Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75347 Primary Type: Lesson Plan
Atomic Theory Stations - Eckert This is a set of 8 stations (each station lasts 15-20 minutes) that students may complete individually or in small groups. The stations focus on the development of the atomic theory and introduce students to the concept of the subatomic particles, how they were discovered, and where they are located within the atom. The stations can be grouped together and used as one lesson for 2-3 consecutive days, or they can be split into smaller increments and used over the course of several lessons.
Subject(s): Science Grade Level(s): 9 Intended Audience: Educators
Suggested Technology: Computers for Students, Internet Connection, Basic Calculators
Instructional Time: 2 Hour(s) 30 Minute(s) Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Atomic theory, atomic structure, nucleus, proton, neutron, electron Instructional Component Type(s): Lesson Plan, Worksheet, Virtual Manipulative, WebQuest, Assessment, Formative Assessment, Student Center Activity Resource Collection: FCR-STEMLearn Physical Sciences
LESSON CONTENT Lesson Plan Template: General Lesson Plan Learning Objectives: What should students know and be able to do as a result of this lesson? Students will be able to: construct models of the atom to compare and contrast the following atomic theories: Democritus, Dalton, Thomson, Rutherford, and Bohr. Based on these models, students explain how the model of the atom evolved and became more complex over time. In the final model of the atom, students will be able to use this model to compare the three subatomic particles in terms of their location within the atom. explain that the atomic theory changed as new technology allowed improved observations and new evidence no longer supported the former theory, but instead a more elaborate concept of the atom. explain and evaluate the experiments that were used to create the atomic theories presented by Democritus, Dalton, Thomson, and Rutherford.
Prior Knowledge: What prior knowledge should students have for this lesson? Students should understand that matter cannot be created or destroyed and that all matter is made up of atoms. Based on previous lessons covering SC.912.P.8.1. Students should have an understanding that these atoms are so small that we cannot see them with our naked eye, therefore, we must rely on technology to provide us with evidence of their existence; based on previous classroom discussions. Students should understand the law of conservation of energy and how energy relates to matter. Based on previous lessons covering SC.912.P.10.2. Students should have a good understanding of the difference between physical and chemical properties and be able to apply ideas related to physical properties such as mass and density. Based on previous lessons covering SC.912.P.8.2. Students should understand lab protocol and lab safety procedures; based on procedures that teacher has taught throughout the year.
Guiding Questions: What are the guiding questions for this lesson? Q: Why was Dalton's theory accepted? What was Dalton able to provide that Democritus could not provide? How did advances in technology help Dalton, Thomson, Rutherford, and Bohr to establish a new theory?
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A: Like Democritus' theory, Dalton's concept of the atom was still one indivisible unit however Dalton was able to provide scientific evidence to support his theory. The evidence also allowed him to further elaborate on the idea of the atom saying that not only are the indivisible units that could be combined to make up everything, but also that each atom of a specific element will share identical properties and different elements can be combined to make up different compounds. Thomson used a cathode ray tube to help determine that each atom contained negatively charged particles which led to the development of his plum-pudding model and the discovery of the electron. Rutherford's gold foil experiment helped him to discover that most of the mass is found within a central nucleus of the atom which led to the discovery of the nucleus. Bohr elaborated on Rutherford's model to explain that the central, positively charged nucleus is being orbited by the negative electrons and that the energy of each electron determines its energy level or location from the nucleus. Since Bohr, our modern atomic theory shows that electrons do not actually orbit the nucleus in a set path, but instead surround the nucleus in electron clouds and as these electrons gain or lose energy they have a tendency to jump to excited states.
Teaching Phase: How will the teacher present the concept or skill to students? Lab safety procedures should already be instilled in the students before beginning stations. Cooperative work/group rules should already be instilled in the students. Students should be aware of teacher expectations for completing the tasks. Teacher may need to model specific task so that students have a clear understanding of the process (i.e. creating vocabulary maps, timelines, etc.) The concepts will be presented to the students over the course of 8 stations. Each station will require approximately 15-20 minutes for students to complete. Each station provides details for the tasks that the students will complete and instructions for that task as well as materials needed. Each station also includes review questions which can be used as formative or summative assessments. The stations worksheet is attached: Atomic Theory Stations.docx The teacher answer key for the stations worksheet is attached: Atomic Theory Stations Answer Key.docx
Guided Practice: What activities or exercises will the students complete with teacher guidance? Teacher feedback should be given at each station if a student is struggling. Some stations should be easier to complete individually whereas stations that require students to build models, complete mini labs, or work through a lab simulator may need a little more guidance. Lab procedures and instructions for each task can be found on the Atomic Theory Stations Worksheet found in the Teaching Phase. Questions for assisting students can be found under Formative Assessments.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson? Students will follow the instructions provided in the stations worksheet to complete each activity in small groups. Teacher should print enough worksheets for each student so that they are all recording their own data, creating their own timeline, and composing their own thoughts for written work even if they are working together and receiving feedback from group members as they complete each task. Ideally, each student should be able to work independently with the following stations: Lab Simulator: students should have their own computer work station to be able to manipulate the simulator and practice with the concepts, Vocab Maps: students should have their own textbooks to find definitions and examples of each word (most textbooks should include definitions for these terms) Timeline Research: students should have their own textbooks (this worksheet was designed based on information from the textbook titled Holt Science Spectrum but your own textbook may provide the necessary information) OR a computer work station to be able to research the topic Questions for assisting students can be found under Formative Assessments.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson? Guided note taking exercise is provided during note taking/research stations to help guide students and organize the information. The lesson uses scaffolding in which each station builds on information from the previous station and allows students to apply that information in a new way so that they can gain a deeper understanding of the ideas. Teacher modeling will help students to understand how to build a vocabulary map and the vocab map can be used as a reference throughout the lesson.
