Lesson Plan

1. Title/Topic/Grade level: Marvelous Molecules, Molecules and Attraction, 4th grade

2. Lesson Essential Questions:
What is a molecule?
What holds molecules together?
3. Standards:
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
4. A: Learning objectives and assessments
Students will understand that attraction holds atoms in a molecule together
B: Assessments:

Objectives

Assessments

SWBAT build molecules

once given a formula

Students will build molecules using gummy bears to represent

different atoms and toothpick to represent the bonds between the
atoms

5. Materials:
White board
Dry eraser marker
Unit Folders
Toothpicks
Gummy bears (red, green, yellow)
Marvelous Molecules Worksheets (15)
Modeling Molecules Worksheets (15)
Rubric for Modeling Molecules Worksheet (15)
Magnets (15)
Paper Clips
6. Pre-Lesson Assignments and/or Prior Knowledge:
Students learned about atoms the day before
o Parts of an Atom
o Where they are located
o How different types of atoms have the same number of protons, neutrons, and
electrons
7. Lesson Beginning:
Give students an Admit Slip about atoms (Worksheet Attached)
o What are the three parts of an atom?
o What are their charges?

Hand out Unit Folders (worksheets for this lesson will be placed in folders prior to the
lesson)
Have a magnet and paper clips available for every student
o Ask students to observe what happens when you put the magnet towards the paper
clips.
o Put a pile of paper clips next to the magnet. Does the magnet still attract the paper
clips when there is a large group of them?

8. Instructional Plan:
Start with the Magnet Activity listed above.
Give students definitions by writing them on the board
o Element-A substance that is made entirely of one type of atom
o Molecule-A group of two or more atoms that stick together
Draw an example of hydrogen on the board (exact number of protons,neutrons, electrons)
o Have the class draw hydrogen on their worksheet
o Explain why hydrogen has 1 proton and 1 electron (refer to the periodic table)
Ask the class how they would draw Carbon. Draw on the board while the students draw it on
their worksheet
Let the class do the next one on their own. For example, ask them to draw Oxygen.
o Use this as a check for understanding. Walk around the room, and give students a
check on their sheet if they drew it correctly
Explain that two or more atoms clustered together form a molecule
o Give an example (H2O)
o Explain that the different types of atoms are held together by an attraction. Define
attraction on the board.
Attraction-The force that holds a molecule together
Activity: Have students take out their Modeling Molecules Worksheet from their Unit
Folder. Explain to students they will be graded on the worksheet.
o Designate 3 different colored gummy bears for 3 different atoms. Write this on the
board
Green-Hydrogen
Red-Oxygen
Yellow-Carbon
o Explain to students that they are not allowed to touch materials until instructed to do
so. Also, they are not to eat the gummy bears.
o Do an example with the class (H20). Show them how we would need two hydrogen
atoms and one oxygen atom. Use toothpicks to connect the atoms to form a molecule.
Explain to students that the toothpicks represent the attraction that is needed for the
molecule to stay together, just like the magnets and paper clips in the beginning of the
lesson.
o On their own, have students create molecules (see below). Students should show the
teacher each molecule when its completed. Students will then write the number of
atoms of each type of element and draw a picture of their model on their worksheet.
O2-Oxygen
H2O2-Hydrogen Peroxide
CO2-Carbon Dioxide

Differentiation: Examples will first be done as a class so no one feels discouraged if they
dont know the answer. There will be models for visual learners, via doing examples on the
board. The worksheet will have examples, for those who are struggling. Materials will be
distributed by groups so students can work together to construct their molecules. We will be
walking around the room to give students extra help who need it.

Class Management: Students will be at their desks the entire time. Teacher will direct
students attention from the board and their papers. Teacher will hand out all materials before
beginning the activity, so the students are not distracted. Teacher will give clear instructions
on what is expected during the activity (Example: Do not eat the gummy bears). Teacher will
walk around the classroom while students build their molecules to monitor and offer help.
When a student is needed to answer a question, the teacher will pick a name from the
popsicle sticks.

Transitions: The lesson will begin with the students attention directed on the board.
Throughout the lesson the teacher will instruct students to write in their notebooks. Once
students are comfortable with molecules the teacher(s) will pass out the materials for students
to build their own molecules.

9. Closure: Exit ticket (Post-It Note)

o What is a molecule?

Name: ________________________________________

Date:_______________________

Marvelous Molecules
Observations of Magnets:

Element _____________________________________________________________________
_____________________________________________________________________
Molecule _____________________________________________________________________
_____________________________________________________________________
Attraction ____________________________________________________________________
_____________________________________________________________________

1.)

2.)

3.)

Name: ______________________________

Date: ________________

Modeling Molecules
H2O (Water)

O2 (Oxygen)

How many HYDROGEN molecules are there?

____
How many OXYGEN molecules are there?
____
How many CARBON molecules are there?
____

How many HYDROGEN molecules are there?

____
How many OXYGEN molecules are there?
____
How many CARBON molecules are there?
____

H2O2 (Hydrogen Peroxide)

CO2 (Carbon Dioxide)

How many HYDROGEN molecules are there?

____
How many OXYGEN molecules are there?
____
How many CARBON molecules are there?
____

How many HYDROGEN molecules are there?

____
How many OXYGEN molecules are there?
____
How many CARBON molecules are there?
____

Activity: Modeling Molecules

Scientific
Knowledge

Explanations
indicate a clear
and accurate
understanding
of scientific
principles
underlying the
construction
and
modifications.

Explanations
indicate a
relatively
accurate
understanding of
scientific
principles
underlying the
construction and
modifications.

Explanations
indicate that not
all scientific
principles
underlying the
construction
and
modifications
were
understood.

Explanations do
not illustrate
much
understanding of
scientific
principles
underlying the
construction and
modifications.

Worksheet
Appearance

All models are

copied onto the
students
worksheet and
are nearly
drawn.

Most models are

copied onto the
students
worksheet and
are nearly
drawn.

Some models
are copied onto
the students
worksheet and
are nearly
drawn.

No models are
copied onto the
students worksh
eet.

Constructio
n

Great care taken

in construction
process so that
the structure is
neat, attractive
and follows
plans
accurately.

Construction
was careful and
accurate for the
most part, but 12 details could
have been
refined for a
more attractive
product.

Construction
was careful and
accurate for the
most part, but
3-4 details
could have been
refined for a
more attractive
product..

Construction
appears careless
or haphazard.
Many details
need refinement
for a strong or
attractive
product.

Total: _____ / 12