NAME: Mandhir Singh Sambhi and Karan Dulay DATE : July 2018

SUBJECT: CHEMISTRY GRADE: 11 TIME FRAME: Unit 8 THEMES: Atomic Theory

STAGE 1: Identify desired results

What students will UNDERSTAND:
Big Ideas:
Atoms and molecules are the fundamental building blocks of matter.

Essential questions:
Does new knowledge that disproves preceding theories make previous research less credible?
How does the study of atoms, subatomic particles, and atomic structure relate to our daily lives?
How can we study and understand something we cannot see?

What students will be able to DO: What students will KNOW:

Curricular competency learning standards: Content learning standards:
● Formulate physical or mental theoretical models to describe a ● classification of matter
phenomenon; ● model of the atom
● Express and reflect on a variety of experiences, perspectives, and ● the subatomic structures of atoms, ions, and isotopes
worldviews through place ● quantum mechanical model
● Evaluate the validity and limitations of a model or analogy in ● electron configuration
relation to the phenomenon modelled

Core competencies
In what ways will Core Competencies be activated, accessed, encouraged?
Communication: Thinking: Personal and Social:
● Draw the various models of an ● Consider the changes in ● Demonstrate an awareness of
atom as expressed through knowledge over time as tools and assumptions, question information
scientific theories, keeping in mind the technologies have developed given, and identify bias in their own work
assumptions and contemporary ● Connect scientific explorations to and in primary and secondary sources
knowledge. careers in science
 STAGE 2: Determine acceptable evidence
How will students demonstrate or put into practice their understanding?
(evaluation activities, self-evaluations, exhibits, reports, portfolios, presentations, etc.)
Who will be the audience – the teacher, peers, or self?
Formative assessment: Summative assessment: Self-regulated assessment:
-Collaborative group activities to observe student Comprehensive Inquiry Project on a KWL slips;
interaction and understanding and adjust teaching contemporary evolving technology/concept. 3-2-1;
for future lessons; self-assessment forms
-Reflective assignments for feedback on learning
process (KWL)

STAGE 3: Plan learning experiences

Giving students voice and choice:
Students may choose to work individually or in groups and can choose
whether they want to share their ideas with class or not. Students can
demonstrate their inquiry about a subject of their choice, through any
medium they feel comfortable with.
Integrating Aboriginal worldviews and perspectives:
(How will you incorporate First Nations Principles of Learning, Ways of
Knowing, authentic resources, etc.)
Learning involves patience and time; “Learning
is...reflective...experiential...and relational”
Differentiation:
How will learning be made accessible so that ALL students can succeed?
(Universal Design, multimodal resources, etc.)
Multimodal learning with presentation, recitation and demonstration.
Allowance for different pace of learning and collaboration-- peer
support
Literacy and numeracy foundation: (What opportunities
will there be to develop and use these skills?)
Proportional reasoning to visualize difference in size between
molecular and atomic scales (numeracy);
Comprehension, reflection and application of new terminology and
concepts (literacy).

