Cristina R. David
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Cristina R. David |
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Home | Philosophy | Credentials | Letters of Recommendation | Evaluations | Sample Lessons Native American Week | Technology | Master's Research | Teaching Resources |
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Atoms, Atoms, Atoms Lesson
I. NYS Standards:
Standard 6 - Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Key Idea 2:Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
Performance Indicators:
2.2: Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).
Standard 4 – The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicators:
3.3: Develop mental models to explain common chemical reactions and changes in states of matter.
3.3a All matter is made up of atoms. Atoms are far too small to see with a light microscope.
3.3e The atoms of any one element are different from the atoms of other elements.
3.3g The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases).
II. Objectives – The learner will be able to:
Use the periodic table to:
Give the name and symbol for an element
Find the atomic number and atomic mass for an element
Identify the atomic number as the proton number for an element
Use the atomic mass and proton mass to determine the number of neutrons for an element
Explain and demonstrate the current “cloud model” of the atom and the “Bohr model” of the atom
Build a 2-D model of an atom using “edible subatomic particles”
Place the correct number of protons and neutrons within the nucleus for a particular element
Place the correct number of electrons in the appropriate electron shell for a particular element
Use specific criteria to start a 3-D atom model building project at home.
III. Purpose:
Atoms are the basis of chemistry. In fact, atoms are the basis of for everything in the universe. Everything that we see is made up of atoms, including ourselves. Even things that we can’t see, such as the air, is made up of atoms. It is important for students to have an understanding of the world around them. I believe that students would be interested to know that everything that they touch is made up of atoms of different elements.
IV. Materials:
3 types of small cereal or candy – enough to give 15 of each type to each student
Paper
Atom Project Handout
Pen or pencil
V. Anticipatory Set:
I will start by asking students where we can find atoms. If they are having trouble, I can give them a hint by saying that atoms are everywhere. I can also ask, where might we find an oxygen atom? Where might we find an aluminum atom? I will explain that atoms are in everything that we see. The wood that they see in various parts of the room is made up of carbon, hydrogen and oxygen atoms. Their bodies are made up of mostly carbon, hydrogen and oxygen atoms. Explain that all matter is made up of elements and all elements are made up of atoms.
I will then ask students if we can see these atoms. No, because they are very, very small. 10,000,000 atoms can fit in the period at the end of this sentence. An electron is 0.00000000000056354 centimeters! That is really tiny!
VI. Modeling:
Students will first need to get:
15 Captain Crunch cereal pieces
15 Cocoa Puffs cereal pieces
1 roll of Smarties (15 in each roll)
1 piece of white paper
Explain to students that they are not to eat the food pieces until the activity is over. Ask students to draw a circle on their paper that will represent the nucleus. Around that circle, they will need to draw 3 dashed line circles that will represent 3 electron rings.
Tell students what each piece of food represents:
Captain Crunch = protons
Cocoa Puffs = neutrons
Smarties = electrons
Have students use the food pieces to assemble the atom of one element (use any element less than atomic # of 18). After giving them a few minutes, go over the correct structure of the protons, neutrons and electrons. Ask students to check their work. Repeat with one more elements.
VII. Guided Practice:
Students will now try some elements on their own. Have students randomly pick an element card (numbered 1-18). Tell students that this is the atom that they will be building with the food pieces. Have students raise their hand when they have finished assembling their atom
When a student is finished with their first atom, have them work on a second atom. Check their work on the second atom.
VIII. Independent Practice:
During the last 10 minutes of class, I will introduce the 3-D atom project that they will be doing. They will have 9 days to complete this project. For this project, they have to build an accurate 3-D model of an atom. They can use any household materials for the model, which means that they do not have to buy any supplies. I will show some examples of models that were built last year. We will discuss the materials that they used and how accurate they are.
IX. Assessment:
Attainment of the objectives for this activity will be assessed via the following:
Immediate: We will be looking to see that the students are correctly able to determine the number of protons, neutrons and electrons for a given element. We will also be looking to see that the student is able to correctly put the protons and neutrons in the nucleus and the electrons in the appropriate shell.
Mid-range: Students will be tested on this material on their weekly test that is given on Fridays.
Long-term: Students will be assessed long term via their 3-D atom model. We will be looking for accuracy of the model and how well they followed the criteria given. This assignment is due on April 4.
X. Closure:
To close the lesson, I will remind students that we have been learning all about the atom. We know that atoms can be found everywhere. All matter is made up of elements, which are in turn made up of atoms. We are able to draw the structure of an atom for certain elements. Now, we will be discussing how those atoms of certain elements can combine to make compounds. For example, a sodium atom (Na) can combine with a chlorine atom (Cl) to make . . . table salt!
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Last updated May 17, 2007 |