL ACTION
If student responses indicate that they are having difficulty making
connections between particle motion (attraction and repulsion) to charge,
then invite student to make connections to what they know about atom
manipulation using one or both of the video clips in Lesson One, “How to
Move an Atom” (https://youtu.be/rNf-A3m6HVo) or “Ripples on the
Surface” (https://youtu.be/bZ6Hv_du2Zo) as examples. Use probing
questions to support student thinking. Probing questions might include:
What do you know about the motion of electrons (or protons) when
they are near each other?
• How does that compare to the movement we observed in the video, “A
Boy and His Atom”?
•
DISCUSS Engage in a whole class discussion and review of electrical charge of the
different subatomic particles. Explain to students that they will use this knowledge to
conduct an investigation of electrical charge in atoms.
READ AND ANNOTATE Provide students with a copy of Protons, Neutrons, and
Electrons (http://www.middleschoolchemistry.com/pdf/chapter4/4.1_student.pdf).
Students read and annotate the procedures for the investigation.
CONDUCT INVESTIGATION Students work in pairs to complete the series of
investigations described in the activity handout. For each investigation, students record a
hypothesis. Individually, students keep a record of the investigation procedures and
observations in their Science Notebooks. Students can use a Triple Entry Journal format.
The Triple Entry Journal can be used to record procedures along with corresponding
observations and explanations, documenting students’ thinking. This also helps students
keep track of developing understandings as they progress through the investigation.
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Lesson TWO
Formative Assessment
Lesson Plans
W ha t ma ke s o bje c t s a ttr a c t or r e pe l e ac h ot he r ?
PART III: culminating task
WRITE INVESTIGATION CONCLUSION All four Success Criteria should be
addressed in the final task. In this final conclusion, students summarize and explain what
they observed during the investigations. Students provide reasoned explanations and apply
what they know about electrical charge in atoms. Students should use their individual
Science Notebooks (Triple Entry Journals) to support them as they write their conclusion.
PEER AND SELF-ASSESSMENT
After students complete their investigations, they discuss the following
questions with a partner or in small groups:
•
•
What do I know now that I did not know before?
What questions do I still have?
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Lesson TWO
W ha t ma ke s o bje c t s a ttr a c t or r e pe l e ac h ot he r ?
Formative Assessment
Lesson Plans
DOUBLE ENTRY JOURNAL
Main ideas
Supporting details
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Lesson TWO
Formative Assessment
Lesson Plans
W ha t ma ke s o bje c t s a ttr a c t or r e pe l e ac h ot he r ?
How Does An Atom Get Its Charge?
1
Lexile 950L
All matter is made up of atoms, and atoms are made up of smaller particles. The three main
particles making up an atom are the proton, the neutron and the electron.
2 Electrons spin around the center, or nucleus, of atoms, in the same way the moon spins
around the earth. The nucleus is made up of neutrons and protons.
3 Electrons contain a negative charge, protons a positive charge.
Neutrons are neutral – they have neither a positive nor a negative
charge.
4 There are many different kinds of atoms, one for each type of
element. An atom is a single part that makes up an element. There
are 118 different known elements that make up everything! Some
elements like oxygen we breathe are essential to life.
5 Each atom has a specific number of electrons, protons and neutrons.
But no matter how many particles an atom has, the number of
electrons usually needs to be the same as the number of protons. If
the numbers are the same, the atom is called balanced, and it is very stable.
6 So, if an atom had six protons, it should also have six electrons. The element with six
protons and six electrons is called carbon. Carbon is found in abundance in the sun, stars,
comets, atmospheres of most planets, and the food we eat. Coal is made of carbon; so are
diamonds.
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Some kinds of atoms have loosely attached electrons. An atom that loses electrons has
more protons than electrons and is positively charged. An atom that gains electrons has
more negative particles and is negatively charge. A "charged" atom is
called an "ion."
8 Electrons can be made to move from one atom to another. When those
electrons move between the atoms, a current of electricity is created. The
electrons move from one atom to another in a "flow." One electron is
attached and another electron is lost.
9 This chain is similar to the fire fighter's bucket brigades in olden times. But
instead of passing one bucket from the start of the line of people to the
other end, each person would have a bucket of water to pour from one bucket to another.
The result was a lot of spilled water and not enough water to douse the fire. It is a situation
that's very similar to electricity passing along a wire and a circuit. The charge is passed from
atom to atom when electricity is "passed."
SOURCE This document has been modified for length. The original can be found at
http://www.energyquest.ca.gov/story/chapter02.html
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Lesson TWO
Formative Assessment
Lesson Plans
W ha t ma ke s o bje c t s a ttr a c t or r e pe l e ac h ot he r ?
SUMMARY: how does an atom get its charge?
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Lesson TWO
Formative Assessment
Lesson Plans
W ha t ma ke s o bje c t s a ttr a c t or r e pe l e ac h ot he r ?
TRIPLE ENTRY JOURNAL
Procedure
Observation
What’s happening?
Explain.
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