University of St.

Francis
College of Education

Lesson Plan
Name of Lesson/Topic: Rob Schoonveld/ Basic Atomic Structure

Learning Goals or Standards to be addressed:

Students who demonstrate understanding can:

Develop models to describe the atomic composition of simple molecules and

extended structures. [Clarification Statement: Emphasis is on developing models
of molecules that vary in complexity. Examples of simple molecules could include
ammonia and methanol. Examples of extended structures could include sodium
MS-
chloride or diamonds. Examples of molecular-level models could include
PS1-
drawings, 3D ball and stick structures, or computer representations showing
1.
different molecules with different types of atoms.] [Assessment Boundary:
Assessment does not include valence electrons and bonding energy, discussing the
ionic nature of subunits of complex structures, or a complete description of all
individual atoms in a complex molecule or extended structure is not required.]

Students will understand: Atoms comprise all matter and possess

subatomic particles.

Students will know: The subatomic particles of atoms and how to

calculate them for individual elements.

Students will be able to:

(NGSS Evidence Statements) Observable features of the student
performance by the end of the course: Students develop models of
atomic composition of simple molecules and extended structures that vary in
complexity. In the models, students identify the relevant components,
including:
i. Individual atoms.
ii. Molecules
Learning Activity
Students will take notes on the 3
types of subatomic particles; drawing
their places within the atom.
Students will build a nucleus of an
atom. A single element will be
focused on. Models will reveal
learning misconceptions.
Students will select and critique each
others atomic models and subatomic
particle placements.
Learning will be summarized with a
Plickers Q & A formative towards end
of the above activities.
How will students be formatively
assessed?
Students will use Plickers to answer
atomic structure learning
assessment questions. (see Plicker
questions screenshots attached).
Students will use Plickers to answer
atomic structure learning
assessment questions. (see Plicker
questions screenshots attached).
Students will use Plickers to answer
atomic structure learning
assessment questions. (see Plicker
questions screenshots attached).
Students will use Plickers to answer
atomic structure learning
assessment questions. (see Plicker
questions screenshots attached).
How will the needs of students with various needs (ELL, digital
learners, gifted learners, RtI students, and special education students)
be addressed during and after each stage in the formative
assessment process?

My class is experiential or hands-on Science. Students will use

playdoh and atomic structure placemats to build atoms. 3 colors will
represent the 3 subatomic particles of protons, neutrons, and
electrons. Students will work in groups of two. Partners will help
partners; groups will help groups. Models will be compared and
discrepancies found. Constructivist activity will dictate that learning
will come from each other during the activity.

Models will be altered through open-ended questioning to correct

placement errors.

Notes will take place first. Two-dimensional models drawn of atomic

structure.

Next is playdoh is used to build models of elements.

Round, doughnut shaped ponytail beads and atomic structure

placemats used to represent the 3 sub atomic particles of elements.

ELL: pictures of particles given with notes.

SPED: pictures of particles given and note copies given as needed.

Gifted: will research the 3 subatomic particles themselves online &

then join the group in model making. Freedom of site choice given.

Digital Learners: choice to research 3 subatomic particles like the

gifted. Site choices given.

Again, Plickers (see attached) questions will formatively assess

learning as we progress through the lesson.
Describe the specific learning activities and process for
implementation. What SRS is being used? How should students access
the SRS tool? How will students be introduced to the tool? Will the
SRS be used in any other way beyond formative assessment
(attendance, engagement, rewards, etc.)?

Process: see above

SRS: Plickers (see above)
Students will utilize the standard Plicker cards set. I will introduce the
cards and their 4 sides as well as the students ID number to them
during the beginning of the model making. A practice question
regarding my favorite candy bar (everyone knows it is a Kit Kat!) will
be utilized to find errors in how to hold up the cards. The question will
be repeated as needed.

At this time I only plan on using the Plickers to assess the learning
goals within the model making portion of the lesson.

Reflect on how the lesson will improve the learning environment for
students. How will it improve the retention of important material and
learning processes?

I believe that with the addition of the Plickers I will give a voice to the
quieter or more reserved students who prefer to learn intra-
dependently. Plickers will enable all students to speak in a sense
without the potential feelings of embarrassment. Learning will be
retained not only from experiential or hands-on learning but I can go
back to address misconceptions within specific groups and individuals
as indicated by the plickers. I am curious to know if the literacy piece
will be an issue with the Plickers?! That is to say if a student struggles
to read will the reading of the Plickers affect the feedback I get. Time
will tell!

Describe other ways you can incorporate technology learning into your
classroom.

We have 1:1 Chromebooks this year in 8th grade. I plan to use HTML
simulations from PHET (https://phet.colorado.edu/en/simulation/build-
an-atom) to reinforce the learning and assess the following day.