Properties

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Graduated Difficulty
Lesson Plan
Science
8
90 Minutes
Shalisa Gee

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
S8P1.f Recognize that there are more than 100 elements and some have similar properties as
shown on the Periodic Table of Elements.
S8P1.g Identify and demonstrate the Law of Conservation of Matter.
TAG Standard
Higher Order and Critical Thinking Skills
4. Make and evaluate decisions using criteria
Summary/Overview
The focus of this lesson is to give students the opportunity to assess their own understanding
of how to determine protons, neutrons, and electrons, creating Bohrs models and balancing
equations to do to improve their understanding/skill.

Enduring Understanding(s)
At the end of this lesson the student will understand that
Students will understand that tables can be constructed to classify information
Essential Question(s)
Describe the relationship between protons and neutrons and the atomic number as it relates to
the Bohrs Model and chemical equations.
How do we calculate protons neutrons and electrons?
How are Bohrs Models created?
How do we balance chemical equations?
Explain how balance equations shows the law of conservation of mass.

Revised April 2009

Concept(s) to Maintain

numeric patterns

Evidence of Learning

What students should know:

The Periodic Table of Elements was created by Dmitri Mendeleev, who arranged the
elements in order of increasing atomic mass.
The Modern Periodic Table of Elements is arranged according to characteristics and
properties of elements.
Most periodic tables contain atomic number, mass and symbol for each element. (You
may not go into detail of structure and arrangement of the subatomic particles in
atoms.)
Atomic mass is the average mass of all atoms of an element.
The element symbol is one or two letters representing the element itself.
Symbols of elements on the Periodic Table are universal.
An elements properties can be predicted from its location in the periodic table.
Elements in the same column on the period table have similar properties

What students should be able to do:

Identify the group and period of a given element. (Numbers of rows and columns
only.)
Recognize certain common elements symbols found in the periodic table, such as
oxygen, carbon, hydrogen, etc.
Identify the atomic number, mass and symbol of a given element using the periodic
table.
Determine if an element is a solid, liquid or gas using the periodic table.
Predict the properties of an element based on its position in the periodic table.
Calculate protons, neutrons and electrons of elements on the periodic table.
Determine the elements Bohr Model for each element
Write and balance a simple chemical equation.

Suggested Vocabulary
Proton
Atomic mass

Revised April 2009

Neutron
Atomic number
Isotope
Mass number
Electrons
Chemical formula
Chemical equation
Reactant
Product

Procedure(s)
Phase 1: Hook
1.

What happens if you bake a cake without eggs, milk and oil what would happen? Are their
necessary steps to baking a cake? What happens if you dont follow the steps?

Phase 2: Acquiring Content

Pose the Essential Question. How are protons, neutrons and electrons related the atomic
structure of an atom? Gather student responses.
2. Explain that today we are going to learn how to create Bohr models using the periodic
table. In order to create a Bohrs model you must first know how to calculate protons,
neutrons and electrons. Why would it be necessary to know the parts of an atom prior to
creating the model? Use the Bohrs model power point to teach students the rule.
Phase 3: DECIDE and Practice and DECIDE
Explain You will now be given an opportunity to practice what you have learned.
Because everyone learns at a different pace, I will leave it up to you to decide which
problem set is most appropriate for you. To help you make the best choice lets consider a
few questions.
4. Distribute the DECIDE handout and the other Level handouts. Provide time for students
to examine the three sets and decide which is the most appropriate challenge to complete.
3.

Revised April 2009

Students will complete the problem set of their choice and check their work. Students who
quickly and accurately complete their selected set should try the next level. Students who
quickly and accurately complete Level C should create a more difficult Level D with a
corresponding answer sheet. They can trade problem sets with other Level D students.
6. When all students have had an opportunity to complete and check at least one problem set,
lead the students in a discussion to identify the criteria they used to make their choice,
determine if the first choice was the best choice, and determine the knowledge/skills
needed to move to the next level.
7. Each student will establish a learning goal to improve their own achievement related to
understanding and using steps to create Bohrs Model and balance equations.
5.

Summarizing Activity

Sum It Up!: Using the periodic table pick elements from elements that have the atomic
number of 37 and up, and create a Bohrs models for 3 elements. What would happen if
you didnt know how to calculate protons, neutrons, and electrons? Resource(s)

Anchor Text(s):
Technology:
Power point: Bohrs Model
Handouts:
Handout 1:
Handout 2:
Handout 3:
Handout 4:
Handout 5:

DECIDE
Level A Problem Set(Protons, Neutrons, and Electrons Activity Sheet)
Level B Problem Set(Bohrs Model Activity Sheet)
Level C Problem Set(Formula Balance Sheet)
Sum It Up!( Periodic Table)

Revised April 2009