PTT: 1) Turn to page 12 in your science notebook 2) Title the page - The Bohr Model: Drawing Atoms 3) Record the date 4) Write the goal -Goal Question: How do I draw atoms using Bohr model diagrams? 5) Set up your page so there are 8 boxes 6) Go on to task 1 when you've finished setting up your page
Task 1: 1) Read this: You may have noticed while using the "Atom Builder" interactive simulation that it organized the atom with the nucleus at the center and the electrons in rings around it. See below:
Screen Shot 2013-09-17 at 8.45.40 PM.png
Do you see how there are two electrons in the first ring and then more electrons in the second ring? When we organize an atom diagram like this, it is called a Bohr diagram or a Bohr model. It is not the most accurate model of an atom, but it works well for getting a basic understanding of how electrons are organized at different levels in an atom and - in 8th grade - why atoms lose or gain certain amounts of electrons to become stable. (Look up electron orbital shapes in google images if you are curious to see a college-level model.)
2) Watch this video to learn how to draw atoms using the Bohr model Draw the atoms along with him.
3) In the 8th box, once you've completed all of the diagrams, write a sentence summarizing how to draw Bohr model diagrams.
Closure/Homework: 1) Based on what you've learned, complete the "Assignment: Atoms" worksheet. 2) Tape this onto page 13 in your science notebook.
3) Review your notebook pages so far: mini-quiz tomorrow on what we've learned so far
Week 3, Day 2
PTT: Periods 5 and 7...do your steps on p. 12 have enough detail?
1) Get a post-it
2) On this post-it, outline the steps to creating a Bohr Diagram (there should be 4-7 steps if you are thorough).
3) Stick this to p. 12 in your notebook
4) When done, get a Bohr Diagram Core Races paper. Set up a timer for yourself and time how fast you can complete the paper. Note this down when you are done. Next time, try to do it faster!
Task 1:
1) Read this: Atoms are the smallest unit of an element. We can tell the difference between different elements because they have different properties. They have different physical properties and different chemical properties.
2) Go to page 14
3) Record the date and title it: Physical and Chemical Properties
4) Record the Goal Question: What is the difference between physical and chemical properties?
5) As a class, take notes to review physical and chemical properties.
6) Watch the videos below to review (and preview some info that is coming up in later lessons)
Video to review:
The Properties Song:
Task 2:
1) Complete the physical and chemical properties card sort.
2) Move on to task 3 when done.
Task 3:
1) Copy the following chart onto the bottom of your paper.
2) Use what you have learned about physical properties to identify whether either of the substances in the following chart are the same substance. Answer your question using the following format. Claim: I claim that.... Evidence: My evidence is... Reasoning: My evidence supports my claim because...
Task 4/Closure:
1) Title p. 15: Explaining Properties
2) Record the date
3) Use your choice of the following to show your understanding of the goal question (what is the difference between physical and chemical properties?)
- Box and T diagram (similarities go in the box, differences in the T-chart)
- Venn Diagram
- Flow chart
- Concept Map
- Examples with pictures
Homework:
1) Bring in legos tomorrow
2) Study for the mini-quiz tomorrow
Week 3, Day 3
PTT:
1) Complete the mini-quiz on what we've learned in the past week
2) SILENTLY move on to task 1 when finished
Task 1: Demo
1) Turn to p. 16 in your science notebook
2) Record the date
3) Title the page: When Atoms Bond
4) Record the goal question: What happens when atoms bond, and how are elements and compounds different?
5) Divide the page into 2 sections
NOTE: If you finish this before everyone else, go back to yesterday's lesson, put on headphones, and watch the videos to review physical and chemical properties.
6) Watch the demo of acid hitting a local limestone rock. Work as a class to construct a scientific explanation for how we know a new substance has been made. Record this on p. 16.
Task 2: Legos Activity
1) Use legos to demonstrate what happens when different atoms bond to make new substances. Draw, color, and label pictures that represent the new substances (molecules/compounds) that you build.
2) Things to explore:
- What do you get when atoms of the same type bond together?
- What do you get when atoms of different types bond together?
- Can an atom bond with different atoms at different times?
3) As a class, summarize what we've learned and record this on p. 16
We need definitions for the following terms: atom, element, molecule, compound
Task 3:
1) Record the date Title p. 17: Comparing Atoms, Elements, Molecules, and Compounds
2) Draw and label pictures that represent each of the following: atom, element, molecule, compound It must meet the following requirements. A - Accuracy (accurately represent the term) B - Big (take up most of the page) C - Colorful (using different colors to help represent the different types of atoms used in the diagrams) D - Detailed (include labels for all important parts)
3) Make it clear what the "smallest unit" of an element is AND what the "smallest piece" of a compound is.
