Samantha Gonzales

8/27/2020

Name: Samantha Gonzales LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Students will explore various atomic models to understand During the experiment, students will work in groups of four
atomic structure constructing atomic models out of gumdrops and pipe
cleaner which will help them understand atomic structure.

Specific Measureable Attainable Relevant _Time

Grade: 8 Subject: science

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Strategies for Success: (C6) Element of Technology: (C6)

Assessment: (C5)
Non-linguistic organizers and cooperative learning Application – students will apply what they have learned and
practice calculating the atomic mass and number. They will then
The teacher will walk around observing and providing feedback to students
The teacher will have students present their models at the end of class practice building an atomic model. (Microsoft PowerPoint will be
used)

Learning Styles Addressed: (C6) Resources

atomic structure, element, / Materials needed: (C6)
atomic
a diagram that shows the steps for building a model mass, atomic
Visual – Frayer’s model worksheets, laboratory journals, pencil, textbook,
number, nucleus, protons,
gumdrops, glue, pipe cleaner and a paper plate
neutrons, and electrons  Frayer ‘s model
Auditory – If needed, recording the steps for building an
atomic model Kinesthetic learning
 Students will learn vocabulary
Kinesethic –
 Students willstudents
Allow review the
to periodic table and talk with their
move around
 Students will learn how to calculate
group on what atom they want thetoatomic
model mass and number
 Students will learn how to construct an atomic model over their element
 Order Questions to ask: (C6)
Higher
Define what a proton, neutron, and electron are?
1.
Discuss the importance of a periodic table?
2.
How would you go about designing an atomic model?
3.
Hook: (C7) Closure: (C7)
Using a prop such as an atomic model in the beginning of class Micro-presentations / elevator pitch
Allow students to each explain what they have learned in 60
seconds.

(https://eduref.org/lessons) note: great resource to review

 1. Teacher Input / Direct Instruction / Modeling: (C6)
• The teacher will say the objectives
• The teacher will list the vocab for the day where students will work on independently.
• The teacher will then review the periodic table and how to calculate the atomic mass and number from the PowerPoint slides
• The teacher will provide a model on the board and list the instructions to build an atomic model
• The teacher will say for students to get in groups of four and choose an element to build their model (teacher will make sure
students do not do the same atom)
• The teacher will have students present their models and explain what they have learned.
•
•
2. Student Activities / Guided Practice: (C6)
 Teacher will make sure students are on task and following instructions
 The teacher will be actively engaged during the lesson with their students
 The teacher will ask questions to stimulate the students critical thinking skills throughout the lesson
 The teacher will provide feedback to students while walking around the classroom and observing the students as they work on
their activities.

3. Independent Practice: (C6)

 Students will work on vocabulary using the Frayer’s model
 Students will calculate the atomic mass and number of their element and apply critical thinking skills
 Student will construct an atomic structure over their element after determining the number of protons, neutrons, and electrons
in groups which increases student learning

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: During the experiment, students will work in groups of four constructing atomic models out of gumdrops and pipe cleaner
which will help them understand atomic structure.
Rigor

OPENING: The teacher will start off introducing a prop illustrating an atomic structure. The teacher will ask questions on what an atomic
Retrieval structure is and see if the students can guess the element that is shown. This will activate the students critically thinking skills
and facilitate student learning. Based on their answers to the questions the teacher can assess what students need more
clarification and review on.

TEACHER INPUT: First allow students to learn the vocabulary of the day and introduce the Frayer’s model. Instructions will be on the
Relevance PowerPoint slides. (15 minutes) Next is to review the periodic table and go over examples for calculating the atomic number
and mass. Lastly is to go over how to build an atomic model using instructions. Student will then present the last five
minutes of class over what they learned.
MODEL:
Routing Students will work on their Frayer’s model for 15 minutes. Then the students will take a moment to review the periodic table and
learn how to calculate the atomic mass and number through examples on the PowerPoint. Next the students will work in groups of
four and choose what element they want to construct. The last five minutes students will then deliver a presentation over what they
have learned.

GUIDED PRACTICE:
Retaining / Rehearsing
Teacher will walk around and provide feedback to students while they learn to calculate the atomic mass and number. The teacher will also walk
around when students are collaborating with their peers on building their atomic model

INDEPENDENT PRACTICE:
Students will perform independent practice when building their models and learning to calculate the atomic mass and number.

CHECK FOR UNDERSTANDING:

Recognizing
Have students work on some examples while the teacher walks around observing their answers and providing feedback. Define what a proton,
neutron, and electron are? Discuss the importance of a periodic table?
How would you go about designing an atomic model?
ASSESSMENT:
To assess students and see if they have met the objective for the day, the teacher will evaluate by walking around the classroom observing
students as they learn to construct their models. The teacher will also have students prepare a presentation at the end of class summarizing
what they have learned. The teacher will also give a homework assignment that ask students to pick five elements and draw an atomic structure
for each explaining the number of protons, nuetrons, and electron are in each structure.
RESOURCES / MATERIALS:
Lesson plan, PowerPoint slides, prop, materials to supply students which include gumdrops, pipe cleaner, glue, scissors, and the frayer’s model
worksheet
Kinesthetic learning

CLOSURE:
Re-exposure
Students will give a presentation in groups over the atom structure they have built and summarizing what they have learned.

Resource notes (Follow the Madeline Hunter's Lesson Cycle)