Lesson Title Atomic Structure
Lesson duration 65 min
Stage 5
Year 9
Class 9 SCI R
Syllabus Outcomes Syllabus Content
A student explains
Scientific understanding changes and is refined over time through a process of review by the scientific community. Students identify that all
how models,
matter is made of atoms which are composed of protons, neutrons and electrons; describe the structure of atoms in terms of the nucleus,
theories and laws
protons, neutrons and electrons.
about matter have
The atomic structure and properties of elements are used to organise them in the Periodic Table. Students identify the atom as the smallest
been refined as new unit of an element and that it can be represented by a symbol; distinguish between the atoms of some common elements by comparing
scientific evidence
information about the numbers of protons, neutrons and electrons; describe the organisation of elements in the Periodic Table using their
becomes available.
atomic number; relate the properties of some common elements to their position in the Periodic Table
Prior Knowledge
Risk Assessment
Resources
Students understand the history of the atomic model, can define element, compound, Low risk, all work is paper based, students will not Atomic bingo, copies of
molecule and atom, and have a basic understanding of the Bohr atomic model.
be using laboratory equipment, PPE not required.
the periodic table
Learning
Indicators
Students
participate
actively in class
discussion and
activities.
Students make
effort to find and
describe
patterns in data
and information
provided.
Students make
technical
scientific
observations.
Assessment
&
Recording
Strategies
Monitoring of
student
responses
through
participation
of each
student in
game.
Time
Guide
10
10
10
10
10
10
(whatever
time is
left)
Content/Learning Experience
Introduction
Warmup activity, teacher asks students to recall definitions of atom, element,
molecule, compound and mixture, followed by student directed recollection of the
Bohr atomic model (with neutrons).
Body
T explains the arrangement of electrons into shells (2,8,8,2), and the impetus of
atoms to have a ‘full outer shell’. S are asked to consider how atoms may do this,
and what that means for their overall charge.
S spend time investigating the valency of different anions and cations in pairs
T distributes copy of the Periodic Table, and the relationship between group and
valency is given.
S are reminded how to read a periodic table, and the definitions of atomic number,
mass number and symbol are given.
Atomic bingo; S are given clues, like name, atomic number or mass number, and
must identify the element from its symbol.
Conclusion
S are asked to find a symbol that they aren’t familiar with, find the group it belongs
to, its atomic and mass number, and a use for it.
Teaching
Strategies
Gameplay
and
incentivisation
of attention,
appropriate
questioning
tactics,
encourage
each student
to contribute
at least once
in the lesson.
Class
Organisation
Sitting at
tables in
student
chosen
seating plan.
Transition to next lesson
The next lesson will cover the common chemical and physical properties of elements in the same groups, along with activity, reactivity
and ion formation.