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Investigating Science - Module 3 - Development of The Atomic Model Lesson Plan

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niamh.j.t.taylor
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28 views

Investigating Science - Module 3 - Development of The Atomic Model Lesson Plan

Uploaded by

niamh.j.t.taylor
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Subject: Investigating Science Class: IS6 Date: 30/07/24

Learning intentions: Success Criteria:


- INS11-10 - Give reasons why models are an effective
- Module 3: Scientific models tool for the representation of atoms
- IQ 2: SDP1, SDP2 - Identify that models have limitations
- IQ3: SDP1 - Outline a scenario in which one atomic
model may be more useful than another
- Explain why new evidence can challenge
the use of existing atomic models
Resources: atomic model development worksheet (scrambled), glue sticks, scissors,
investigating science booklet, whiteboard and marker, atomic model questions worksheet

Time: Content: Teaching and Learning


Activities:
Intro What are some reasons we use models? Class discussion
5 mins (phenomena is too big, small, dangerous, complex,
hard to observe etc.) Activation and assessment
of prior knowledge
What are some examples of things that are too
small for us to see that it would be useful to
use models? (atoms – also simplifying complex
phenomena) Draw atom together on
board from S direction
What does an atom look like?

Highlight relationship between phenomena and


model (atomic model is a theoretical construct to
help us visualise and understand the phenomena of
the atom)
Seg 1 Hand out glue/scissors S match description of
worksheet model to image of model
15 mins Students cut out whole descriptions in one and then arrange in order
piece to arrange in order and cut out images to of development
match to descriptions
Move around class
Have students think about what new evidence engaging with students
has come about for each model and how each
model may improve upon and/or challenge the Check work before glueing
previous model

Once work glued, add dates together as a class


– dates are on teacher copy of sheet

Seg 2 Discuss development of atomic models with Class discussion


class
5 mins Annotate relationship
Why do we get NEW atomic models? (new between atoms and models
evidence/data that may challenge, contest or refine to add new data/evidence
current model) and new atomic models
Seg 3 Atoms are unobservable due to their size and S answer questions on
are a complex phenomenon. Models allow us worksheet
10-15 mins to visually represent and simplify atoms to aid
in theoretical understanding and prediction. T moves around room
engaging with students 1:1
If new evidence challenges the current model
of the atom a new one that accommodates new
evidence must be created. E.g, discovery of
nucleus challenged plum pudding model

Although QM model is most accurate outdated


models such as solid sphere or Bohr model
may be used to represent state changes or
when modelling covalent bonding.
Conclusion S pack up materials Concluding discussion
2-5 mins T collects back glue and scissors

Emphasise key takeaways from lesson

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