Teacher: Rachel Valiquette Date: February 8th, 2017

School: Conrad Ball Middle School Grade Level: 6th Content Area: Chemistry
Title: Who said science was a Bohr? Lesson #: 5 of

Content Standard(s) addressed by this lesson:

PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.

Understandings:
1. Students will be able to inquire about the Bohr model.
2. Students will be able to describe the basic principles of the Bohr model.
3. Students will understand the definition of atomic orbitals and their structure based on the Bohr model.
4. Understand the difference between the Bohr orbit and atomic orbitals.
5. Apply quantum numbers and atomic orbitals to building atoms and the periodic table.

Inquiry Questions:
1. What is the basic structure of the Bohr model?
2. Who created the Bohr model?
3. What are atomic orbitals and how do they relate to the Bohr model?
4. What are quantum numbers and how do they relate to atomic orbitals in a Bohr model?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Construct a basic Bohr model, placing electrons in their respective atomic
orbitals and protons and neutrons in the nucleus, using their previous knowledge of elements on the periodic
table and determine which element they were given based on the number of protons, neutrons, and electrons
in their element kit.
This means I can: Use my knowledge of atomic number and atomic mass to create a complete Bohr model
diagram with the correct number of neutrons, protons, and electrons.

Planned Lesson Activities

Name and Who said science was a Bohr?
Purpose of
Lesson The purpose of this lesson is to discover the different atomic orbitals in the Bohr model.
Students have prior knowledge on where elements are located on the Periodic Table, as
well as how to calculate the number of protons, neutrons, and electrons. In discovering
the Bohr model, students will understand that electrons simply dont float in space around
the nucleus, but are in set orbitals and that each orbital has a specific number of
electrons it can carry.

Approx. Time Materials: Element kit, student scientific notebook, glue, pencil or pen for writing
and Materials
Approximate time:
0-5 minutes: Do Now
5-7 minutes: Agenda, Standard and Learning Target
7-15 minutes: Bohrs Model of the Atom video and discussion
 15-30 minutes: Notes on Bohrs model
30-54 minutes: Bohrs model activity

Anticipatory The students have a routine that they are used to. As they enter the classroom, there will
Set be a Do Now activity for them to complete on the board. This activity reviews the
material from the previous lesson in order for the students to remember what they
learned and to make connections to what they will learn in todays lesson. For this Do
Now, I will have the students answer this question: How are electrons arranged outside
of the nucleus in an atom? This is to get students thinking about the arrangement of
electrons. They already know that electrons orbit the nucleus, but how do they do that?
DO electrons simply float in space, or is there a pattern in which they reside? The
students complete this task in their Do Now folder on their iPads.

Procedures Teacher Actions Student Actions

0-5 minutes: Do Now 0-5 minutes:

During the first 5 minutes of class I will have the students Students will be expected
complete a Do Now activity that they are used to seeing in to have their iPads
everyday practice. This Do Now question will involve charged and ready in order
students answering the question, How are electrons to complete the Do Now
arranged outside of the nucleus in an atom? The Do Now activity.
will be displayed on the projector and will also be available
in a folder that students can locate on their iPads. After I
have assessed that the students have completed the Do
Now, I will ask some of the students to share their answers
allowed and we will have an open discussion until we reach
a conclusion as a class about the orbit of electrons around
the nucleus. I could guide students in discussion by asking
questions such as; Where are electrons located in an
atom? Do you think electrons float wherever they want
around the nucleus?
Do you think that there is a pattern that electrons follow?
Do you think this pattern could be the same for each
element?
Check for understanding - Ask some of the students to
share their answers for the Do Now question.
(Intrapersonal, interpersonal, verbal/linguistic,
visual/spatial)

5-7 minutes: Agenda

I will explain to students the agenda for the day. I will
explain that we will be working with our scientific notebooks
and taking a few short notes on the Bohr model. I will go 5-7 minutes:
over what I expect from them by stating: I expect you to be The students are expected
writing what I am writing and paying attention to what I am to listen quietly and respect
saying. their teachers and peers.
7-15 minutes: Video
https://www.youtube.com/watch?v=fm2C0ovz-3M

15-30 minutes: Notes

I will have students complete notes in there scientific
notebooks. The notes will be taken as followed:
The Bohr Model
Who? Neils Bohr
How? Studied light emitted when elements were
excited with electricity
Conclusion: Realized that different elements emitted
certain frequencies of light
Theory:
Electrons orbit around the nucleus
Electrons occupy specific levels, called
atomic orbitals
Atomic orbitals:
Orbitals have energy and size
Larger orbitals have higher energy
Smaller orbitals have lower energy
Draw one
This means that electrons that are in smaller
orbitals have lower energy
Orbitals have quantum numbers
1, 2, 3, 4
For the purpose of this class we are going to
say that the innermost orbital can hold 2
electrons and each orbital after that can hold
8 electrons
How do we do this?
Get an element, use neon for an example
Find the number of p, n, e
Draw the nucleus
Add all the protons and neutrons to the
nucleus
Draw the first orbital, n=1
Add 2 electrons to the first shell
What do we do with the rest of the
electrons?
Draw another orbital, n=2
How many electrons can we add to this
shell? 8!
Add 8 electrons to the second orbital
How do you fill the shell? Obviously you fill
the two on the innermost orbital first and
then the 8 on the next.
 Make sure that each corner is filled before
making pairs

30-54 minutes: Bohr Model Activity

The students will complete an activity in which they are
given an element packet. I have created element
envelopes with a certain number of protons, designated by
pink hearts, neutrons, designated by blue stars, and
electrons, designated by green flowers. The students
should first determine the number of protons, neutrons, and
electrons given to them in their packet, making sure that
none are stuck on the inside of the packet or stuck
together. There is a spot to write these numbers on their
worksheet. Then students should determine where the
protons and neutrons go and glue them into the nucleus.
After that the students should start placing their electrons,
remembering how many electrons go in each shell. I will
want to check their work before they glue down the
electrons. After the students have glued down all their
protons, neutrons, and electrons, they will determine which
element they had. I will grade these and place them around
the room.

Differentiation Do Now: During the Do Now, students are allowed to use their notes to answer the
prompt. There are several modes of accessing the daily prompt, such as it is projected
on the screen as well as accessible through their iPads. The students are also
encouraged to answer the prompt using whatever creative outlet they choose.

Bohr Model Activity: During the activity I have created multiple levels of difficulty. Each
student will receive a different element from the periodic table ranging in number of
atomic orbitals and electrons. Students can choose a more difficult element or a less
challenging bohr model to create based on how strong they feel with the content.

Assessment Do Now: The Do Now is a basic post-lesson assessment that students complete each
morning to help their understanding of prior knowledge and how they can connect that
knowledge to the day's lesson.

Check for Understanding: X4 throughout the lesson for basic understanding on how to
guide students for their best learning

Bohr Model Activity