Stage 1 Desired Results
ESTABLISHED GOALS
Students will:
Use nuclear symbol notation to deduce
the number of protons, neutrons, and
electrons in atoms and ions
Perform calculations involving non-
integer atomic masses and abundance of
isotopes from given data
Recognize the shape of an s orbital and
all three p orbitals
Apply the Aufbau principle, Hunds rule,
and the Pauli exclusion principle to write
electron configurations for atoms and
ions up to Z = 36
Matanuska-Susitna Borough School District
Science Standards
MSBSD-CH-3.
Describe how the properties and arrangements
of the subatomic particles contribute to the
structures of atoms.
Alaska Science Standards
B.1 A student should develop an understanding
of the characteristic properties of matter and the
relationship of these properties to their structure
and behavior
E.2 A student should develop an understanding
that solving problems involves different ways of
thinking, perspectives, and curiosity that lead to
the exploration of multiple paths that are
analyzed using scientific, technological, and social
merits
Transfer
Students will be able to independently use their learning to
Describe the atomic structure of a given isotope of an element, including number of protons,
number of neutrons, and complete electron configuration.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that
Where is the mass of an atom located?
Models of the atom have changed since the
beginning of the 19th century. What causes an atom to become an ion?
Atoms contain a positively charged nucleus How are electrons arranged in atoms?
composed of protons and neutrons
(nucleons). Why are the atomic masses on the periodic
table not whole numbers?
Negatively charged electrons occupy the
space outside the nucleus.
The atomic mass of an element takes into
account all isotopes and their relative
abundances.
Acquisition
Students will know Students will be skilled at
The meaning of the nuclear symbol notation Deducing the number of protons, neutrons,
of an element or ion. and electrons in atoms and ions, given the
nuclear symbol.
Atomic mass is a weighted average based on
relative atomic mass and isotope abundance. Calculating average atomic mass of an
element given relative atomic mass and
The arrangement of electrons outside the isotope abundance data.
nucleus of any atom based on the Aufbau
G.1 A student should develop an understanding
that the advancement of scientific knowledge
embraces innovation and requires empirical
evidence, repeatable investigations, logical
arguments, and critical review in striving for the
best possible explanations of the natural world.
Evaluative Criteria
A rubric will be used checking for the
presence of each of the required attributes.
Possible marks are: Not Present, Does Not
Meet Expectations, Meets Expectations, or
Exceeds Expectations in each category.
An answer key will be used for each
formative quiz. If students do not earn 80%
on the quiz, extra remediation will be
provided.
principle, Hunds rule, and the Pauli exclusion Determine both the electron configuration
principle. and orbital diagram for any element up to Z =
36.
The shapes of s and p atomic orbitals.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Students will each be given an isotope of an element between Z=19 and Z=36. Students will
determine the number of protons, number of neutrons, and number of electrons in their
isotope. Students will the use relative atomic mass and isotopic abundance data to calculate
the average atomic mass of their assigned element. Students will determine the complete and
abbreviated electron configurations and orbital diagrams for their isotope. Students will
report on their isotope using a method of their choice, including Google Slides, paper poster,
an infographic, or a video.
OTHER EVIDENCE:
Students will take a formative quiz after all Isotope activities are completed.
Students will take a formative quiz after all Average Atomic Mass activities are completed.

Students will write the questions and the key Students will create questions for and take a summative assessment over Unit 2: Atomic
for the test. This will be used to grade the Structure.
summative assessment.
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
1. Build an Atom PhET simulation and questions. (W, H)
2. Build an Atom Formative quiz after completion of activity. Students get immediate feedback via Google Form Quiz. (E2)
3. Students complete a group activity on isotopes. (E1, O)
4. Students take a formative quiz over isotopes topics. If students earn 80% or higher they move on to next topics. If students earn less
than 0%, they spend time remediating in class to take the quiz again. (E2, R)
 5. After getting 80% on formative isotopes quiz, students start an activity on average atomic mass. Students can choose from one of two
activities depending on level of challenge desired. (E1, T, O)
6. Students take a formative quiz upon completing the assignment of their choice using Google Classroom. They received immediate
feedback on their learning. (R, E2)
7. Students complete a hands-on activity to apply average atomic mass concepts. (H, E1)
8. Upon completion of hands-on activity, students will take a formative quiz on average atomic mass. Students who earn 80% or higher
move on to next topic. Students who earn less than 80% will spend time remediating in class to take the quiz again. (E2, R)
9. All students will read independently about Bohrs model of the atom and take a quick formative assessment to check for
understanding of ideas. If necessary, the class will split up for students to discuss more in depth in areas of weakness. (E1, E2, R)
10. Students will choose their method of learning about electron configurations: individual reading, group activity, watching videos
individually or with partner(s). Mini-lectures will be given when needed. Formative feedback will be given throughout via Google Form
Quizzes and Exit Tickets. (E1, R, E2)
11. A formative quiz will be given on electron configurations to determine if students are ready for the performance assessment. If
students earn 80% or higher they can move on the performance assessment project. If students earn less than 80%, remediation will
occur during class until students can retake the quiz for 80% or higher. (R, E2)
12. Performance Assessment Project on Isotopes, Average Atomic Mass, and Electron Configurations. Students will have a variety of
choices in how they will present their project. Rubric will be used to assess understanding. Students will be given the opportunity to
revise project after feedback is given. (R, E2, T, O)
13. Students will work in groups to come up with test questions, and solutions/answers, that assess the learning goals of this unit. A
summative test will be created from these questions. (W, R, E2, T)
14. Summative test on Unit 2: Atomic Structure will be given to assess concepts covered in the unit. Test will be a combination of multiple
choice and short answer questions created by students. Students will be given an opportunity to retake the assessment if they are not
satisfied with their demonstration of knowledge. Students will revisit concepts that they were not proficient in before retaking the
test. (E1, R, E2)

*Formative Assessments will be given throughout in the form of exit tickets, polling during class, and whiteboard use during class. Students
will receive feedback as often as possible.