Lesson Plan Title: Bohr Diagram Introduction

Date: 03/28/17
Subject: Science Grade: 9
Topic: Drawing Bohr Diagrams
Essential Question: How were the structures of atoms historically represented?

Materials:
Bohr Diagram Raffles Sheets
Students will require; Periodic Tables, writing utensils, and paper

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will need to understand; the relevance of valence electrons in both; the
composition of Bohr Diagrams, as well as their produced effects for chemical bonding,
the relationship between the period of an element and the construction of its Bohr
Diagram, and the relationship between the number of valence electrons, and the
number of each atom required to form a chemical bond. Students will need to know; how
to determine the number of valence electrons in any element across the metal and non-
metal spectra of the periodic table (excluding transition metals), and can produce the
Bohr diagram for each of the elements in these regions across the first four periods of
the periodic table.

Broad Areas of Learning:

Lifelong Learners: students continued work in chemical science has begun to produce
a sense of inquiry, and questioning surrounding the existence and creation of chemical
elements/compounds. Through the completion of this lesson students will gain access to
further understanding of how historically we viewed; representation of atomic modeling,
and its application to chemical reactivity/binding. From here they will work toward
modernizing their understanding of atomic construction as a lifelong pursuit.

Cross-Curricular Competencies:
Developing Thinking: students are driven to consider his historical figures such as
Niels Bohr, constructed the idea for the composition of atomic structure. They also need
to rationalize the connections between the Periodic Table of Elements, and the
construction of these molecular models.
Developing Literacies: written, creative, and comprehension literacies are all tested
during the completion of this lesson. Through students understanding of the designated
rules for designing Bohr Diagrams, and their abilities to construct them independently.

Outcome(s):
Analyze historical explanations of the structure of matter up to and including:
o Dalton model
o Thomson model
o Rutherford model
o Bohr model of the atom.

[SI]
b. Use appropriate scientific terminology when describing atoms and elements (e.g.,
mass, charge, electron, proton, neutron, nucleus, atom, molecule, element, compound,
neutral, positive, negative, ion, isotope, and periodic table)
d. Identify major shifts in understanding matter that have enabled more detailed
explanations of the structure and composition of the atom up to and including the Bohr
model of the atom.
e. Construct models to illustrate the structure and components of matter, including the
major historical atomic models (e.g., Dalton, Thomson, Rutherford, and Bohr), using
information selected and synthesized from various sources.

PGP Goals:
2.2 proficiency in the Language of Instruction
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation

3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual
beings

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The formative (FOR learning) assessment utilized during this lesson, is the student
directed completion of an example from the first Bohr Diagram Raffles sheet. Students
will draw at random, a slip of paper out of a hat, which contains a number ranging from
1-36. The number on each slip corresponds to the atomic number of an element on the
Periodic Table. Students will be asked to come up to the board, and at random, draw the
Bohr diagram of their slips corresponding number during the completion of the lesson.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
The summative (OF learning) assessment completed by students after the conclusion of
this lesson, is an assigned homework exemplar from the second Bohr Diagram Raffels
sheet. Students will be given the chemical formula for an ionically bonded compound, of
which they must draw the corresponding Bohr Diagram. Their representation of the
compounds Bohr Diagram should include; all applicable Bohr Diagrams for
corresponding elements, electron flow from one element to another, and the resulting
charge on each element after the electron transfer is completed.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~5 min)
The motivational/anticipatory set for this lesson will be completed as a group discussion
centralized around; students prior knowledge of the subatomic particles that make up
an atom, what the charges of these subatomic particles are, what these charges mean
for the natural charge in the regions of an atom, and what/how many valence electrons
does each element have. Students should be asked prompting questions such as; What
are the three parts of an atom?. What are the charges of a proton? An electron?,
Where in the atom are protons located? Electrons?, and How far away are the
electrons?. The instructor should detail a basic Rutherford model of an atom, and a
Bohr model side by side on the board using students descriptions and define
similarities/differences between the two.

Main Procedures/Strategies: (~40-45 min)

- During a period of notation; the instructor should progress through the following
steps for drawing Bohr Diagrams with the entire class, using; Hydrogen, Carbon,
and Xenon as examples detailed on the black-board: (~10-15 min)
1. Write the chemical symbol inside a nucleus
2. Draw the first electron orbital
3. Draw-in single e- (max 2 e-)
4. Pair e- immediately (only for first orbital)
5. Draw the second electron orbital
6. Draw in single e- if available all four quadrants (max 8 e-)
7. Pair e- if available until all valence electrons are counted
8. Repeat steps 5-7 for third period (or lower) elements
- The instructor will raffle off slips from the Bohr Diagram Raffles (1) sheet, and
individually, students will come up to the board and detail the Bohr Diagram of
the element with the atomic number corresponding to the number on their slip
(two at a time) (~10-15 min)
- During a second period of notation; the instructor will detail the following steps for
the construction of Bohr Diagrams when considering electron transfer during ionic
bonding of elements, using H1O, and MgO as examples detailed again on the
black-board (~10-15 min)
1. Draw the Bohr Diagrams for all positively charged elements
2. Draw the Bohr Diagrams for all negatively charged elements
3. Draw arrows to indicate e- transfer
4. Indicate the charges on all elements involved

Adaptations/Differentiation:
- For the EAL learners present in the class, the adaptation can be made that
uncommon abbreviation systems utilized during the creation of the written rules
be dropped ensuring their continued comprehension from the naturally written
English language. Due to their proficiency in writing having been witnessed during
the completion of other lessons, handouts detailing the rules are not needed.

Closing of lesson: (~5 min)

The closing of this lesson will be completed as an instructor lead reiteration; of how
important it is to follow the rules we have written out when creating Bohr Diagrams. This
reiteration will be given while simultaneously distributing the second series of slips from
the Bohr Diagram Raffles (2) sheet randomly to students and assigning the Bohr
Diagram construction for the ionically bonded formula indicated as homework to be
submitted to Carmen the following day.

Personal Reflection: (*Adapted from Understanding by Design (McTighe and Wiggins,

1998)

Bohr Diagram Raffles (1)

2 3 4 5

6 7 8 9

10 11 12 13

14 15 16 17

18 19 20 21

22 23 24 25

26 27 28 29
30 31 32 33

34 35 36

Bohr Diagram Raffles (2)

LiF LiCl LiBr LiI

NaF NaCl NaBr NaI

KF KCl KBr KI

BeF2 BeCl2 BeBr2 BeI2

MgF2 MgCl2 MgBr2 MgI2

CaF2 CaCl2 CaBr2 CaI2

Li2O Na2O K2O Be3N2

Mg3N2 Ca3N2