LESSON CONTENT

Lesson Plan Template:

Learning Cycle (5E Model)

Learning Objectives: What will students know and be able to do as a result of this lesson?

Students will be able to:

1. explain that atoms are the smallest particles of matter and are made up of protons, neutrons, and electrons.
2. differentiate between protons, neutrons, and electrons in terms of their mass, electrical charges, and locations within the atom.
Prior Knowledge: What prior knowledge should students have for this lesson?

SC.6.L.14.1: Describe and identify patterns in the hierarchical organization of organism from atoms to molecules and cell to tissues to organs to organ systems to organisms.
SC.912.P.8.3: Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated
by experimental evidence.

Guiding Questions: What are the guiding questions for this lesson?

What makes up an atom?

How can particles in an atom be described?

Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?

Materials: KWL chart, sticky notes (2 different colors if possible), pencils

o Explain your understanding of the particles in an atom.

o What do you what to know about the particles in an atom?

1. The teacher will give each student two sticky notes, two different colors if possible.
2. The students will take about 4 minutes to write down what they know and want to know about atoms.
3. Turn and Talk: The students will do a 2 minute turn and talk with their neighbors about what they have written on their sticky notes.
4. The teacher will call the students up by table to have them place their sticky note on the "K" and "W" portion of the KWL chart.
5. The teacher will share student responses with the class.
Four Corners (3 corners)
Material: 3 sheets of paper (each labeled True, False, and Not sure)
Statements for the 4 Corner activity:

o An atom is the smallest particle from which all elements are made.
o An atom consist of 3 subatomic particles
o An electrical charge is the power given to each particle
o The location of each particles do not change with different elements

1. Teacher will label 3 corners of the room True False Not Sure
2. Explain to the students that you will read each statement twice.
3. Students will then decide if statement is true or false. If they are not sure, that's okay.
4. Without talking, the students will go to the corner of room that represents their thoughts.
 5. The teacher should ask the students to share with their group why they picked that answer and justify their response. Students may use the the Sentence Starters to guide them
through this collaboration process.
6. The teacher will then ask the True and False groups to have a representative share the group's reasoning for that response.
7. Students in the Not Sure group will then have to determine if they feel the response is True or False and pick a position based on the other students' statements. (The teacher is
not to give the right answer.)
8. Repeat steps 2-7 for all the statements.
9. Explain to the students that throughout the lesson we will explore the model and make of the atom. Explain that any misconceptions that they may have will be addressed during
that time.
Teacher Note: It is okay to not give the students the correct answer at this point. Stress to them that you will not be giving them the correct answer because you would like for them
to discover the answer on their own, and will address any misconceptions before the end of the lesson.

Explore: What will the students do to explore the concepts and skills being developed through the lesson?

Construction of a Carbon Atom Model

Materials: 3 different colors of clay, paper plates, markers or color pencils, Carbon Atom Model Rubric, Carbon Atom diagram
1. The student will be shown a diagram of a carbon atom.
2. Each student will be given a paper plate and 6 small balls of clay of 3 different colors (to be chosen by the teacher).
3. Student will be asked to take the 3 different colors of clay and construct a carbon atom on the paper plate based on what they see in the in diagram.
4. Students will then need to determine which color to use for the positive, negative, and neutral charge. (They should also determine which charge is a proton, neutron and
electron.)
5. The students will then write a summary about their model, justifying their structure and the location of the charges.
6. Once everyone is finished, the students will be paired up with another student to discuss the structure of their models and justify why they chose the location of the electrical
charges.
7. If time allows, students should share their original model of the carbon atom. Explain to them that this model will be used again in the Elaborate Phase.

Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?

Material: Science notebook, pencil, computer to play video, LCD projector or Smart Board
The Structure of an Atom: Video Options (Please preview the clips and websites prior to showing your students)

o RicochetScience: Atomic Structure (2:01)

o Red Orbit: What is an Atom? (2:08)
o Derek Owens: Physical Science 6.1a - The Structure of an Atom (6:15)

Give One Get One Activity

1. The teacher should have the students draw a line down the middle of the designated page in their notebooks or Interactive Notebooks.
2. The students should write "Give One" over the left column and "Get One" over the right column.
3. Once the video starts, ask the students to write 7-10 facts in the "Give One" column.
4. The teacher will then have the students share their facts with other students.
5. Block Party Style: Play and stop music to signal students when it's time to change partners.

o The goal of this is to mingle with five other students, sharing their "Give One" notes and recording notes from others in the "Get One" column.

6. The student should write down five new notes from other classmates under the "Get One" column.
7. When students are finished, they should return to their seats.
8. The teacher should have them quietly read over the notes on their paper and write a 1-2 paragraph summary.
9. The students should then be put in groups of 2-3 to discuss what they have learned and justify their responses to their partner.
10. The teacher should bring students back for a whole group discussion and ask students to share what they or their partners learned about atoms.
Modification: Give One, Get One Activity
1. Students will complete steps 1-3 in the original version of the activity.
2. The teacher will assign student pairs.
3. Students will have 3 minutes to share the facts in the "Give One" column and write down what their partner has in the "Get One" column.
 4. The teacher will repeat steps 2 and 3 two more times.
5. Continue with steps 7-10 in the original version.

Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?

Particles of an Atom Venn diagram Example.docx

Material: Science Notebook, Venn diagram chart, notes, (from Explain phase) or textbook, pencil, colored pencils, carbon model, rubric
Venn diagram
1. Students will need to create Venn diagram that describes the particles of an atom, including their electrical charges and location in the atom. Students will use their Venn
diagram to compare the information they have collected.
2. They will then reconstruct their model of the carbon atom (from the explore phase).
3. The students will write a 2-3 paragraph summary about what their constructed model looked like prior to the explain phase to the one they have now.