Lesson
#__ Desired Learning experience
Materials/resources Assessment
and results /activities/strategies
date
Introduce the early interpretations of the Applet used to assess prior knowledge and
smallest unit of matter - Scale of the comfort with foundational information through a
Early Universe interactive applet as a hook; Interactive applet Survey to see how well students recall surface
1 Models of the development of models of the atom skit scripts/background level information reflected through the applet;
the Atom through mini skits. Students will be information. Students will demonstrate consideration of the
grouped and tasked to enact a key role of scientists in innovation. Record student
development in the model of the atom. skits for assessment- Peer review for feedback
 Debrief skits, reflection, and gallery
walk to allow students to gather all the
information (alternatively, hand out a
Rutherford- summary sheet outlining the history of
2 hands-on activity (needs
Bohr Model the development)
Rutherford’s Discovery - students
work in groups to identify and unknown
object without seeing/touching it.
Atomic
Direct Instruction: Use workbook to
Mass, Mass
cover topics of atomic mass, mass
Number,
3 number and isotopes and the
Isotopes
involvement of protons, electrons, and
(and
neutrons.
mixtures)
Use animated diagrams to depict and
complement theory of electron energy
Electronic
level diagrams from workbook;
4 Structure of
Whiteboard activity to allow students
the Atom
some practice drawing energy level
diagrams; Demo of lightbox and gas
tubes to visualize spectral lines
Whiteboards supplementing a practice
Electronic
worksheet to strengthen student
5 Structure of
proficiency in writing electron
the Atom
structures;
Inquiry Project for students to realize
Electron
constant innovation and development of
Structure/
technology that shapes ideas in modern
Plan for
6 times -- aimed at developing critical
Short
thinking, cross-curricular and life-wide
Inquiry
understanding of collaboration and
Project
curiosity.
Handouts and reflection
for debriefing; video
recording;
props and marbles,
whiteboard, markers and
instructions)
Workbook, Notes, and
collective participation to
answer questions. ELL
adaptations: Word Bank,
Word Wall
Quiz Sheet (TBD)
Quiz Sheet
PowerPoint presentation;
Workbook and questions;
Erasable markers and
boards
Spectral lines demo
(lightbox, gas tubes,)
Vertical Surface activity
to arrange magnetic
electrons and orbitals;
Handout for Inquiry
project and group sign-up
sheet;
Resources and guidance
to generate essential
questions.
Debrief exercise with peer review slips and
KWL for test of prior knowledge;
Successful Identification of “unknown” object in
hands-on activity. Can the students consider
creative thinking and the role of scientists when
exploring the unknown? Students may question
why I chose Rutherford over other scientists --
consider impact/weight of discovery.
Revisit KWL slips for reinforcement;
Students should identify atomic symbols, atomic
numbers, mass numbers and electrons for
elements.
FACTS 8 and 36 (see lesson plan)
Short multiple-choice quiz testing history of
atomic models and properties of subatomic
particles (if time permits)
Short multiple-choice quiz testing history of
atomic models and properties of subatomic
particles (carry-over)
Students can arrange more complex electron
configurations and build connections between
old information and new;
Students can: formulate essential questions for
their inquiry; collaborate with group members to
think creatively and demonstrate an extended
perception of scientific processes in daily life;
consider factors limiting research and innovation
as they evaluate evolution in general perception
on a contemporary technology/idea.
 Work period to ensure students know
Starter list of platforms Conference with groups to check-in and assess
Inquiry how to research and evaluate sources for
7 and resources for students state of progress - informal so that students don’t
Project reliability and validity; access to library
to begin researching; feel burden of reporting.
and online resources

Students demonstrate critical thinking about

Submit other contemporary developments in technology
8
Inquiry Groups demonstrate their inquiry or an idea; The reflective piece will be used to
Peer Assessment
project and projects assess overall growth in student understanding
handouts;
in-class Peer assessment; reflection and comfort with the material. Students must
self-assessment/reflection
reflection show appreciation for endeavours in science,
instructions
(summative regardless of how “correct” or “accurate” older
assessment) research becomes. Rubric for summative
assessment
STAGE 4: Reflect on what transpired
1. Was this unit successful? Why or why not?
2. If I do this again, what could I do differently?
3. Does my gradebook accurately reflect student learning?
4. What evidence do I have of student learning?
5. What strategies have I tried that benefited the students that are struggling in some way? What could I have done differently?
6. In what ways did I challenge students who are clearly being successful in my classroom? What could I have done differently?
7. What new ideas have I tried in this unit to keep myself energized about teaching? What else could I incorporate into my lessons?
Connections to PDP Goals:
Which PDP goals does this unit connect to or demonstrate?