Summative Assessment As students are working in small groups, the teacher should be circulating and making observations of their work. The teacher can pose reflective questions at each station to determine the student's areas of strengths and also determine areas that need further scaffolding. Reflective questions have already been built into the work at each station and may be graded as a summative assessment or simply used as a formative assessment. The final product/models created can also be used as a summative assessment. Quiz scores will provide evidence of learning/understanding and retention. A rubric has been attached for the atomic theory timeline: Atomic Theory Timeline Rubric.docx Multiple choice quiz and answer key is attached (10 questions): Atomic Theory Quiz and Teacher Key.docx
Formative Assessment The teacher can ask comprehension questions as students are working and observe the product/models created by the students as formative assessments. With the observations made during these activities, the teacher can gauge the students level of comprehension and help students to stay on track with comprehension questions. These are possible questions that can be asked to guide students as they are completing their independent practice and small group work. Possible Comprehension Questions: Q: What is the major difference between Dalton's theory and Democritus' theory? A: Dalton was able to provide evidence. Q: What is the major difference between Thomson's theory and Dalton's theory? A: Thomson's model included electrons (negatively charged subatomic particles). Q: What had to happen first before Thomson could make this observation? A: The cathode-ray tube had to be invented. Q: What was the major difference between Rutherford's theory and Thomson's theory?
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A: Rutherford's model of the atom included a nucleus in the center of the atom where most of the atom's mass could be found. As students are constructing their model of the atom be sure to ask students about the location of subatomic particles as well as the charges related to those subatomic particles (ex. the location of the nucleus is in the center of the atom and the nucleus is made up of positive proton(s) and neutral neutron(s). The electron(s) are found outside of the nucleus and are made up of a negative charge).
Feedback to Students As students create models, they will create a visual representation of their thoughts and the teacher can easily see any areas of misconceptions. Teachers can use this opportunity to provide feedback and assistance. Throughout the activities, students will be working in small groups and peer discussions will provide additional feedback to help students modify any misconceptions and formulate new ideas. Misconceptions to look for: Students often want to say that neutrons are negative. Be sure to clarify that electrons are negative and neutrons are neutral. Q: What type of charge does the nucleus have? A: Because protons are positive and neutrons are neutral, the overall charge of the nucleus is positive. This can easily be addressed during Stations 7 and 8 when students are focussing on the structure of the atom. Please see the attached worksheet in the Teaching Phase. Also during these stations, teachers can introduce the idea of neutral atoms - that before bonding, atoms start with the same number of protons (positive charge) and electrons (negative charge) which allows the charges to cancel out, making it neutral. It is not until after atoms have gained or lost electrons that they will have a charge/become an ion. Students often don't understand that specific elements (whether something is Hydrogen, Carbon, Uranium, etc.) are determined by their number of protons. The number of neutrons and electrons may vary, but if the number of protons changes that atom is a different element. Q: How can we use the periodic table to determine the number of protons and neutrons? A: The Atomic Number tells us the number of protons for each element. The atomic mass tells us the number of protons + neutrons (the reason that it is displayed with a decimal is because it takes into account the different isotopes that naturally occur for that element). Again, this misconception can be addressed during Stations 7 and 8. Teacher can be sure that students understand this concept as they build a model of a carbon atom. Students must be able to justify why they included the number of protons, neutrons, and electrons that they used. Teacher should provide a periodic table for students to identify the atomic mass and the atomic number and this will help them to determine the number of protons and neutrons to use.
ACCOMMODATIONS & RECOMMENDATIONS Accommodations: Students with special needs can be placed into specific groups to work with a peer tutor. Students can also be given additional time to complete each station.
Extensions: Station 8 is the final station and works with a lab simulator found at phet.colorado.edu. After students have manipulated the simulator and recorded their data, the simulator provides a game for them to play and test their ideas. It's a great opportunity for self assessment as the game provides instant feedback for concepts about the structure of the atom. Suggested Technology: Computers for Students, Internet Connection, Basic Calculators
Special Materials Needed: Materials needed are described in detail at each station. Please see the attached stations worksheet under Teaching Phase.
Further Recommendations: If resources allow, students do not need to rotate to different stations; instead, all materials can be provided at one station and students can stay in groups and work at their own pace. If allowing students to work at their own pace, provide students with a goal to complete 3 stations in 45-60 minutes. Encourage students to work in order of the packet so that they will have the necessary prior knowledge as the ideas will build as they progress.
SOURCE AND ACCESS INFORMATION Contributed by: Sarah Clough Eckert Name of Author/Source: Sarah Clough Eckert District/Organization of Contributor(s): Indian River Is this Resource freely Available? Yes Access Privileges: Public License: CPALMS License - no distribution - non commercial
Related Standards Name
Description Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
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SC.912.N.2.4:
Remarks/Examples: Recognize that ideas with the most durable explanatory power become established theories, but scientific explanations are continually subjected to change in the face of new evidence. Florida Standards Connections: MAFS.K12.MP.1: Make sense of problems and persevere in solving them MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others. 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.
SC.912.P.8.3:
Remarks/Examples: Describe the development and historical importance of atomic theory from Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus and "gold foil" experiment), and Bohr (planetary model of atom), and understand how each discovery leads to modern atomic theory. Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics. Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.
SC.912.P.8.4:
Remarks/Examples: Explain that electrons, protons and neutrons are parts of the atom and that the nuclei of atoms are composed of protons and neutrons, which experience forces of attraction and repulsion consistent with their charges and masses. Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics.
Related Access Points Access Point Number SC.912.P.8.In.3:
Access Point Title Identify the nucleus as the center of an atom.
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