Middle Childhood Education

Middle Childhood Education Lesson Plan Template v. 3

Teacher Candidate Name: Molly Smith and Benjamin Wozniak
Lesson Title/#: Lesson Plan One- Elements
Grade Level: 6th Grade
Driving Question: What are atoms, what do they make up, and how do they behave?

Lesson Foundations
Content Standards

Physical Science Matter and Motion: All matter is made up of small particles called atoms

Elements are a class of substances composed of a single kind of atom.

Writing Standard 6.4- Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Learning Objective(s)

Materials & Resources

1. Students will be able to identify the

differences between elements. (Apply)

Assessment
(s)

2. Students will be able to diagram the

physical arrangement of elements
atoms. (Analyze)

Include LO being
addressed

A1- Show me the element

(LO1)
A2- Matching Activity (LO1)
A3- Diagram (LO2)
A4- Exit Ticket (LO1/LO2)

Tape
PowerPoint
Adoption Papers
Post-it Notes
Matching Cards

Instructional Procedures/Steps

Note when you are addressing a learning objective and when enacting an assessment.

Teacher will

Student will

Instructional procedure, questions you will ask, checks for

understanding, transitions, and evidence of culturally
responsive teaching practices.

What will students be doing?

What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and

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application.

Opening
_____5_____

Minutes

1. Set Up: Teacher will set up PowerPoint, lay

worksheets face down on tables, place tape
on the floor to distinguish the nucleus.
As students are getting settled, teacher will
present a discussion question for students to
talk about (activate previous knowledge).
Once students are settled and done
discussing, teacher will review with them.
What is an atom and what does it consist of?
(Analyze)
Teacher will review learning objectives,
driving question and agenda:
Driving Question: What are atoms, what do
they make up, and how do they behave?
(This question will be presented on every
slide)
I can...
Identify the differences between elements.
(Apply)
Diagram the physical arrangement of
elements atoms. (Analyze)
Today:
Show me the element!
Match the element to the diagram
Diagram your adopted element
Exit Ticket
Transition: For today, we are going to

An atom takes up space, has mass, and is in

constant motion. An atom consists of protons,
neutrons, and electrons.

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Instruction
_____40_____
Minutes

distinguish the differences between certain

elements. Im going to need your help on
figuring this out!
A1/LO1: There will be tape on the floor to
signify where the nucleus is. Teacher will
guide students to the area where the nucleus
is. They will be given an element, and will
have to position themselves appropriately:
Students will first be given the numbers. This
is so they understand the arrangement of the
atom:
Nitrogen
Protons:7
Neutrons: 7
Electrons: 7
Work together to decide on seven people to
choose from to appropriately place yourself
either in the nucleus, or outside the nucleus.
What is outside of the nucleus? (Understand)
What belongs in the nucleus? (Understand)

Seven students will randomly assort themselves in

the electron cloud, 14 will squeeze in the nucleus
(inside the tape).
The electron cloud containing the electrons
Protons and neutrons belong in the nucleus.

Lets take a look at the element Oxygen.

Remind me, how do we now figure out who

belongs where? (Apply)

There would be eight electrons and eight protons

since the atomic number signifies that. To figure
out neutrons, you would subtract eight from 16
(atomic weight).

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Rearrange yourself so that you can now

represent Oxygen.
What makes us different from Nitrogen now?
(Analyze)
Transition: As we have seen, when we added
or lost people, the element completely
changed. Elements have very specific atoms.
In the middle of your tables you will find
cards. These cards are mixed up. It is your
job to correctly match the cards. Once your
table group has them matched, raise your
hands so then I can check. You may head
back to your tables quietly to get started.
A2/LO1: Students will be given the element
titles from the Periodic Table of several
elements and have to match them up to the
appropriate atom diagram. Once they are
complete, teacher will come check on
matches.

Eight students in electron cloud, 16 students in

nucleus.
We have a different atomic number, different
protons/electrons/neutrons.

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(LO2)
Example: Carbon
A3/LO2- Once students have correctly
matched, they will then receive their
adoption papers of their element. This
element will be assigned to them randomly
through the worksheets that will be given to
them. They will make a diagram of their
elements with the materials provided to
them.
How many electrons are there? (Understand)
How many protons? (Understand)
How many neutrons? (Understand)

Students will be given space on their worksheet to

draw their diagram of their element and answer
the questions.
6
6
6

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Draw your element below (Apply) (use

different colors for
electrons/protons/neutrons):

(Students wont present it as a bohr Rutherford diagram. They

will present it as more of a cloud with electrons in it)

After drawing your element, why do you think

your element has to have those specific
numbers of protons/electrons/neutrons?
(Analyze)

Closure
_____5_____

Minutes

Transition: Make sure to turn in what you

have done for your diagram of your adopted
element in the bin. You will have these
element worksheets returned to you
tomorrow so that we can get started on your
new project of building a model of your
adopted element. Once we are done cleaning
up and have everything turned in, answer the
following question on the board. Record your
answers on the post it note with your initials,
and stick it to the board. Great job today,
everyone.
A4: Teacher will have a question presented
up on the board. Students will write their
answers on the post it note provided to them.
On the way out the door, they will place their

If I were to add one proton, neutron, and electron,

my element wouldnt be carbon anymore. The
makeup of the atom is specific for the element.

Middle Childhood Education

post its on the board, under the question.

What makes up an element? (Analyze)
Modifications/Acc
ommodations/Enri
chment

An element is made up of a specific atom that

contains a proton, neutron, and electron.
IEP Students: Helpful hints on worksheets, and directions are in multiple places: read out loud,
PowerPoint, and worksheet.
504 Plans: Extended time provided for students.
ELL Students: Pictures next to terms in worksheets and PowerPoint.
Gifted/Talented: Enrichment questions provided for deeper thinking.
Struggling Students: Sentence starters, directions read out loud, and extended time for struggling
readers/writers