lessonplan

Type of Lesson: Multimedia

Lesson Plan Title: Atomic Structure

Discipline and Topic: This lesson is designed for a Regents level chemistry class. The lesson will deal with the developments made throughout history in the discovery of atomic structure. The history of atomic structure will be covered from Dalton through the wave mechanical model. This lesson will also look at how atomic structure provides an understanding of atomic emission spectra.

Target Population: This lesson is designed for an eleventh grade Regents Chemistry class. The lesson is structured for a class that meets in eighty minute blocks. The target classroom is coeducational. Although the learners have not taken chemistry previously, they should have some background in basic atomic structure from their middle school physical science class. In the course of the lesson the students will be broken into various groupings. The students will work individually to review the Lecture and Digital Story. They will work in groups of five on Activity One and in groups of two for Activity Two. The students will complete the Quiz individually.

Curriculum Links: This lesson is part of the atomic structure unit in the Regents Chemistry curriculum. From the previous unit on matter and energy, the students will understand what an atom is, as well as the place of an atom in the overall structure of matter. They will also come into the unit with previous knowledge about the structure of the atom from their physical science class in middle school. From that course they should understand the structure of the atom as the Bohr model describes it to be. This means that their previous knowledge will be in line with, though not as in depth as, their research of atomic history through the Bohr model, but they will then need to alter their vision of the atom to accommodate the wave mechanical model. The students will need to use their understanding of atomic structure to build their understanding of atomic emission spectra.

The following learning standards from the NYS Physical Setting Chemistry Curriculum apply to this lesson:
1) Standard 1 Key Idea 1 S1.3: Work towards reconciling competing explanations, clarifying points of agreement and disagreement.
2) Standard 2 Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.
3) Standard 6 Key Idea 2.1: Revise a model to create a more complete or improved representation of the system.
4) Standard 7 Key Idea 2: Solving Interdisciplinary problems involves a variety of skills and strategies, including effective work habits, gathering and processing information, generating and analyzing ideas, realizing ideas, making connections among the common themes of mathematics, science, and technology, and presenting results.
5) Standard 4 3.1a: The modern model of the atom has evolved over a long period of time through the work of many scientists.
6) Standard 4 3.1b: Each atom has a nucleus, with an overall positive charge, surrounded by negatively charged electrons
7) Standard 4 3.1c: Subatomic particles contained in the nucleus include protons and neutrons
8) Standard 4 3.1d: The proton is positively charged, and the neutron has no charge. The electron is negatively charged.
9) Standard 4 3.1h: In the wave mechanical model (electron cloud), the electrons are in orbitals, which are defined as regions of most probable electron location (ground state).
10) Standard 4 3.1i: Each electron in an atom has its own distinct amount of energy.
11) Standard 4 3.1j: When an electron in an atom gains a specific amount of energy, the electron is at a higher energy state (excited state).
12) Standard 4 3.1k: When an electron returns from a higher energy state to a lower energy state, a specific amount of energy is emitted. This emitted energy can be used to identify an element.

Objectives: Students will be able to
1) give details and describe the key features of each of the studied atomic models
2) explain the relevance of each of the studied atomic models
3) evaluate each of the atomic models for accuracy based on the modern understanding of the atom
4) use their understanding of atomic structure as a basis for further investigation of the properties of the elements
5) use their understanding of atomic structure to explain atomic emission spectra
6) organize their research into a coherent presentation of the historical development of the atomic model
7) recognize that a model is a working definition of a system

Media Literacy Objectives: The following objectives are taken from the National Educational Technology Standards.
1) Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1,5)
2) Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4,6)

Materials and Timing: This lesson will take place over the course of five days. The students will need to have access to computers with Power Point and Internet access. Students should also have access to relevant literature through their library.

Scope and Sequence:
Day 1: Students will have the first half of the class to review the information in the Lecture. They will perform this task individually but will not be prohibited from discussion of the material with their classmates. In the second half of the class, the instructor will introduce the students to Activity One (Power Point presentation). The students will be put into their groups to create a research plan for the following day.

Day 2: Students will have the full day to research in the library. Students may use books, online articles, or websites to gather information. The main goal of the day is the research and processing of the material that each group member has been assigned.

Day 3: Students will work together as a group to create and complete their Power Point presentations. The main goal of the day is for each group member to educate the other group members on his or her findings, and for the group to bring their ideas into one coherent presentation.

Day 4: The students will present their Power Points to the class. This will require the full class period.

Day 5: Class will begin with a full class discussion and review of the material presented by the students on the previous day. The students will then view the Digital Story on emission spectra individually. They will then be able to work with a partner to discuss the information they have just learned and complete Activity Two. At the completion of Day 5 the students will be told to complete the Quiz as an individual homework assignment.

Please note that during all lesson days the instructor will provide support and assistance, but it is the students who will be the major decision makers on everything from time management to the evaluation of information to be used.

Supplemental Materials: Provided here are downloadable Microsoft Word files of each activity and the grading rubric for the Power Point presentation. Note that each of these files can be seen on the website, so it is not necessary that they be downloaded.
Activty One (Word Document)
Activity One Grading Rubric (Word Document)
Activity Two (Word Document)

Evaluation of Students: The rubric below will be used to evaluate the Activity One presentations.