Bridgewater College Teacher Education Program Lesson Plan Date: 2/21/14 Subject Area(s): Science VA SOL: Title of Lesson:

The Atom Grade Level(s): 4

th

Name: Ashlie Carr

4.3 The student will investigate and understand the characteristics of electricity. In order to meet this standard, it is expected that students will use the dry cell symbols () and (+).
Content Objective(s): The student will be able to identify the three parts of an atom (proton, neutron, and electron) and their charges (including dry cell symbol) by engaging in an interactive activity during the lesson and completing an exit pass to express their knowledge. IEP Goal/Objective: Same as above I can statement(s) of the day: Accommodations/ Differentiation I can identify the three parts of an atom and their charges. I can tell you what electricity is. Assessment (based on objectives): Students with a reading IEP The assessment for this lesson will be a short exit pass. The student will have to name the three parts will have the directions orally of an atom and identify the charge of each part. The students will also have to define electricity. given. The teacher can help the student spell the words proton, neutron, and electron if that is helpful. Materials: No accommodations needed Promethean board flip book, mine.electricity.day1.updated2012 Proton, Neutron, Electron headbands (teacher set) The Atom notes document (one per student) The Atom finished notes (teacher copy) The Atom Exit Pass (one per student) (The students will need three different colored pencils, a highlighter and a pencil) Integration of technology: Technology will be used to display the flip book presentation on the promethean board. No assistive technology Alternative Plan: needed. The lesson can be done without the flip book. Draw an atom on the chalkboard to give a visual representation of an atom if technology fails. Accommodations/ Differentiation Anticipatory Set (Hook & Agenda): As students come in, have the flip book on the board Go over the I can statement of the day. In order for us to learn about electricity, we have to know a little bit about the teeny tiny world we cannot see. So, I need everyone to get out their super, mega, ultra microscope (Pretend to get out a microscope) Access/Review Prior Knowledge: If we zoom in extremely far with our pretend microscopes, we will find hundreds, thousands, millions, trillions of little things calledDoes anyone know what all matter is made out of? (take answers to help them recall prior knowledge of atoms) Time Planned 1 min

1 min

Teaching Process & Modeling (Content is presented, accessed, or built): 1. All matter is made up of atoms. Now, we cannot see atoms. Although they are all over the place and all around us right now, they are so tiny that we cannot see them. So, just how tiny are they? (Turn to flip book pg. 3) Discuss what the flip book says. 2. Flip book pg. 4: Reiterate that atoms are smallest part of matter and all things are made of atoms. Introduce that atoms are divided into three parts. 3. Flip book pgs 5- 8: Teach the students that the nucleus is the center of the atom and it is made up of protons and neutrons. The protons have a positive charge and the neutrons have no charge. Then, teach them that electrons are circling around the nucleus and they have a negative charge. 4. Teach them how to remember each part of the atom and the charge a. Proton, Positive, Plus sign (they all start with p) b. Neutron, neutral, no charge, in the nucleus (the all start with n) c. 3 negative signs create an E for electron. Also, electrons are mad since they are not allowed in the nucleus so they have a negative personality. Guided Practice & Checking for Understanding: 5. Tell students that from this point on in the lesson, every time you say proton they will make a plus sign with their arms. Every time they hear the word neutron they should make an x with their arms for no charge, and put their fists together with straight arms to make a negative charge". (The negative charge symbol can also be remembered because if the electrons are mad, they butt heads with each other (put fists together) and that makes the negative arm symbol.) 6. Do a couple practice runs; say (have the students stand up for these review questions) a. Proton (positive) b. Neutron (none/neutral) c. Electron (negative) d. What is in the nucleus? (positive sign, neutral sign) e. What is flying around the nucleus? (negative sign) 7. You know, sometimes I look at something on paper and someone can explain information to me, but I still dont understand. So, I think we should do a live example. 8. Give out the atom headbands. (preferably to students who wont goof off) 9. Do the atom interactive activity by having the proton and neutron headbands link arms together in the middle of the room with a hula hoop around them while the electron headbands walk around them. 10. Discuss that the protons and neutrons are happy in the middle by themselves, but the electron is mad and has a negative personality and is always wants an attraction. (Give them the example of going to the store with their momsthey dont need anything when they go in, but they want something after they go in and look around.) When the electron finds an opposite charge, it will leave its atom! (Jump to another one) **Dont forget that every time the teacher says proton, neutron or electron the students should be making the arm symbol. Teaching Process & Modeling (Content is presented, accessed, or built): 1. (Tell students with headbands to freeze for a minute.) Turn to flip book pg. 11 and discuss the topic that opposites attract. 2. Say that if opposites attract, then what happens with like charges? Flip book pg. 13/14: Introduce the concept that like charges repel. 3. Do an activity with clapping and not clapping to help them remember attract vs. repel. Put arms out and say, oppositesattract. As you say attract, you clap. Then do the same thing only when you say like chargesrepel, their hands should not clap but try to stay away from each other. 4. Bring a student up and put a positive headband on them. The teacher should put on a negative charge headband. Link arms to review that opposites attract. Then, the teacher will take off the negative and put on a positive. Then review that you will repel. Lock arms and push on each others hands to show that the like charges are repelling. 5. (The teacher will be the cupcake/positive atom attraction) Place that student off to the side and introduce them as a charge. (positive charge) Then, have the electrons orbit around the nucleus again, but veer off to the cupcake. Make sure the students understand that opposites attract. 6. Stop the students in the middle and sayWait a minute. You are probably thinking that our unit is about electricity and what does this have to do with electricity? Then, teach them that the flow of electrons (that attraction to the opposite charge when they jump to another atom) is what we call electricity. Have the students freeze again.

