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Teacher Candidate: Fabian Pagan Date Taught:

Cooperating Teacher: Mr. Nanavati School / District: Ariel Community Academy
Grade: 8 Field Supervisor: Dr. Podsiadlik
Unit / Subject: Science- The Chemistry of Life
Lesson Title / Focus: Atoms The Building Blocks of all Matter

I. Prior Knowledge and Background of Students
Think about the questions below as you brainstorm and complete your lesson plan. These are questions you should be aware of as you formulate your lesson
plan. Weave these areas of concern into your lesson plan.
Students will have been exposed to atoms, their structure, how they interact, and the periodic table after having watched a movie during the
previous two class sessions. The movie is Nova: Hunting for Elements and the students will have completed a worksheet that acts as a reminder or
informative tool when watching the video. This video provided the introduction to the chapter and content with more depth than reading the
chapter or section had, but the students will have read the section (6.1) prior to coming to class and will have completed the section questions as
well. Doing so helped the teacher pick questions from the film to be noted while watching helping to clarify any misconceptions prior to any
classroom discussion time.


INSTRUCTIONS: Using guiding questions relevant to this lesson, describe your plan and its rationale in each of the following planning areas. Refer to Appendix A for a list of guiding questions.

II. Lesson Rationale (Why?)
Learning Goals and Focus (What students will be able to do):
Students will understand that atoms are the building blocks to all matter.
Illinois Common Core State Standards:
12.C.3b Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds, mixtures).
Targeted Academic Language Function (e.g. identifying main idea, recording multiple ways to solve problems):
Identify, Describe, Define


Targeted Academic Language Demands (Vocabulary- every day, general subject specific words, and subject specific word meanings/ Syntax- organizing words and phrases
into structures- graphs, sentences, formulas).

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Chemistry, Organic, Atom, Matter, Abiotic, Biotic



III. Instructional Strategies and Learning Tasks (How?)
Aligned with learning focus and state standards
Aligned with student learning needs of individuals and whole class
Aligned with student academic development, social/emotional development, experiences and/or interests.
Aligned with the language demands of this lesson.
Built on each other in ways that create a progression of learning through which students can monitor their own progress toward the learning focus.


Time Learning Activities - What learning activities do you have planned for the
students (Note: these describe what the students do during the lesson)
Purpose

5 minutes


10 minutes


5 minutes







10 minutes




Orientation/Engagement/Motivation: Students will be prompted to write down a
response to a questions already written on the board, What is chemistry? and How does
chemistry relate to biology?
Once the students have recorded their responses the class will share out what they have
written down. The teacher will allow for all thoughts to be shared before interjecting with
his own commentary on the subject matter.
Presentation/Explicit Instruction: The teacher will now introduce atoms as the building
blocks to all matter. To do so the teacher will use Legos as the prime example, making
the comparison that whenever a Lego creation it is akin to the creation of all matter,
abiotic and biotic alike. The teacher will construct a small wall demonstrating how atoms
bond together to create something greater than themselves, much like the Legos stick
together to create something greater.
Structured Practice/Exploration: Legos will now distributed to students in groups of 3
or 4. The students will be asked to simply construct something as a group with their
Legos and create a name for the newly created structure.
While doing so the teacher will walk about the classroom asking the students to think
about how the Legos are similar to an atom, using what they know of an atom at that time,
and discuss what they think is similar or why the teacher would bother saying the Lego is
like an atom.
The opening journal questions are meant to get the students
thinking about how matter, living and non-living, is composed
since chemistry is the study of the composition of matter.

Allowing the students to share out will foster a deeper
understanding of the material, as they will be describing terms in
their own words developing their understanding of the concepts
without the direct instruction of a teacher or book.
This will also allow the teacher to explicitly state why organic
chemistry is important to biology and why time is dedicated to the
subject in the class.







