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Subject

Math, Science & Technology

Assessment

1. Visual monitoring and checklist of capabilities.
2. A formative rubric in the form of a student checklist to allow students to self-assess work.
3. A performance rubric for the student presentations 2 versions:

• Option 1- A type 3 writing experience, the student writes a narrative of script to be used for atom presentation.
• Option 2- Instead of a writing piece a written periodic table. A skills quiz is given 2 weeks later to test long term retention of ideas from project.
• Project option 1
• Project option 2
• Student checklist- formative rubric

Learning Context/ Introduction

In this lesson students will learn about the workings of the periodic table. We will do this by using information from the table to actually draw Rutherford Models of an atom.

Duration

• Teaching how to use the basic elements of the periodic table (1 period)
• Drawing practice atoms to gain fluency in the use of the drawing program (1-2 periods)
• Student drawings for project (1-2 periods)
• Development of PowerPoint and internet research (2-3 periods)
• Class wide presentations (1-2 periods)

Before lesson, you should have:

1. Handed out scoring and formative rubrics and explained them.
2. Provided students with a periodic table.
   ( In my class they get 2 versions: One that matches my larger classroom sized version, and the one from the regents chemistry reference table since this versions shows electron configurations)
3. Have learned chemical symbols for 30 to 40 common elements on the table.
   

Essential Question

How is atomic structure related to an atoms position on the periodic table?

Instructional/Environment Modifications

The only modification I have ever found necessary for special-needs students may be my physical presence near their computer to monitor success and maybe extended time. I also give them a much simpler task at times, such as the isotopes of Hydrogen (Protium, Deuterium, Tritium) instead of a larger chemical family for their assignment.

Procedure

Students are asked to interpret information from a periodic table of the elements and use that information to draw a Rutherford-Bohr model of that atom. This means that the atom has a defined nucleus containing protons and neutrons. The electrons are to be placed in defined energy levels(rings or orbits) around that nucleus.

Using simple atoms like Hydrogen and Helium, students are shown how to find the following information and apply it to their drawings: Atomic number, atomic mass, row and period on the table. Students are to do a sampling of other larger atoms as practice and are then ready to independently research, draw, and explain a group of atoms on the periodic table. For example Lithium(metallic), Silicon(metalloid), Chlorine (halogen-nonmetallic).

Students will draw the model for each of their atoms on Microsoft Word. They will go to the internet and search other pertinent information about their atoms. They will place this information and their drawings on a PowerPoint presentation to present before the whole class. This class discussion will allow for a deeper understanding of the periodic table, and atomic structure in general.

Day1- Using drawing palette on Microsoft word.

• Show students how to access drawing palette.
• You should have a projection device or some other large scale screen device to show this.
• Show student different features of the program as you draw a model of the Hydrogen atom.
• Show fill colors options, right click to move circles to front or behind, show text box use for labeling.
• Show relationship between periodic table and what you draw in your model.
• You should have a periodic table displayed or have students access theirs.
• Atomic number- protons and electrons, Atomic mass and nuclear particles, how to calculate that there are no neutrons in normal Hydrogen.
• Than you could draw another simple atom such as Helium or if you wish have the students use Helium as their first practice atom.
• Assign at least 3 to 4 more practice atoms including atoms from both extremes of the chart, and maybe one or two from the metalloids group.
• Walk around with a checklist taking notes on any problems that you may need to address before Day 2.

Day 2- Student work time on practice atoms.

Students complete to satisfaction the following atoms from periodic table:

1. Helium
2. Sodium
3. Silicon
4. Potassium (special problems)

For atoms with 4 or more shells of electrons students can do a separate drawing of electron shells and the atoms nucleus. Have students label the center (nucleus) and than have them show nuclear particles on a separate page in order to give them more space to work.

Day 3- Assign project groups and atom families. More guided practice.

Before starting student practice, assign groups of students to different families of atoms on the periodic table. If there is a group of 3, assign 3 atoms from that family or period. I try to assign periods 1, 2, 14, 15, 16, 17, and 18. If other atoms are needed I try to assign Hydrogen’s isotopes, pairs of transition metals, or other interesting atoms. I usually limit students to atoms on the top 4 rows. Some students may finish all of their practice atoms during this period. So this allows them to start the actual project. If some students are still struggling try to enlist early finishers as peer tutors.

Day 4- Drawing word models of atoms.

Students will probably need at least ½ to a full period to draw their models for the PowerPoint. If you want group members to be on the same PowerPoint they have to do it on the same computer as team members if on a network. If you allow students to do thier own separate PowerPoints they can all work collaboratively on outside information, but on their own computer for drawing.

Day 5- Internet searches and setting up of PowerPoints.

Students should go to sites to find interesting and pertinent information about their atom. They should be reminded that they have to be able to explain their choice.

My students were fluent with PowerPoint. Another day or 2 may be necessary if you have to teach them how to use this program. When I first started doing this lesson about 5 years ago, I myself was not fluent, I enlisted a couple of students to help with any problems we might have had. You could possibly talk to your technology teacher to check on student fluency beforehand.

Day 6- Actual presentations.

I have found that it takes about 1 ½ periods per class of 18 to accomplish the actual presentations.

Reflections and Feedback

This is one of the best lessons I have ever developed for 8th graders. The interest level is high. The students themselves are showing how the periodic table is structured and how atoms are arranged by reactivity and size. It allows for creativity and reinforces the basic ideas of atomic structure. I added the practice component this year and found it made the transition to project much smoother.

You can reinforce the ideas of the periodic table and atomic structure in class but this is time well spent. I believe the results will be long-term.

After peer review I added a much more detailed day by day lesson description, and I included a second option rubric, along with the 2 week check-up quiz that I added to the second option instead of a writing option.

I also will be much more stringent on guidelines about cutting and pasting info from the web. Students will have to be much more critical about their choices of materials to include in their PowerPoint.

Student Work

Student work will consist of word drawings of atomic models and PowerPoint presentations about each element discussed by the student or student teams.

Sample one

Sample 2A

Sample 2B

Sample C

Related Resource

A computer lab which will hold the students in the class, especially during the practice component.

Copies of Microsoft word and PowerPoint on each computer.

Internet access for research on atoms.

Related Academic Standards

New York State

S.MS.PS.1.1 Students who demonstrate understanding can develop models to describe the atomic composition of simple molecules and extended structures.

S.HS.PS.1.1 Students who demonstrate understanding can use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outer most energy level of atoms.

MST1.I.SI1.2 Students construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.

MST1.I.SI1.4 Students seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.

MST1.I.SI2.1 Students use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.

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