30 mins

10 min

Guided Practice & Checking for Understanding: 7. Review all the concepts by asking students questions while the headbands are still on. a. The whole thing is the atom (all matter is made up of atoms) b. The nucleus (inside the hula hoop is the proton and neutron c. Charges of the proton and neutron (they need to do the arm sign) d. Electron is running around the nucleus and has a negative charge. e. Opposites attract; like charges repel f. When the electron jumps away from its atom (the flow of electrons) it is electricity. 8. Have all the students sit down (collect the headbands) 9. Pass out The Atom notes and tell them to get out three different colored pencils, a highlighter and a pencil. 10. Do the notes as a review togetherUse the teachers note copy as a reference to what the students need to write on their note sheet. Tell them to put it in their binder when finished. Independent Practice: (*Do the exit pass after the closure and declarative statement summary.) The students will complete an exit pass individually to determine whether or not they have met the objective. Play popcorn and have the students answer some review questions after everyone has finished their exit pass and they have all been collected. Play until it is time to line up for the next block. Closure: Go over the I can statements of the day. Ask the students if they feel they have met the days objective by thumbs up, thumbs down. Can you tell me the three parts of the atom? (Say them together as a class when they all have thumbs up/thumbs down.) Can you tell their charges? (A proton, a neutron, electron: Say them together as a class when they all have thumbs up/thumbs down.) Can you tell me what electricity is? (Say it is the flow of electrons together after they all have thumbs up/thumbs down.) Declarative Statement Summary: Okay, good. So today we learned the three parts of the atom (proton, neutron and electron) and we know what their charges are. We also know that electricity is the flow of electrons. Now, I want you to prove it to me that you know it! Before you can leave you must complete this exit pass (pass out the exit pass and they can leave when the finish)

5 min

2 min

Read the exit pass to students with an IEP and you can write the answers down for students who have a writing problem or IEP.

3 min

Post-Lesson Assessment 1. Were the lesson objectives met? Yes No By 100%_____ By 60%_______ By less than 60%______ Today, my lesson objectives were met at 100% only by 75% of the class. The objectives of the day were to be able to tell the three parts of the atom along with the appropriate charge and then tell me what electricity is. But, my objective was met by at least 95% by 100% of the class. 2. How do you know? What evidence do you have to show the lesson objectives were met?

The evidence for this lessons objective being met was the exit pass. After graded them, 15 out of the 20 students named all three parts, labeled the charge and defined what electricity is at 100% accuracy. The other 5 students got a grade of 95% on the assignment because they either mixed up the charges each part of the atom has or didnt correctly define electricity. So, overall I felt they did really well and all my students in block 3 met the objective by at least 95%. This was a hard exit pass. They had to recall everythingno multiple choice or word bank!