Using the Legos as a manipulative will allow the students to
explore the numerous ways atoms bond together and how once
bonded the options for configuration are immense.
The students will also be discussing amongst peers how this
example makes sense. This is so they develop and foster their
own understanding with the hopes that the students not only

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20 minutes
Independent Practice/Application: Once the students have concluded their work in
groups building with the Legos and discussing how the Lego and atom are similar the
teacher will hand out a poster sized sheet of paper and give directions of what the students
will be doing with their posters. As a part of the independent practice for todays lesson
the students will divide their poster in thirds and in one section draw the Lego creation
constructed in class. Next the students will draw a Lego and an atom and make one-to-
one comparisons between the Lego and atom. This section of the poster will be titled
The Building Blocks to Matter and the students in their own words will describe how
atoms act as such.
understand the teachers example, but develop and begin to think
of their own examples which would provide a new and original
context for the students to conceptualize the content.

Using the dialogue just had the students will now be asked to
record it both in word and illustration. The teacher is hoping the
multiple means of representation will help to drive hom


IV. Assessment
Assessing prior knowledge and readiness for lesson
Assessing learning during lesson
Assessing learning at end of lesson
Planning the next steps of learning based on the data or information gained through the lessons assessments.
Formative Assessment (Process):
The teacher will be monitoring the work the students are doing while journaling and working on their posters, however, in terms of formative assessment the teacher will closely
pay attention to the language being used by the students when they are working together during Lego construction. The teacher will listen for the students to talk about how
atoms bond (or stick) to become matter when analyzing the Legos. The teacher will also listen for students to think of their own examples of what atoms could be compared to
such as, bricks or grains of sand.
Summative Assessment (Product):
The teacher will have the students begin on their poster which will encompass 3 lessons. For this portion the students will demonstrate their understanding of atoms as building
blocks by drawing what they created with the Legos and both illustrating and writing down how the Lego compares to the atom. The teacher will look for the students to label
atoms as building blocks of matter, then make the comparison between a Lego and an atom. When doing so the teacher will note the students knowledge on atoms and the way
they bond in comparison to Legos and how they function.

V. Instructional Materials, Resources, and Technology
What materials will you need in order to teach this lesson?
What materials will students need?

Promethean Board
Legos
Paper

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Writing and coloring utensils

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I. Prior Knowledge and Background of Students
Think about the questions below as you brainstorm and complete your lesson plan. These are questions you should be aware of as you formulate
your lesson plan. Weave these areas of concern into your lesson plan.
Students will have been exposed to atoms, their structure, how they interact, and the periodic table after having watched a movie
during the previous two class sessions. The movie is Nova: Hunting for Elements and the students will have completed a worksheet
that acts as a reminder or informative tool when watching the video. This video provided the introduction to the chapter and content
with more depth than reading the chapter or section had, but the students will have read the section (6.1) prior to coming to class and
will have completed the section questions as well. Doing so helped the teacher pick questions from the film to be noted while
watching helping to clarify any misconceptions prior to any classroom discussion time.


INSTRUCTIONS: Using guiding questions relevant to this lesson, describe your plan and its rationale in each of the following planning areas. Refer to Appendix A for a list of guiding
questions.

II. Lesson Rationale (Why?)
Learning Goals and Focus (What students will be able to do):
Students will be able to identify the parts and structure of an atom.
Illinois Common Core State Standards:

12.C.3b Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds,
mixtures).

Targeted Academic Language Function (e.g. identifying main idea, recording multiple ways to solve problems):


Targeted Academic Language Demands (Vocabulary- every day, general subject specific words, and subject specific word meanings/ Syntax- organizing
words and phrases into structures- graphs, sentences, formulas).
Atom, Proton, Electron, Neutron, Nucleus, Valence, Atomic Number, Atomic Mass, Isotope



III. Instructional Strategies and Learning Tasks (How?)

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Aligned with learning focus and state standards
Aligned with student learning needs of individuals and whole class
Aligned with student academic development, social/emotional development, experiences and/or interests.
Aligned with the language demands of this lesson.
Built on each other in ways that create a progression of learning through which students can monitor their own progress toward the
learning focus.