Closure:
At the bottom of p. 17, answer the goal questions
- What happens when atoms bond?
- What is the difference between an element and a compound?
Week 3, Day 4
PTT:
1) Complete the Bohr model practice sheet - how fast were you able to complete it?
2) SILENTLY move on to task 1 when finished
Task 1:
1) Turn to p. 18 in your science notebook
2) Record the date
3) Record the title: Using Molecular Formulas
4) Goal Question: How do we represent molecules and compounds when we aren't drawing pictures?
5) If you are ready a few minutes before the rest of the class, watch this video for a preview of what we'll be taking notes on:
Task 2: Notes
1) First, let's review our new(ish) terms from yesterday. You should have drawn some visual representations on p. 17. Mine look something like this:
2) As a class, we will define the following terms as they are used in chemistry:
Chemical Formula
Subscript
Coefficient
3) Copy down the examples as a class (H2O, CO2, 2 H2O)
You should have recorded the formula, an image representing it, the elements found in that compound, and the number of atoms for each element.
In the end, your notes should look something like this:
Task 3:
1) Record the date on p. 19
2) Title the page: Making Sense of Molecular Formulas
3) On the top half of the page, do ONE of the following. Remember, this is how you help your brain make sense of what we just learned! Doing this will help you remember, AND it will be a resource for you to review in the future.
OPTION 1: come up with a list of rules that explains the process of interpreting and creating chemical formulas
OPTION 2: create a flow chart that explains the process of interpreting and creating chemical formulas
OPTION 3: create a list that explains how to read molecular formulas
OPTION 4: Write a paragraph explaining to a friend how to understand what 3 H2O means (how many molecules, what elements are involved, how many atoms of each element)
4) On the bottom half of the page, copy the formula, draw an image, record the types of elements in the compound, and the number of each type of atom for each of the following examples:
a) 3 KOH
b) 2 CO2
c) 4 H2O
Closure:
At the bottom of p. 19, rate your understanding of today's goal question (don't get it, still learning, got it) and explain why you rated yourself that way. Goal Question: How do we represent molecules and compounds when we aren't drawing pictures?
Week 3, Day 1
Table of Contents
1) Turn to page 12 in your science notebook
2) Title the page - The Bohr Model: Drawing Atoms
3) Record the date
4) Write the goal - Goal Question: How do I draw atoms using Bohr model diagrams?
5) Set up your page so there are 8 boxes
6) Go on to task 1 when you've finished setting up your page
Task 1:
1) Read this:
You may have noticed while using the "Atom Builder" interactive simulation that it organized the atom with the nucleus at the center and the electrons in rings around it. See below:
Do you see how there are two electrons in the first ring and then more electrons in the second ring? When we organize an atom diagram like this, it is called a Bohr diagram or a Bohr model. It is not the most accurate model of an atom, but it works well for getting a basic understanding of how electrons are organized at different levels in an atom and - in 8th grade - why atoms lose or gain certain amounts of electrons to become stable. (Look up electron orbital shapes in google images if you are curious to see a college-level model.)
2) Watch this video to learn how to draw atoms using the Bohr model Draw the atoms along with him.
3) In the 8th box, once you've completed all of the diagrams, write a sentence summarizing how to draw Bohr model diagrams.
Closure/Homework:
1) Based on what you've learned, complete the "Assignment: Atoms" worksheet.
2) Tape this onto page 13 in your science notebook.
3) Review your notebook pages so far: mini-quiz tomorrow on what we've learned so far
Week 3, Day 2
PTT: Periods 5 and 7...do your steps on p. 12 have enough detail?
1) Get a post-it
2) On this post-it, outline the steps to creating a Bohr Diagram (there should be 4-7 steps if you are thorough).
3) Stick this to p. 12 in your notebook
4) When done, get a Bohr Diagram Core Races paper. Set up a timer for yourself and time how fast you can complete the paper. Note this down when you are done. Next time, try to do it faster!
Task 1:
1) Read this: Atoms are the smallest unit of an element. We can tell the difference between different elements because they have different properties. They have different physical properties and different chemical properties.
2) Go to page 14
3) Record the date and title it: Physical and Chemical Properties
4) Record the Goal Question: What is the difference between physical and chemical properties?
5) As a class, take notes to review physical and chemical properties.
6) Watch the videos below to review (and preview some info that is coming up in later lessons)
Video to review:
The Properties Song:
Task 2:
1) Complete the physical and chemical properties card sort.
2) Move on to task 3 when done.
