CONCEPT STATEMENT:

Up until this point, students are expected to know general characteristics of atoms and the subatomic particles
including how different number of electrons can change the charge of the whole atom, protons define the identify
of elements (atomic number) and also possess a positive charge, and that neutrons do not have a charge but do
effect mass number and different isotopes of an element. In order to communicate the concepts of chemical
bonding correctly, it is important to describe further specialized characteristics of electrons energy levels and
electron configuration. Though using the Bohr model to demonstrate instruction based on energy levels and
electron configuration is not ideal due to how it is shown, it is an important first step in allowing for students to
become acclimated with viewing electrons, their behavior, and their organization differently.
LESSON OBJECTIVES: Upon successful completion of this lesson, students will be able to...
Describe how electrons are organized on atoms using a model
Explain what ions are by using knowledge of charge, and natural uncharged elements
STANDARDS ADDRESSED:

BIO.A.2.2.1: describe the parts of an atom IOT differentiate between elements

BIO 3.2.10.A1: Predict properties of elements using trends of the periodic table

RESOURCES/MATERIALS, SUPPLIES, HANDOUTS:

Filter paper/paper circles (sizes 9, 15, 20, 28) one of each size per group
Activity worksheet class set, provided
Colored Beads (red, black, & yellow) 20 each/group
Periodic Table class set
ADVANCED PREPARATION:
Priortoteachingthislesson,theinstructorshouldobtainandprepareallrelevantmaterials.Filterpapersshouldbetaped
toeachotherstartingwiththelargest(28)andattachingeachsmallerpaperinsuccessionwithtape.Labeleachfilter
paperwiththenumberofenergyleveltheyrepresent(9is1 stenergylevel,etc.).Also,theinstructorshouldprepare
whichelementstheywouldliketoexploreintheactivity.Itwouldbebesttoavoidusingtransitionmetalsbecauseofthe
differentwaythattheyorganizetheirelectrons,andalsotoavoidusingelementsbeyondperiod4ontheperiodictableso
thatexcessmaterialswouldnotneedtobeusedinthelesson.
SAFETY CONSIDERATIONS:
Though the students are not manipulating objects that are chemically or physically hazardous, proper lab safety
needs to be followed. Concern for safety arises not from standard lab procedures, but because of issues that can
occur as a result of having many different materials at the students disposal for them to use. Students should be
keeping their hands to themselves and ensure that they are each receiving equal opportunity with using the
materials at their stations. Students should also be keeping track of their materials, and to make sure that they end
the class with the same number of pennies that they started. The instructor should enforce proper behavioral
expectations for students such as ensuring that students do not throw materials or draw on desks.

Type of Student Grouping: 4 students per group

Background Information for Teachers:

It is imperative for teachers to not only know correct information regarding subatomic particles and their roles
within an atom/element, but it is also important for instructors to be well informed with contemporary models of
electrons as well as how they are described in science. A majority of periodic tables describe mass number, and
atomic number each piece of information being associated with interpreting the number of subatomic particles in
an average atom of a given element. It is also important to understand that the Bohr model used in the majority of
schools at the early stages of scientific learning is good to visualize quantity of electrons, but not their behavior and
location within the atom. Using energy levels is helpful for students to see how many electrons occupy the general
space of an energy level and some students will see that the outer shell of most elements contains a maximum
of 2 for elements that are within groups 1 and 2, and 8 electrons maximum for elements on groups 13 and on (If
not including transition metals). It is not necessary to mention chemical bonding, reactions, or valence electrons at
this time but it is interesting to point out and should not be stifled if students come to this realization themselves.

New Terms to Understand:

Energy Level
o Scientific Definition: The possible locations around an atom where electrons having specific
energy values (quantum number) may be found
o Recommended Definition based on content level: Different sections around an atom that
electrons live on. Each energy level has a set number of electrons that can be there.

Electron Configuration
o Scientific Definition:the distribution of electrons of an atom or molecule in atomic or molecular
orbitals
o Recommended Definition based on content level: A set of letters and numbers that describe
information about the general location, and the number of electrons that are typically found within
an element
ENGAGEMENT (Est. Time: 5
Minutes)
Teacher and Student Activity
Initiate the lesson by asking
students what the parts of an
address are. As students why it
is important to include your full
address, as well as to have it in
that order.
Show an example of an address
on the board (possibly the
address of the school) and state
that different parts of an
address tells us different things
about where a person might
live.
Connect the discussion about
information shown in an
address with electron
configuration and how the two
things are related. Though
students are not required to
know what the electron
configuration completely
describes about electron
structure on an atom, use this
information to frame directions
for the activity. Show the
electron configuration of a
specific atom on the board as
the instructor asks the students
to find the element symbol on
their periodic table. Tell
students that this number
describes the location and
number of electrons within an
atom of that element.
Briefly explain what
information is described from
an electron configuration,
without describing anything
about orbitals for now. Then,
give the students directions on
how to complete the activity.
Probing Questions (Questions that Anticipated Student Responses (to a
make student thinking visible) few questions), Misconceptions
What are the different parts of Anticipated Responses:
an address? Street
You may notice that we Number
normally write addresses in a Apartment
specific order why do you City
think it is important to write
addresses this way?
It is important to write addresses this
way because they go from smallest to
Take a look at this example of largest
an address on the board. We
know that different parts of a
complete address tell us
different things about where They write it in a hierarchy
someone lives.
We know that it is important to include
every part of an address because each
part tells us some different information
about where somebody may live.
Anticipated Responses:
Did you know that electrons have No
something that is a lot like an address Its called an electron
that they use with elements called an configuration
electron configuration? I know it has orbitals in it
I know it talks about energy
Here is an example of the electron levels
configuration of [Element] lets take a
look at the different types of
information that can be interpreted
from it:
Show and label an electron Students are expected to copy this
configuration for a chosen information (and labels) from the
element but do not include the board and onto the worksheet
orbital letters accompanying this lesson.
Some students may be familiar
with orbitals, but do not talk
about them until that content is
covered
There are three different sources of
ENGAGEMENT (Est. Time: 5
Minutes)
Teacher and Student Activity
Label and describe what each
part of the electron
configuration means without
talking about orbital letters at
this moment.
Give the students a brief
orientation of the goal of the
activity and the materials being
used:
Then, tell students the
directions for the activity:
TRANSITION
Probing Questions (Questions that Anticipated Student Responses (to a
make student thinking visible) few questions), Misconceptions
information that are shown in an
electron configuration: the first
number, a letter, and a smaller number.
We are not going to worry about what
the letter means for now but we can
look at what everything the other
pieces of information: The first number
tells us what energy level the electron
lives on, and the third smaller number
tells us how many electrons live on that
level.
1. We are going to be building
elements using the papers at
your workstations and the
colored beads
2. There are circular papers on
your station - these represent
your atom and each energy
level is indicated on the papers
3. There are also beads at your
station these represent your
subatomic particles that you
will use to complete the activity
1. Use your periodic table to find
out the electron configuration
and other information for each
element on your worksheet
2. Then, use the information we
know about the electron
configuration to fill out the
table and create a model of
each electron
3. You must complete your whole
table for each element. After
you complete each element,
you are required to draw what
each of your diagrams look like
TRANSITION
After explaining the directions, allow for students to ask any clarifying questions based on the materials or activity
directions. If no students do not have any questions, allow them to start the activity and circulate around the room
to assist individual groups. If a presentation is being used, it may be useful to post a slide detailing what each part
of the electron configuration describes about the electrons on an atom.

EXPLORATION (Est. Time:

20-25 minutes)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions

At this time, students should be
working in their groups to
create a model for each of the
assigned elements, individually
drawing it on their worksheets,
and filling out the table with all
of the missing information.
Write a list of probing questions that
correspond to the activity in the left
column. What questions might you ask
in response to what the students might
say or do?
Include possible student answers. What
should they say? What might they say?
(Research students commonly held
ideas about these concepts before
hand)

As students continue to work,

move around the room to
address any student questions
or misconceptions.

It is also possible for a varying

amount of student pre-
conceptions about electrons,
configurations, energy levels,
and orbitals. Make sure that
each student is working
together and explaining their
ideas so that everyone can
participate.

As students are finishing up

the activity, be mindful of how
much time is left in the session.
Depending on the number of
students that finished the
activity, there may be time
remaining to de-brief the
activity and ask a few probing
questions

(This concludes Fridays

portion of the lesson)
TRANSITION

What will you say or do to make a clear and smooth transition from the Exploration section to the Explanation
section?

EXPLANATION (Est. Time:

_____)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions

Describe the actions of the
teacher(s) and students. What
will the teacher be doing or
saying during this part of the
lesson? What will students be
doing?
Write a list of probing questions that
correspond to the activity in the left
column. What questions might you ask
in response to what the students might
say or do?
Include possible student answers.
What should they say? What might
they say? (Research students
commonly held ideas about these
concepts before hand)

Describe one event per row,

and add rows to this table as
needed.

[Episode 1]
Teacher:

Student(s):

[Episode 2]
Teacher:

Student(s):
Please copy and paste more.

TRANSITION

What will you say or do to make a clear and smooth transition from the Explanation section to the Elaboration
section?
ELABORATION (Est. Time:
_____)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions

Describe the actions of the
teacher(s) and students. What
will the teacher be doing or
saying during this part of the
lesson? What will students be
doing?
Write a list of probing questions that
correspond to the activity in the left
column. What questions might you ask
in response to what the students might
say or do?
Include possible student answers.
What should they say? What might
they say? (Research students
commonly held ideas about these
concepts before hand)

Describe one event per row,

and add rows to this table as
needed.

[Episode 1]
Teacher:

Student(s):

[Episode 2]
Teacher:

Student(s):
Please copy and paste more.

TRANSITION

What will you say or do to make a clear and smooth transition into the Evaluation section?
EVALUATION (Est. Time:
_____)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions

Describe the actions of the
teacher(s) and students. What
will the teacher be doing or
saying during this part of the
lesson? What will students be
doing?
Write a list of probing questions that
correspond to the activity in the left
column. What questions might you ask
in response to what the students might
say or do?
Include possible student answers.
What should they say? What might
they say? (Research students
commonly held ideas about these
concepts before hand)

Describe one event per row,

and add rows to this table as
needed.

[Episode 1]
Teacher:

Student(s):

[Episode 2]
Teacher:

Student(s):
Please copy and paste more.

SUPPLEMENTARY MATERIALS:
BIOStudent#:________ Name:______________________________ Date:_____________
BIOUnit2.2Bonding&ChemicalReactions
ElectronStructureActivity

PreactivityQuestions:
1. Electrons have their own type of address
calledan______________________________________________
2. Please label each part of the electrons address and state what it means:

1s12s22p2
Directions:
1. For each of the following elements, use the circular paper and the colored beads at your desk to design an
atomic model that places each electron in the correct energy level and contains the correct number of subatomic
particles. Once you finish each element, draw a picture of what your model looked like including the proper
location of each electron. Be sure to label your electrons, protons, neutrons and each of your three energy
levels:

a).Oxygen:

b).Magnesium:(youarenotrequiredtodrawandlabeleachprotonandneutron,butyoumustindicatethe
electronconfigurationofthisatomaccordingtoyourperiodictable):
c).Neon:

d).Phosphorus(youarenotrequiredtodrawandlabeleachprotonandneutron,butyoumustindicatethe
electronconfigurationofthisatomaccordingtoyourperiodictable):

2. Complete the table for each of the four elements

Elemen #of #of #of Electron #of #of #of

t Proton Neutron Electrons Configuratio Electrons Electrons Electrons
Symbol s s n in1st in2nd in3rd
Energy Energy Energy
Level Level Level
a).Oxygen

b).
Magnesiu 1s22s22p63s2
m
c).Neon
d).
Phosphorus 30 1s22s22p6
3s23p3