Learning about the various groups in history and their interpretations talks to Goals 1 and 3, demonstrating how different cultures contributed to a widespread
academic subject.
Goals 2, 4 and 5 are reflected through a cross-curricular approach to understand the relevance and impact chemistry has on our daily lives.
When students are able to engage in group activities, they are learning in ways that reinforce Goals 1,6,7, and 8.
Hand-on activities and opportunities for experiential learning resonate Goals 8 and 9.
Identification and implementation of engaging activities as constructive modes of assessment ensures that feedback is ethical, respectful, thoughtful and
progressive, which reflects Goal 10.
This document was designed by Dr. Kim Lockhart and Kavita Hoonjan (SFU)
PDP Secondary Module Lesson Plan p.1

Lesson Title: Atomic Theory

Grade/ Subject: CHEM 11 Date: Day 1
Big Ideas [KUD]:
Atoms and molecules are the fundamental building blocks of matter.

Learning Standards: Curriculum Competencies [KUD] Content [KUD]:

Know:
● History of Development of Atomic Theory
Do:
● Communicate scientific ideas, information, and perhaps a suggested course of action, for a
specific purpose and audience, constructing evidence-based arguments and using
appropriate scientific language, conventions, and representations;
● Formulate physical or mental theoretical models to describe a phenomenon;
● Evaluate the validity and limitations of a model or analogy in relation to the phenomenon
modelled

Specific Lesson Objectives: SWBAT…. (Students will be able to….)

.
● Describe- and distinguish between subatomic particles-- protons, electrons and neutrons;
● Participate in group activity and act out skits depicting historical developments in
technology and changes in understanding of the atomic structure.

Learning Intentions: 1-2 statements, to be shared with students as part of your formative assessment practice. Kid
friendly language.
Thinkers and scientists have been thinking about the smallest building blocks of matter for a
long time, from the time of Aristotle to modern times. Students will act out the different
periods of history and significant developments in the understanding of the atomic structure.

Materials/Resources: What books, videos, handouts, props, technology etc will I need for my lesson? How do I need
to prepare my materials for the lesson? Have I considered how I will distribute/use/collect materials in my lesson?
-Background information on assigned historical period
-Dossier on scientist and discovery; props are optional and can account for
differentiation/scaffolding among groups

Assessment tools:
-Informal check-ins: check for student engagement in randomly assigned groups;
-Students will provide feedback to each other on what they found interesting in each
presentation and what -they were curious about. Teacher will facilitate/regulate scope of
expected knowledge and discussion so that critique remains relevant and amicable;
-Teacher may record skits for assessment purposes only; can be shared with class if students
allow.
PDP Secondary Module Lesson Plan p.2

Instructional Process:
Student Does/Teacher Does: (Activities & Transitions between activities) Time:

“Scale of the Universe” applet - hook to gather class focus on atom size and identify 5-10
that modern understanding of the atom has developed over millennia (check student min
familiarity and prior knowledge of atomic structure and subatomic particles)

-assign visibly random groups and distribute outlines for different periods in history
where scientists, thinkers and philosophers changed understanding about the smallest
building blocks of matter. Groups will read dossiers and develop brief skits that
summarize the discovery or change in thinking and understanding. Teacher will 20 min
circulate among groups to make sure groups proceed on task

- groups perform their skits in chronological order of events; collect feedback slips 40-45
from students after each skit min

Considerations:
-Historic names may be difficult to pronounce; either emphasis on names can be minimized or
support students
-Dossiers and outlines may include graphics, diagrams or analogies to facilitate understanding
of technologies involved
Extensions:
-Students may desire greater explanation on context or particular events in history, for whom
there may be further articles and diagrams with more detail; they may also benefit from scale
diagrams that allow some experiential learning opportunities.
Adaptations:
-Allow students time for comprehension of historical context with text and graphics, cohesive
and succinct explanations, and time to practice and prepare for skits.
-socially uncomfortable students may be given a summary handout to fill in or do a solo act.
PDP Secondary Module Lesson Plan p.3

Lesson Title: Atomic Theory

Grade/ Subject: CHEM 11 Date: Day 2
Big Ideas [KUD]:
Atoms and molecules are the fundamental building blocks of matter.

Learning Standards: Curriculum Competencies [KUD] Content [KUD]:

Know:
● Rutherford-Bohr Model of Atom
Do:
● Formulate physical or mental theoretical models to describe a phenomenon;
● Evaluate the validity and limitations of a model or analogy in relation to the phenomenon
modelled

Specific Lesson Objectives: SWBAT…. (Students will be able to….)

.
● Participate in group activity to identify an ‘unknown’ object that they can’t see through
other modes of observation.

Learning Intentions: 1-2 statements, to be shared with students as part of your formative assessment practice. Kid
friendly language.
The atom consists of different components, and they were discovered in different ways.
Scientists observe in various ways, and students will make use of multiple senses to find out
what the unknown object is.

Materials/Resources: What books, videos, handouts, props, technology etc will I need for my lesson? How do I need
to prepare my materials for the lesson? Have I considered how I will distribute/use/collect materials in my lesson?

Source:
Contemporary Physics Education Project. CPEP materials about... Fundamental particles and
interactions: Classroom Activities - Activity Three: Rutherford’s Discovery, (Student and
Teacher Page). Visited June 2018. url: http://www.cpepphysics.org/Class_act_e.html

“Rutherford’s Discovery” - Student Handout with instructions and investigative questions

Whiteboards, Marbles, dry-erase markers, and models of “unknown” objects.

Assessment tools:
-Informal check-ins (thumb-meter, walk among groups);
-Students will be assessed on completion/mastery. They should successfully identify the
unknown object at their table through creative observation techniques. They will know and
justify their approach through debriefing questions.
PDP Secondary Module Lesson Plan p.4

Instructional Process:
Student Does/Teacher Does: (Activities & Transitions between activities) Time:
-debrief skits to identify components students found informative, perhaps familiar, or 20-30
confusing. Students will not rank min
- KWL slips for students to collect thoughts on something new, something revised,
and something they want to explore 30 min

- “Rutherford’s Discovery” hands-on activity: students will explore how Rutherford

may have measured and observed for an unknown particle that he could not see. 20 min

Considerations:
Be mindful of language assistance needs: vocabulary list; Repeat or slow down to convey
instructions and provide instructions both verbally and in written form.

Extensions:
Students can be asked to investigate more complex objects to extend exercise and observe
additional attributes; for example, objects with nooks, insets or curves.

Adaptations:
Group work to allow collaboration and sharing of skills and knowledge. All students will be
given a chance to “roll the marble” and input their analysis and observation
PDP Secondary Module Lesson Plan p.5

Lesson Title: Atomic Theory

Grade/ Subject: CHEM 11 Date: Day 3
Big Ideas [KUD]:
Atoms and molecules are the fundamental building blocks of matter.

Learning Standards: Curriculum Competencies [KUD] Content [KUD]:

Know:
● Atom Number and Atomic Mass
● Isotopes (TBD)
● Electron Structure (TBD)
Do:
● Formulate physical or mental theoretical models to describe a phenomenon;
● Evaluate the validity and limitations of a model or analogy in relation to the phenomenon
modelled

Specific Lesson Objectives: SWBAT…. (Students will be able to….)

.
● Describe- and distinguish between subatomic particles-- protons, electrons and neutrons;
● Construct, analyze, and interpret graphs, models, and/or diagrams
● Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
● Generate electron configuration diagrams using Rutherford-Bohr models

Learning Intentions: 1-2 statements, to be shared with students as part of your formative assessment practice. Kid
friendly language.
The atom consists of a few different components, but representations of atoms vary with
application. Students should be able to note where and why these differences exist, and later
be able to extend this knowledge to electron structure in the atom.

Materials/Resources: What books, videos, handouts, props, technology etc will I need for my lesson? How do I need
to prepare my materials for the lesson? Have I considered how I will distribute/use/collect materials in my lesson?
Textbook (Hebden Chem 11: Unit 8),
notes set of slides generated from textbook
Whiteboards for practice
Concept Card Mapping activity to brainstorm

Assessment tools:
FACT #8 - Concept Card Mapping to ensure students know function of proton, electron,
neutron (source: Keeley, Page D. Science Formative Assessment, Volume 1: 75 Practical
Strategies for Linking Assessment, Instruction, and Learning (p. 105). SAGE Publications.
Kindle Edition.)

