This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!

Resource ID#: 167888

Primary Type: Lesson Plan

Atomic Structure Unit: Lesson 1 - Science of an Atom

This is lesson 1 of 3 in the Atomic Structure unit. This lesson helps students determine charge, structure and location of different components of an
atom. This lesson also allows students to sketch the first 18 elements from the periodic table.

Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators Suggested Technology: Computer for Presenter,
Internet Connection, Overhead Projector, Adobe Flash
Player, Adobe Acrobat Reader
Instructional Time: 40 Minute(s)

Keywords: atom, science, science of an atom, atomic structure, structure, atom structure, computer, computer
science, elements, element, periodic, periodic table, atoms, groups, periods, Scratch
Instructional Component Type(s): Lesson Plan, Worksheet, Presentation/Slideshow, Video/Audio/Animation

Resource Collection: CPALMS Computer Science Lessons

ATTACHMENTS
Exploring_Activity.pdf
Atoms_and_the_Periodic_Table.pdf
Quiz_1.pdf

LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What will students know and be able to do as a result of this lesson?
Student will be able to:

Explain the structure of atoms and the location of its different components.
Explore the charge of the components of an atom.
Explore and describe the approximate size of atoms.
Use the periodic table to sketch any of the first 18 elements.
Prior Knowledge: What prior knowledge should students have for this lesson?
Student should be familiar with the terminology of an atom.
Guiding Questions: What are the guiding questions for this lesson?
As a young scientist, what step would you take if you were asked to replicate a particular mixture?
What make two "Things" similar?
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
Attention getter/Interest builder

Watch Atoms Video: https://www.youtube.com/watch?v=nmGEhUlxn2M

Present a piece of paper (or pencils, marker, or anything) and ask student to name the object.
Ask the student to relate the Kiwi example to describe the object presented above.
o Answer will vary, but some key point will be

page 1 of 3 
 The object is composed of elements that are small and invisible without the use of microscope. The elements that composed the object have electrons, protons and
neutrons.
How will this connect with or elicit student prior knowledge?

This simple question doesn't have a right answer as the student is unable to test the object. It is used as a way to test student understanding of the video. Based on
prior knowledge and insights gained from the video, the student will understand that atoms are what's make up any object. In addition, the student will have an
idea of the size of the atom as well.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
Instructions for setting up and helping students explore the phenomenon or materials

Use the Online simulator to simulate atoms composition and perform activity1: https://phet.colorado.edu/sims/html/build-an-atom/latest/build-an-atom_en.html
Perform Activity 1 which is attached
Instructions for helping students make and test predictions and hypotheses

1. The teacher is encouraged to provide questions to help student come up with a good prediction:
2. The video demonstrates that atoms are composed of electrons, protons and neutrons.
3. Student should predict that any change in the number of these subatomic particles will affect the composition and weight of an atom.
4. Student should be able to understand that an atom is negatively charged, if the number of electrons are more than number of protons.
5. Student should be able to understand that an atom is positively charged, if the number of protons are more than number of electrons.
6. Student should be able to understand that an atom is neutrally charged, if the number of electrons are same as the number of protons.
How will students record, organize, and analyze their observations and ideas

1. Student will use online simulator to collect data during this activity.
How will you check for student understanding?

1. The teacher will check for completion of activity 1 assignment. The Quiz at the end of activity 1 test for the key points of the lesson.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
Instructions for helping students communicate, justify, and refine their ideas

1. Use the Power Point: "Atom and Periodic Table" to reinforce the ideas.
What key talking points should the teacher share about the lesson topic or phenomenon?

1. The teacher should reinforce the different concept within the PowerPoint. Those concepts consist of:
The components of an atoms and their electric charge
The size of atoms
Atoms are building to more complex matter.
How will you check for student understanding?

