Example of Grade 9 Science Atoms and Element Lesson Planning

Title of Unit  Atoms and Elements  Grade Level  9 
Subject  Science  Time  90 -120 min 
Developed By  Sydney Wall     

 

Big Ideas:  

  • Atoms and their structures 
  • Subatomic Particles 
  • Models of Atoms 
Essential Questions:  

  1. What components make up an atom? 
  2. How are atoms of one element different from atoms of another element? 
Guiding Questions: 

GQ.1 – What is a theory? 

GQ.2 – How do the various atomic models compare with current scientific evidence?  

GQ.3 – How do models in science change over time?  

GQ.4 – What is the interior structure of the atom and how was it experimentally determined?   

Classroom Management: 

  • Deal with disruptions as they come while not disrupting the rest of the students. 
  • Be sure directions are clear and easily understood. 
  • Be sure students are on task  

 

Outcomes/ Objectives:  Indicators: 
AE9.1 AE9.2 Analyze historical explanations of the structure of matter up to and including: 

  • Dalton model 
  • Thomson model  
  • Rutherford model 
  • Bohr model of the atom [SI] 
  1. Use appropriate scientific terminology when describing atoms and elements (e.g., mass, charge, electron, proton, neutron, nucleus, atom, molecule, element, compound, neutral, positive, negative, ion, isotope, and periodic table). 
  2. Identify major shifts in understanding matter that have enabled more detailed explanations of the structure and composition of the atom up to and including the Bohr model of the atom. 
  3. Construct models to illustrate the structure and components of matter, including the major historical atomic models (e.g., Dalton, Thomson, Rutherford, and Bohr), using information selected and synthesized from various sources. 

 

Assessment Strategies: 

·                 Formative: 

  • Bohr Model Worksheet 
  • Atoms and Their Structures Worksheet 
  • Textbook questions 
Instructional Strategies: 

·                  Direct Instruction 

Lecture 

Adaptive Dimension: (Differentiated Learning) 

  • Textbook reading: if any students struggle reading the text, they may sit and read with the teacher or partner up with a classmate. 
  • Slime Lab worksheet will be done in groups of two 
Materials Needed: 

·           Smart Board – PowerPoint  

Pencils & erasers 

Loose leaf   

Textbooks             

Prior Knowledge: 

·           Origin of atoms, Matter, Physical and Chemical Properties 

 

  Learning Experiences:  Time: 
Set: 
  1. Reminders 
  1. Anyone that needs to re-do the bouncy ball lab, can on Oct 11th, at noon. 
  1. Do a short quick review to refresh the students on what they are learning. 
  2. Before we begin to continue from last day, we will do a few Bohr Models on the board as a class to bring them back into learning from last day. 
 
Development: 
  • After the reminder, students are to take out their notes, and a pencil or pen. 
  • The students will continue on the worksheet they were handed on the last day to practice some Bohr Models on their own, this will give them practice on constructing the Bohr Model. This is for me to see what the students are understanding and what they are not of the Bohr Model. (due Thursday oct. 12th) 
  • Once they finish the worksheet, we will continue with notes on atoms and their structures. (this will be fast paced)  
  • After we go over these notes, students will be handed out an assignment based on atoms and their structures and subatomic particles. This assignment will show me what the students are picking up and what they are struggling with. This assignment will have them show me where the protons are and nucleus is, how to calculate the neutron, what the numbers and letters stand for on an element from the periodic table. (due Friday Oct. 13th 
  • After students accomplish this, the Bohr Model Poster assignment will be introduced. With this assignment, students can get creative when making their poster. They will choose an element to create a Bohr model and do the write up that follows with this assignment. They will be given time in class time to work on the assignment. This will show me what the students grasped and understand based on the terms they learned over the last couple of days.   
  • Once students are finished they can start to work on the textbook reading, pages 149, 151-154, and answer questions on page 155, 1, 2, 4, 6, 10, 11, 13 & 14. (Still debatable if this gets assigned or not, depends on time) 
  • From this, students will gain more information to understand Models of Atoms. They will answer questions that will challenge what they know and help them gain new understandings 
  • They will work individually. 
  • Students are not allowed to use their phones. If students are using phones inappropriately, such as using social media when they should be on task, their phones will be taken away, and put into a bin until the end of class. 
  • As students read and work on the questions, I will be moving around the room making sure everyone is understanding what they are reading, and helping out if students are struggling. 
  • If students finish, have them write their name on their paper and put page number at the top, and hand it into the science bin in the back. 
 

 

 

 

 

Closure:  Review models of atom, and subatomic particles. See what students know based on the days of learning.   
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