Exit slip following FACT 36: Muddiest Point (source: Keeley, Page D. Science Formative
Assessment, Volume 1: 75 Practical Strategies for Linking Assessment, Instruction, and
Learning (p. 214). SAGE Publications. Kindle Edition.)
PDP Secondary Module Lesson Plan p.6

Instructional Process:
Student Does/Teacher Does: (Activities & Transitions between activities) Time:
FACT 8 - Concept Card Mapping:
students work with peers at their tables; distribute cards with various entries,
including subject-specific terminology and concepts, by which students can connect
15-20
prior knowledge about subatomic particles’ location, charge, and mass to concepts of
min
atomic mass, atomic number, isotopes, ions, and mass number.

Transition to workbook and corresponding set of notes to introduce electron

20 min
configuration trends and rules

Assign students questions from workbook to gain practice (differentiation and

20 min
accommodation options available for varying academic strengths)

Exit slips: FACT 36: Muddiest Point - invite students to reflect on recent learning
5-10
and identify what they found difficult and easy to understand. This will be used to
min
direct instruction for next class
-alternately, a short multiple-choice quiz testing history of atomic models and
properties of subatomic particles
Considerations:
Students may find a condensed set of questions more attractive, so questions can be presented
in a handwritten set to make more student-friendly.

Extensions:
Additional more complex electron configuration questions can be arranged for extended
practice
Chemistry Games: Atoms and Isotopes https://elementalscience.com/products/chemistry-
game-atoms-isotopes-free
Adaptations:
non-permanent surface can be arranged for students to get comfortable with and practice
electron configuration models; students may collaborate in small groups to co-construct
knowledge
PDP Secondary Module Lesson Plan p.7

Quiz Sample:
Chem 11 Atomic Theory Quiz
Atomic Models

1. A. Which of the following statements best summarizes the modern model of the atom?
a. Protons travel in circular paths around a charged nucleus
b. Negative electrons are found in positive matter
c. Matter is composed of identical and indivisible particles
d. Electrons are likely to be found in orbitals around the nucleus

2. Which of the following statements is consistent with Dalton's model of the atom?
a. The atom contains protons, neutrons, and electrons
b. The atom has a positive nucleus
c. The atom contains a positive nucleus with electrons in circular pathways called orbits surrounding the nucleus
d. The atom is indivisible and can't be destroyed

3. Which of the following models visualized the atom as being a positive mass with negatively-charged particles spread throughout
the mass?
a. Nuclear Model
b. Orbital Model
c. Plum Pudding Model
d. Bohr Model

4. Which particles' discovery was attributed to JJ Thomson?

a. Protons
b. Neutrons
c. Electrons
d. Quarks

5. Which scientist used experiments to find the nucleus of an atom?

a. Dalton
b. Rutherford
c. Thomson
d. Schrodinger

6. In a famous experiment conducted by Ernest Rutherford, positively charged alpha particles were scattered by a thin gold foil.
Which of the following is a conclusion that resulted from this experiment?
a. The nucleus is negatively charged.
b. The atom is a dense solid and is indivisible.
c. The mass is conserved when atoms react chemically.
d. The nucleus is very small, and the atom is mostly empty space

7. According to_______________________, two electrons in an atom cannot have the same set of all four quantum numbers.

Cations, Anions, and Neutral Atoms

8. How many protons and electrons are in a Cu+2 ion?

a. 27 protons, 29 electrons
b. 27 protons, 31 electrons
c. 29 protons, 27 electrons
d. 29 protons, 31 electrons

9. A neutral atom contains 12 neutrons and 11 electrons. What is the number of protons in this atom?
a. 12
b. 23
c. 1
d. 11

10. An atom's mass number mathematically equals

a. the total number of protons plus neutrons.
b. the total number of protons.
c. the total number of neutrons.
d. the total number of protons plus electrons.
PDP Secondary Module Lesson Plan p.8

Lesson Title: Atomic Theory

Grade/ Subject: CHEM 11 Date: Day 7- Summative Assessment

Big Ideas [KUD]:

Atoms and molecules are the fundamental building blocks of matter.