Time Learning Activities - What learning activities do you have planned
for the students (Note: these describe what the students do during
the lesson)
Purpose
10 minutes



5 minutes




5 minutes




5 minutes



25 minutes
Orientation/Engagement/Motivation: The teacher will begin the lesson by
passing out copies of the text the students will be reading. The text is from Bill
Brysons A Short History of Nearly Everything. The teacher will provide the
students with several minutes to read the short excerpt and then field questions.
Presentation/Explicit Instruction: The teacher will now use the Promethean
board to explore and explain what each part of an atom does and how these parts
are situated within an atom. The teacher will not only describe but illustrate the
parts and properties of these parts.
Structured Practice/Exploration: Using the website www.webelements.com the
teacher will explore various atoms with the class. The website will allow the
teacher to pick any element and obtain all pertinent information in regards to the
element. What the teacher will do is take that information and synthesize it. The
teacher will then select an atom and on the board draw the parts of that atom in 2
ways. One will be with the electrons free flowing and not in their shells and the
other will be with all electrons in their shell surrounding the nucleus.
Guided Practice/Feedback: The students will select an atom they want to feature
on their poster and get a laptop to research their atom using
www.webelements.com. The teacher will visit with individual students as they
research the atom they have been assigned and discuss with them how they will
illustrate the atom.
The reading provides explanation of the parts of an atom
that are not in the text book. The questions fielded by the
teacher will be focused on vocabulary clarifying any
misconceptions in terms of what the parts of the atom
actually do.



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Independent Practice/Application: The students will get their posters back and
begin drawing their atoms on the poster. They will draw the atom and all its parts
on the poster, being sure to label everything. They will also include the atoms
information card from the periodic table, labeling every number and writing down
on the poster what each number means.


IV. Assessment
Assessing prior knowledge and readiness for lesson
Assessing learning during lesson
Assessing learning at end of lesson
Planning the next steps of learning based on the data or information gained through the lessons assessments.
Formative Assessment (Process): While the students are researching their elements on the laptops the teacher will monitor for the students to be looking up
pertinent information and making sure they do not take long to do so. The longer they take the less it is assumed they know what they are looking for.
Summative Assessment (Product): The students will continue working on their atomic posters, this time using another section to illustrate and explain the parts
of an atom along with the information presented on the elements label on the periodic table. The teacher will pay extra attention to this portion of the poster
because it is here where the students will demonstrate knowledge of the parts of the atom. When recording what the atomic number is for example the teacher
will be sure to look for the students to define it as the number of protons in the nucleus, but then go a step further and state that they also know the electron count
for the element because elements cancel out their own charge by having the same number of protons as it does electrons.

V. Instructional Materials, Resources, and Technology
What materials will you need in order to teach this lesson?
What materials will students need?

Promethean board
Reading from A Short History of Nearly Everything
Laptops
Paper
Writing utensils


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I. Prior Knowledge and Background of Students
Think about the questions below as you brainstorm and complete your lesson plan. These are questions you should be aware of as you formulate your lesson
plan. Weave these areas of concern into your lesson plan.
Students will have been exposed to atoms, their structure, how they interact, and the periodic table after having watched a movie during the
previous two class sessions. The movie is Nova: Hunting for Elements and the students will have completed a worksheet that acts as a reminder or
informative tool when watching the video. This video provided the introduction to the chapter and content with more depth than reading the
chapter or section had, but the students will have read the section (6.1) prior to coming to class and will have completed the section questions as
well. Doing so helped the teacher pick questions from the film to be noted while watching helping to clarify any misconceptions prior to any
classroom discussion time.


INSTRUCTIONS: Using guiding questions relevant to this lesson, describe your plan and its rationale in each of the following planning areas. Refer to Appendix A for a list of guiding
questions.

II. Lesson Rationale (Why?)
Learning Goals and Focus (What students will be able to do): Students will understand the difference between a regular atom and an isotope.
Illinois Common Core State Standards:

12.C.3b Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds,
mixtures).

