Unit Plan: The Structure of the Atom (Chapter 4)

Introduction
The structure of the atom is fundamental in understanding most chemical processes, from
chemical reactions to physical properties of materials to nuclear energy. This unit will discuss
the history of the atom, and then moves into identifiers of atoms (atomic number, mass number)
and radioactive decay.
Clarifying Goals for the Unit
A. Big Ideas
Atoms are the building blocks of matter. The importance of atoms is summarized by Core
Idea #1 in NGSS, quoted as The existence of atoms, now supported by evidence from modern
instruments, was first postulated as a model that could explain both qualitative and quantitative
observations about matter (e.g., Brownian motion, ratios of reactants and products in chemical
reactions) (NGSS Framework 106.) Atoms can be further divided into smaller subatomic
structures. These include a nucleus with protons and neutrons, surrounded by electrons that exist
outside of the nucleus. The history of the atom supports student practices, while modern
understanding supports many other main ideas in chemistry.
Also important are nuclear processes. Some unstable atoms can undergo radioactive
decay, releasing alpha particles, beta particles, and gamma rays. This topic is a Core Idea for
matter and its interactions, although it is mainly just summarized in this unit. Per NGSS,
Phenomena involving nuclei are important to understand, as they explain the formation and
abundance of the elements, radioactivity, the release of energy from the sun and other stars, and
the generation of nuclear power (NGSS Framework 111.)
B. Student Practices
Many student practices are involved in this unit. First, the development of the (mostly)
current atomic model is discussed in detail, as developing models is an important student
practice in studying matter. Of particular importance, and demonstrated through the history of
the atom, is to Develop a model based on evidence to illustrate the relationships between
systems or between components of a system (HS-PS1-4, HS-PS1-8). There are also many
student practices and/or performance expectations that occurred during the history of the atom
that are shown in the triangle. These include, but are not limited to: asking questions (1),
developing models (2a), planning and carrying out investigations (3), analyzing and interpreting
data (4), and engaging in argument from evidence (7).
Cross-cutting concepts dealing with change are also part of this unit. Much of science
deals with constructing explanations of how things change and how they remain stable (HS-PS1-
6). The history of the atom and developments in understanding radioactivity show evidence for
this idea.
C. Performance Expectations for Student Learning
As before, in this section, I will list the NGSS performance expectation(s) and their
associated practices. These can then be summarized by class-specific learning goals in Part D,
developed as the result of several years of chemistry teaching at Grand Ledge High School.
Performance Expectation Associated
NGSS Practice
NGSS Performance Expectation(s)
1. Use the periodic table as a model to predict the relative properties of elements based on
the patterns of electrons in the outermost energy level of atoms (HS-PS1-1).
Asking questions
(1), developing
models (2a),
constructing
explanations (6),
engaging in
argument from
evidence (7)
2. Develop models to illustrate the changes in the composition of the nucleus of the atom
and the energy released during the processes of fission, fusion, and radioactive decay (HS-
PS1-8).
Asking questions
(1), developing
models (2a),
constructing
explanations (6),
engaging in
argument from
evidence (7),

D. Learning Goals
Listed below are the learning goals developed for this unit for use at Grand Ledge High
School for Unit 4 in Chemistry A.
Students will be able to explain the history of atomic theory, including the scientists
involved, relative time periods, and experimentation. [1]
Students will be able to discuss the evidence scientists rely on to explain the atomic
theory. [2]
Students will be able to draw diagrams of various atomic theories through history.
[3]
Students will be able to describe the mass, location, and charge of each subatomic
particle. [4]
Students will be able to list the number of protons, neutrons, and electrons for any
given element. They will be able to write isotope notation given this same
information. [5]
Students will be able to describe the differences between isotopes of an element.
[6]
Students will be able to discuss the significance of an elements atomic mass. [7]
Students will be able to calculate weighted average atomic masses for elements
given mass and relative abundance of each isotope. [8]
Students will describe sources of radiation. [9]
Students will describe different types of radiation. [10]
Students will be able to write nuclear decay equations for alpha, beta, and gamma
decay. [11]
Daily Schedule of Learning Goals
Day 1: Learning Goals [1], [2], [3], and [4].
Day 2: Learning Goals [5] and [6].
Day 3: Learning Goals [7] and [8].
Day 4: Learning Goals [9], [10], and [11].
Day 5: Unit assessment.