Learning Standards: Curriculum Competencies [KUD] Content [KUD]:

Know:
● Rutherford-Bohr Model of Atom

Do:
● Demonstrate a sustained intellectual curiosity about a scientific topic or problem of
personal, local, or global interest
● Communicate scientific ideas, information, and perhaps a suggested course of action, for a
specific purpose and audience, constructing evidence-based arguments and using
appropriate scientific language, conventions, and representations;
● Evaluate the validity and limitations of a model or analogy in relation to the phenomenon
modelled;

Specific Lesson Objectives: SWBAT…. (Students will be able to….)

.
● Evaluate the validity and limitations of a model or analogy in relation to the phenomenon
modelled;
● Demonstrate an awareness of assumptions, question information given, and identify bias in
their own work and in primary and secondary sources;
● Consider the changes in knowledge over time as tools and technologies have developed
● Connect scientific explorations to careers in science
● Exercise a healthy, informed skepticism and use scientific knowledge and findings to form
their own investigations to evaluate claims in primary and secondary sources

Learning Intentions: 1-2 statements, to be shared with students as part of your formative assessment practice. Kid
friendly language.
Great concepts and ideas develop over years of research. Students will pick a modern concept
of their choice and find out how that concept began and how it changed and updated over the
years. Just like atomic theory developed through different scientists and years of research,
students will explore subjects from any field within chemistry or outside.

Materials/Resources: What books, videos, handouts, props, technology etc will I need for my lesson? How do I need
to prepare my materials for the lesson? Have I considered how I will distribute/use/collect materials in my lesson?
Students will need space to display their posters, or AV equipment for electronic
presentations;
Peer feedback will be used to make presentations relevant and meaningful
Handout for metacognitive thinking; questions will ascertain student awareness and realization
of scientific process.
PDP Secondary Module Lesson Plan p.9

Assessment tools:
Informal check-ins;
Peer feedback will be used to make presentations relevant and meaningful
Handout for metacognitive thinking; questions will ascertain student awareness and realization
of scientific process.
Rubric (see below)

Instructional Process:
Student Does/Teacher Does: (Activities & Transitions between activities) Time:

- Students will set up their projects and present them in small groups. Groups will two 20-
take turns presenting so that they have a chance to experience everybody’s projects. 30 min
sessions

Cooldown and debrief - students will reflect on their experiences and analysis of the 10 min
various factors leading to ongoing progress in scientific principles.
Considerations:
Students will have used the previous class to conduct research on various subjects and created
projects presented through different modes, based on personal preference. Teacher will need to
provide space and AV equipment, as per needs, to allow students to sufficiently demonstrate
their project
Extensions:
N/A
Adaptations:
Students will need space and time to demonstrate their projects sufficiently.
Anyone with special needs would present a different depth and scope of research.
PDP Secondary Module Lesson Plan p.10

Rubric (adapted from EDUC 416 Inquiry Rubric 2018):

3 2 1
(What was done better) <-- (What is expected) --> (What could have been better)

The inquiry project starts with a good

research subject;
the chosen concept is modern and well-
Authenticity established;
the chosen technology is relevant for
the audience.

The inquiry process shows careful

consideration of the beginnings of the
technology or idea;
Change in ideas or beliefs is
sufficiently described;
Advantages and challenges with each
Depth step in the progress are outlined;
the presentation is intellectually
appropriate for the grade level;
the project sufficiently considers
changes in knowledge over time as
tools and technologies have developed

Sources are cited appropriately; the

study makes use of various sources;
the inquiry demonstrates a willingness
to research various perspectives on the
idea’s development;
Connection and Appropriate connections are made to
Technology different factors influencing the
progress in the technology/idea’s
development;
the project connects scientific
explorations to careers in science

The presentation is coherent and

organized;
The project communicates the progress
of the subject in a logical fashion;
student demonstrates appreciation for
healthy criticism of development;
the project evaluates the validity and
Communication limitations of a model or analogy in
relation to the phenomenon modelled;
the project demonstrates an awareness
of assumptions, question information
given, and identify bias in their own
work and in primary and secondary
sources;

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