Targeted Academic Language Function (e.g. identifying main idea, recording multiple ways to solve problems):

Identify

Targeted Academic Language Demands (Vocabulary- every day, general subject specific words, and subject specific word meanings/ Syntax- organizing
words and phrases into structures- graphs, sentences, formulas).

Atom, proton, electron, neutron, isotope, ion




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III. Instructional Strategies and Learning Tasks (How?)
Aligned with learning focus and state standards
Aligned with student learning needs of individuals and whole class
Aligned with student academic development, social/emotional development, experiences and/or interests.
Aligned with the language demands of this lesson.
Built on each other in ways that create a progression of learning through which students can monitor their own progress toward the
learning focus.


Time Learning Activities - What learning activities do you have planned
for the students (Note: these describe what the students do during
the lesson)
Purpose

10 minutes



10 minutes



10 minutes



10 minutes




Orientation/Engagement/Motivation: The teacher will already have a chart on
the board with instructions for the students to take a sheet of paper out and
complete the chart. The teacher will walk around the room merely surveying the
progress made by the students during this time.
Presentation/Explicit Instruction: Once the students have had enough time to
individually fill the chart out the teacher will bring the class together and ask the
students to help him in completing the chart. The chart asked the students to,
given some piece of information whether it be the element or a part of the element
identify and complete the chart using the periodic table.
Structured Practice/Exploration: As a class the answers will be given to the
teacher from element to element. The students will after 3 or 4 elements see a
pattern and notice that when given any piece of information regarding the element
be able to identify the atomic number, amount of protons, neutrons, electrons, and
then calculate the atomic mass.
Guided Practice/Feedback: During this portion of the instruction the teacher will
clear up any misconceptions. Opening the floor for questions in regards to how
answers were got. The teacher will be sure to explain that the periodic table is a
great organizer for all the elements arranged as they watched in a movie by family
and weight. The teacher will drive home the correlation between mass of an atom
No dialogue to begin this lesson because the teacher wants
to assess the students knowledge and see what they have
retained from previous lessons.
-How can you complete this using only the periodic table?

-What are you using? How do you know this is providing
the answer?




This portion will be used to help drive home the point that
everything on the periodic table is shown in its neutral
state. Meaning protons, electrons, neutrons balance out.
It will also segway into ions and isotopes will isotopes
being the focus today.
-What is an isotope?






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10 minutes





and the protons and neutrons (as they provide the mass of an atom).
Independent Practice/Application: To move students forward and challenge them
the teacher will now introduce isotopes to the chart and ask the students to identify
the varying parts between a regular atom and an isotope. Students will be
challenged to identify the parts of the atom and the quantity of such by using their
knowledge of what an isotope is. The teacher will have the definition on the board
and walk around the room clarifying any misconceptions during this portion of the
lesson.

The teacher will use this portion of the lesson to assess
whether or not the students can identify isotopes and the
singular difference between isotopes and regular atoms.


IV. Assessment
Assessing prior knowledge and readiness for lesson
Assessing learning during lesson
Assessing learning at end of lesson
Planning the next steps of learning based on the data or information gained through the lessons assessments.
Formative Assessment (Process): The teacher will circulate throughout the classroom during the beginning portion of the lesson carefully looking over the work
the students are doing in order to assess whether or not the students understand. If there is any misconception the teacher will not hesitate to stop the class and
clarify. There will also be several points within the lesson where the teacher will stop and ask a question to assess whether or not the students are following
along. This will happen at points like when the first element has been completed and the teacher wants to see if the students notice a pattern. The pattern will be
indicative of all that the atomic number represents. If the students recognize the pattern and can articulate how they found their answer the teacher will know the
students understand.
Summative Assessment (Product): The students will produce copies of the chart given to them on the board. The chart will demonstrate their ability to identify
the parts of the atom given in the atomic number and all that it means. Students will also be able to identify the difference between a regular atom and an isotope
and calculate how different the element is. This will provide a better understanding of atomic particles and how they interact.



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V. Instructional Materials, Resources, and Technology
What materials will you need in order to teach this lesson?
What materials will students need?
Promethean Board
Paper
Writing Utensils
Period Table