1. Use Stop and Go cards approach.

2. Use index cards by placing a large green circle on one side and a red on the other side.
3. As the teacher reinforce the idea in the powerpoint, if the students are following along and understanding the lesson, the green side is visible to you. If they aren't
understanding the lesson, they will flip the card to show the red side.
Common errors/misconceptions to anticipate and how to respond

Student maybe confused about the different models which exist that help represent an atom.

Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
Describe a new problem/setting to which the students will apply the new concepts/skills so they can deepen their understanding?

1. Distribute a periodic table to each student. Explain that the periodic table is a way of arranging all known atoms into groups with similar properties.
2. Present the first 18 elements. Use Hydrogen as an example and sketch the atomic structure of Hydrogen
3. From Exploring with the PHET simulation, student should be able to understand that each energy level can only hold a certain amount of electrons.
How will you check for student understanding?

1. Give each student an element and ask them to sketch the structure of the element by using the periodic table.
2. Keep records of the elements sketched by the students to give feedback in case of error.
3. Ask student to keep the sketch of the elements used as it will be needed in lesson 2.
Common errors/misconceptions to anticipate and how to respond

1. After Helium, the sketch of the electrons required two or more electron shells. Questions regarding this concept may occur. Reintroduce the idea that the first
electron shell can only accommodate 2 electrons and the second electron shell can only hold 8 electrons.
2. Briefly, explain there is misconception that electrons are moving around the nucleus in a circular pattern. In reality, it is a probabilistic model of what really is
happening at an atomic level.
Summative Assessment
How will you give students a chance to evaluate their own learning?

1. Using the smallest amount of words to no words, ask student to create a diagram that describes the key concept presented in this lesson. Key concepts include:
Atoms composition and subatomic electric charge.
Relative size of subatomic particles.
Periodic table arrangement and trends of periodic table.
How will the students show the teacher that they met the learning objectives?

2. Assign Quiz 1 (attached) to students. This quiz can be assigned after lesson 1 or before starting lesson 2.
Formative Assessment
Specific suggestions for conducting Formative Assessment can be found in the Explore, Explain and Elaborate phases of the lesson where it says, "How will you check

page 2 of 3 
 for student understanding?"

Feedback to Students
Specific suggestions for providing Feedback to Students can be found in the Explore, Explain and Elaborate phases of the lesson where it says, "Common
errors/misconceptions to anticipate and how to respond."

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Use this YouTube video in case additional resources are needed: https://youtu.be/3_FJIpKgdV4

Extensions:
As part of an extension, students shall be given freedom to observe the changes in the atomic structure for atoms beyond 18 protons.

Suggested Technology: Computer for Presenter, Internet Connection, Overhead Projector, Adobe Flash Player, Adobe Acrobat Reader

Special Materials Needed:

1. Periodic table
2. Access to internet
3. "Atom and Periodic Table" presentation helps to reinforce idea
4. "Exploring activity" worksheet is used by students to observe the behavior of periodic table as protons, neutrons and electrons are added to an atom
5. "Quiz 1" worksheet is used to quiz the students at the end of lesson 1
6. Online simulator to simulate atoms composition: https://phet.colorado.edu/sims/html/build-an-atom/latest/build-an-atom_en.html
7. YouTube video in case additional resources are needed: https://youtu.be/3_FJIpKgdV

Further Recommendations:
This lessons has 4 activities. Allow enough time to accomplish the activities. Walk around classroom to help students who are struggling with concept.

SOURCE AND ACCESS INFORMATION

Contributed by: alekhya lakkadi
Name of Author/Source: alekhya lakkadi
District/Organization of Contributor(s): Florida State University
Access Privileges: Public
License: CPALMS License - no distribution - non commercial

Related Standards
Name Description
SC.68.CS-CC.1.1: Demonstrate an ability to communicate appropriately through various online tools.
Design and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task, individually and
SC.68.CS-CS.6.6:
collaboratively.
SC.8.P.8.6: Recognize that elements are grouped in the periodic table according to similarities of their properties.
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
SC.8.P.8.7: neutrons).
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics.

page 3 of 3