0. They need to include the name of the subatomic particles, their electrical charges and location in the atom.
1. They should also answer the following questions?
Was their original construction correctly made?
If so, what was there reasoning for the original construction?
If not, what was incorrect and what changes did they make and why?
If they were given an Oxygen atom, do they feel the structure would change? If so, why? If not, why?

4. Pair-Share: Put the students into pairs and have them discuss their model/Venn diagram comparison.
5. Each student should justify why they kept or changed their existing model. (They can use the questions for #4 to assist with this process)
Wrap Up: KWL
Materials: KWL chart, sticky notes (different color from the K and W if possible), pencil
Ask students, "What have you learned about the particles of an atom?"
1. The teacher will give each student a sticky note.
2. The students will take about 3 minutes to write down what they have learned about atoms.
3. Turn and Talk: The students will do a 2 min. turn and talk with a neighbor about what they have written on their sticky note.
4. The teacher will call the students up by table to have them place their sticky not on the "L" portion of the KWL chart.
5. The teacher will bring the class back to whole group and share the responses with the class.

Summative Assessment

Benchmark Learning Goal and Scale (Time: 15-20 min)

0. After the lesson, each student should attempt to answer the Level 3 "I can" statement on the scale. This will determine if the student has mastered the benchmark.
If the student is unable to answer the Level 3 question with great detail, he or she should attempt to answer the Level 2 statements of the scale.
If the student is able to answer both Level 2 statements, he or she they should mark Level 2 on the scale.
If the student is only able to answer one of the Level 2 statements, then he or she should mark Level 1 on the scale.
If the student is unable to answer either Level 2 statement, even with assistance, then he or she should mark Level 0 on the scale.
If a student successfully answers the Level 3 statement with detail, then he or she should attempt the Level 4 statement on the scale.
1. While the students are writing their responses, the teacher should walk around to monitor student progress and check their understanding.
If the teacher notices that students are struggling with responding, the teacher should ask probing questions to see if they can answer either statement on
level 2.
At this the point the teacher should not give them the answer.
Again, if the student is able to answer the level 2 with some assistance from the teacher, then they are a level 1.
If the student cannot answer any part of level 2 even with help, then they are a level 0.
The teacher should never tell the students where they are.

Remember, the purpose is for students to track their own progress and for the teacher to be able to monitor that progress, providing assistance when needed.
Once the students have completed answering the scales, the teacher should put the students into a collaborative group of two or three for a "Turn and Talk." The students should
then take turns sharing where they think they are and their reasoning why. The group should write a quick summary of their discussion.
Sticky Bar Activity:
 2. While the students are sharing their response with their partner, the teacher will give each student another sticky note or a sticker in a different color.
3. The student should then put his or her sticky note or sticker where he or she currently falls on the scale.
This can be done simply on a chart that the teacher creates on chart paper labeled with all five levels 0-4.
4. The teacher should then put the students back into their groups of two or three "Turn and Talk" to discuss their observations of the data.

Whole Group Discussion:

5. After the students have finished collaborating with their partners, the teacher will ask each group to share what was discussed in their group with some follow up
questions.
This is also a time where the teacher can address any misconceptions that may still be evident.
6. The teacher should ask the students to respond to statements at 2 and 3 on the scale.
Formative Assessment

Benchmark Learning Goal and Scale (5-10 minutes)

This learning goal (also the Level 3 on the scale) is a level 3 on the DOK model of content complexity.

0. Prior to the lesson, the students will mark what level they feel is appropriate for their level of knowledge.
If the student feels that his or her knowledge is at level 2, the teacher should have that student give an explanation of the concepts in level 2 that he or
she knows.
If the student feels that his or her knowledge is at level 3, the teacher should have that student give an explanation of the statement in level 3.
The same should happen if a student feels that his or her knowledge is at a level 4 on the scale.
1. While the students are writing their responses, the teacher should walk around to monitor the students and look at how they are responding.
If the teacher notices that students are struggling with responding, the teacher should ask questions to see if they can answer either statement on level 2.
The teacher should not give them the answer at this point.
If a student is able to answer the level 2 with some assistance from the teacher, then he or she is at level 1.
If a student cannot answer any part of level 2 even with help, then he or she is at level 0.
The teacher should never tell the students where they are.

Remember, the purpose is for the student to track their own progress and for the teacher to be able to monitor that progress (will provide assistance when needed).
Sticky Bar Activity:

2. Once the students have completed their responses the teacher will give each student a sticky note or a sticker.
3. Each student should then put his or her sticky note or sticker where he or she currently falls on the scale.
This can be done simply on a chart that the teacher creates labeled with all five levels, 0-4.
No discussion is necessary among the students for this activity.
Feedback to Students

The teacher will review the data with students and ask them questions about their observation of the data.

o What inference can you make about data collected?

o How could we use the data collected as we go through the lesson today?
o What information would you recommend that your classmates be mindful of today?

The teacher can write the questions and responses to the questions on the board or chart paper so that the students can refer back to it throughout the lesson.
The teacher should consistently refer back to the learning goal and scale throughout the lesson so that students can make the connect with the activities that they are doing in class
with the learning goal and scale. This is an important step in order to monitor student progress and checking for understanding.
ACCOMMODATIONS & RECOMMENDATIONS

Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector

SOURCE AND ACCESS INFORMATION

Contributed by: LaWanda Johnson
Name of Author/Source: LaWanda Johnson
District/Organization of Contributor(s): Pinellas
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial