Unit Title: Atoms

and the Periodic Subject/Course: Chemistry

Table

Stage 1: Desired Results

Standards/Goals:
CLG standards:

4.1.1 The student will analyze the structure of the atom and describe the characteristics of the particles found
there.
subatomic particles (protons, neutrons, electronsnot to include quantum mechanical details of
electron configurations)
nucleus and electron cloud (definition; no orbitals included)
atomic number, mass number, and isotopes (definitions; calculate numbers of protons, neutrons, and
electrons; notations)
atomic mass (qualitative concept of weighted average only; atomic mass unit)
Historical development of the atom.

4.1.2.2 For the following assessment limits, use only the elements in groups 1, 2, and 13-18.
How trends behave
o Nonmetallic properties
4.1.2.3 For the following assessment limits, use only the elements in groups 1, 2, and 13-18.
How trends behave
o Valence electrons
o Atomic radius
NGSS standards

HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns
of electrons in the outermost energy level of atoms.

PS1.A: Structure and Properties of Matter

HS1: Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons,
surrounded by electrons.
HS2: The periodic table orders elements horizontally by the number of protons in the atoms nucleus and
places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns
of outer electron states.

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Unit Plan (K-12) Template 1
Supporting/Repeating Standards:
CLG
1.5.6 The student will read a technical selection and interpret it appropriately.
1.6.4 The student will manipulate quantities and/or numerical values in algebraic equations.
1.5.2 The student will explain science concepts and processes through drawing, writing, and/or oral
communication.

Common Core State Standards

RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps or inconsistencies in the account.

WHST.9-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.

WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-
generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.

WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest

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Unit Plan (K-12) Template 2
Understandings:
Students will understand that
All matter is made of atoms
Humans understanding of the atom has changed over
time.
All atoms are built from 3 subatomic particles (protons,
neutrons and electrons)
The atoms of different elements have a specific
number of protons that does not change.
The periodic table is organized to show
trends/patterns.
Students will know
Who discovered each part of the atom and the
experiments they used
What an atom looks like.
How to find the number of protons, neutrons, and
electron for a given element.
How to draw a bohr model.
How to draw a Lewis dot structure.
The difference between total electrons and valence
electrons.
Why valence electrons are important.
Trends within the periodic table (valence electrons,
atomic mass, atomic radius, ionization energy).
How do these desired results align with your class vision?
This is the foundational unit to the entire class. In this unit I introduce matter and atoms. The rest of the units
build on the understanding of an atom the students learn here.
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Unit Plan (K-12) Template
Essential Questions:
What makes up everything that exists and
how do we know?
Why is the periodic table so important and
how do we use it?
How is the periodic table organized and
what information can we get from it?
How do we write about the elements using
the symbols and language of chemistry?
Students will be able to
Find the number of protons, neutrons, and
electron for a given element.
Draw a bohr model
Draw a Lewis dot structure/ determine the
number of valence electron in an element.
Determine the group and period of an
element
Predict chemical properties of an element
based on its location on the periodic table.
3
 Stage 2a: Assessment/Evidence

Performance Task:

At the conclusion of the unit students will each be assigned an element and will complete a research project on
that element. They will research its discovery, uses/ applications and where it is found in nature. They will
present this information to their classmates in a gallery walk.

Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and
observations):
I assess student progress I will grade daily exit tickets to track mastery of given standards. There will also be 2
quizzes before the Unit test. Finally I will look at select questions on each classwork to continue to monitor
student work and check for whole class misconception and common errors.
How do these assessments measure your students progress toward your classes big goal(s)?

Each standard is measured against the students diagnostic data. The students track their own progress after
every quiz and then after the summative test. I track the class mastery of each standard from the exit ticket
data.

Stage 2b: Summative Assessment for this Unit

Create and/or copy/paste the summative assessment that accompanies this unit here. Note if you have created the summative
assessment for this unit in another file, you may zip the two files together to submit to the gradebook.

Explain how you have designed your assessment, so you can easily track mastery by objective. You
may explain this here or if its easiest to track changes in your assessment and explain why you
organized it as you have, please feel free to do so.

My exam is organized by objective/standard. The standards we spent more time on are worth a larger
percentage of the students score. I organized the objective in the order that we covered them. Each objective
has between 5 and 2 questions worth 2 points each. On the students answer sheets I note the number their
score for each objective (number correct and percentage) that is what the students use to calculate their own
growth/ mastery.

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Unit Plan (K-12) Template 4
 Stage 3: Learning Plan

Learning Plan (Activities and Resources):

DAILY OBJECTIVES AND LESSON PLAN ACTIVITIES

Day Objective Learning Goal(s) this Lesson Plan format/activities
builds towards
1 2.1 SWBAT explain how humans 4.1.1.5 Jigsaw: each group reads and
understanding of atomic structure has summarizes information about a
evolved over time. contributor to atomic theory
2 2.2 SWBAT describe the charge and 4.1.1.1 Close reading, text dependent
location of each subatomic particle. 4.1.1.2 questions, labeling atoms
3 2.3 SWBAT use the periodic table to 4.1.1.3 Guided notes, guided practice, and
calculate the number of each subatomic HS.PS1.A (HS1) independent practice.
particle in an atom of a given element.
4 2.4 SWBAT model atoms using Bohr 4.1.1.1 Guided notes, guided practice, and
models 4.1.1.2 independent practice.
4.1.1.3

5 2.5 SWBAT show their understanding 4.1.1.1 Brief review (white boards) and
of atoms and atomic structure on unit 1 4.1.1.2 quiz
quiz 1. 4.1.1.3
4.1.1.4
4.1.1.5

6 2.6 SWBAT investigate isotopes 4.1.1.3 Inquiry based exploration, teacher

led explanation, practice.
7 2.7 SWBAT define and identify periods 4.1.2.2 Label periodic table and
and groups of the periodic table and 4.1.2.3
will identify elements that have similar
properties.
8 2.8 SWBAT to determine the number 4.1.2.2 Inquiry based exploration, teacher
of valence electrons an element has and led explanation, practice.
model them using a Lewis Dot
structure.
9 2.9 SWBAT to evaluate trends and HS.PS1.A (HS2) Inquiry based exploration, teacher
patterns that are shown on the periodic led explanation, practice.
table.
10-12 2.10 SWBAT use knowledge from the RST.9-10.7 Graphic organizer to guide
unit to complete a research project on a RST.11-12.1 research.
given element. WHST.9-12.2
WHST.9-12.7
WHST.11-12.8
13 2.11 SWBAT present research they SL.11-12.5 Student led presentations and
complete and inform their classmates evaluations.
about a specific element.

14 2.12 SWBAT Review of their unit 1 ALL Review stations and games
exam. (jeopardy)
15 2.14 SWBAT complete their unit 1 ALL Assessment
exam.

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Unit Plan (K-12) Template 5
John Hopkins University School of Education
Unit Plan (K-12) Template 6