Task 3:
1) Copy the following chart onto the bottom of your paper.
2) Use what you have learned about physical properties to identify whether either of the substances in the following chart are the same substance. Answer your question using the following format.
Claim: I claim that....
Evidence: My evidence is...
Reasoning: My evidence supports my claim because...
Task 4/Closure:
1) Title p. 15: Explaining Properties
2) Record the date
3) Use your choice of the following to show your understanding of the goal question (what is the difference between physical and chemical properties?)
- Box and T diagram (similarities go in the box, differences in the T-chart)
- Venn Diagram
- Flow chart
- Concept Map
- Examples with pictures
Homework:
1) Bring in legos tomorrow
2) Study for the mini-quiz tomorrow
Week 3, Day 3
PTT:
1) Complete the mini-quiz on what we've learned in the past week
2) SILENTLY move on to task 1 when finished
Task 1: Demo
1) Turn to p. 16 in your science notebook
2) Record the date
3) Title the page: When Atoms Bond
4) Record the goal question: What happens when atoms bond, and how are elements and compounds different?
5) Divide the page into 2 sections
NOTE: If you finish this before everyone else, go back to yesterday's lesson, put on headphones, and watch the videos to review physical and chemical properties.
6) Watch the demo of acid hitting a local limestone rock. Work as a class to construct a scientific explanation for how we know a new substance has been made. Record this on p. 16.
Task 2: Legos Activity
1) Use legos to demonstrate what happens when different atoms bond to make new substances. Draw, color, and label pictures that represent the new substances (molecules/compounds) that you build.
2) Things to explore:
- What do you get when atoms of the same type bond together?
- What do you get when atoms of different types bond together?
- Can an atom bond with different atoms at different times?
3) As a class, summarize what we've learned and record this on p. 16
We need definitions for the following terms: atom, element, molecule, compound
Task 3:
1) Record the date Title p. 17: Comparing Atoms, Elements, Molecules, and Compounds
2) Draw and label pictures that represent each of the following: atom, element, molecule, compound
It must meet the following requirements.
A - Accuracy (accurately represent the term)
B - Big (take up most of the page)
C - Colorful (using different colors to help represent the different types of atoms used in the diagrams)
D - Detailed (include labels for all important parts)
3) Make it clear what the "smallest unit" of an element is AND what the "smallest piece" of a compound is.
Closure:
At the bottom of p. 17, answer the goal questions
- What happens when atoms bond?
- What is the difference between an element and a compound?
Week 3, Day 4
PTT:
1) Complete the Bohr model practice sheet - how fast were you able to complete it?
2) SILENTLY move on to task 1 when finished
Task 1:
1) Turn to p. 18 in your science notebook
2) Record the date
3) Record the title: Using Molecular Formulas
4) Goal Question: How do we represent molecules and compounds when we aren't drawing pictures?
5) If you are ready a few minutes before the rest of the class, watch this video for a preview of what we'll be taking notes on:
Task 2: Notes
1) First, let's review our new(ish) terms from yesterday. You should have drawn some visual representations on p. 17. Mine look something like this:
2) As a class, we will define the following terms as they are used in chemistry:
Chemical Formula
Subscript
Coefficient
Video lessons by Ms. Davis:
Part 1 - http://youtu.be/KM1XI7bPGNA
Part 2 - http://youtu.be/fy49ZIk2Bnw
3) Copy down the examples as a class (H2O, CO2, 2 H2O)
You should have recorded the formula, an image representing it, the elements found in that compound, and the number of atoms for each element.
In the end, your notes should look something like this:
Task 3:
1) Record the date on p. 19
2) Title the page: Making Sense of Molecular Formulas
3) On the top half of the page, do ONE of the following. Remember, this is how you help your brain make sense of what we just learned! Doing this will help you remember, AND it will be a resource for you to review in the future.
OPTION 1: come up with a list of rules that explains the process of interpreting and creating chemical formulas
OPTION 2: create a flow chart that explains the process of interpreting and creating chemical formulas
OPTION 3: create a list that explains how to read molecular formulas
OPTION 4: Write a paragraph explaining to a friend how to understand what 3 H2O means (how many molecules, what elements are involved, how many atoms of each element)
4) On the bottom half of the page, copy the formula, draw an image, record the types of elements in the compound, and the number of each type of atom for each of the following examples:
a) 3 KOH
b) 2 CO2
c) 4 H2O
Closure:
At the bottom of p. 19, rate your understanding of today's goal question (don't get it, still learning, got it) and explain why you rated yourself that way.
Goal Question: How do we represent molecules and compounds when we aren't drawing pictures?