SEL / Science Grade 9 – Early 2nd Quarter Badar Jabeen

SEL Lesson Plan

Grade Level: 9 Subject(s): Physical Science

Standards: P.S 9 .3.A: Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the
structure and properties of atoms

SEL Strand: Strand 1: Develop self-awareness and self-management skills.

Strand 2: Demonstrate decision-making skills and responsible behaviors in personal, school, and social contexts

SEL Competencies Addressed: Relationship Skills; Building relationships with diverse students/groups. Communicating clearly, Working
cooperatively.

1. I can demonstrate the knowledge of the parts of an atom.

Learning Targets 2. I can demonstrate that an uncharged atom has the same number of electrons and protons.
3. I can be able to deduce the number of neutrons in an atom.
4. I can practice team work by discussing the best way to make their atom work.
5. I can assist each other by giving aid when needed.

SEL Objectives

1. I can continue to set personal & academic learning goals.

2. I can act on social norms and safety considerations that guide behavior.
3. I can use ‘I statements :in expressing feelings

Materials Needed  Two pipe cleaners per student

 Fishing line
 Box of Fruit Loops or other generic circular cereal brightly colored with a hole in the middle
 Package of 7mm beads
 3 x 5 cards cut in thirds with a hole punched in the top.
 Computer/internet
SEL / Science Grade 9 – Early 2nd Quarter Badar Jabeen

 Books/magazine
Instruction time:2 hours
Procedures
Part I: Introductory prompt( 40 minutes)
1. Tell students the following joke.
Two atoms have been traveling separately and when they meet at an intersection, they have this conversation:
First atom: “I think I just lost an electron.”
Second atom: “Are you sure?”
First atom: “Yes, I’m rather positive.”
Second atom: “I’m getting a negative feeling about this!”
2. Ask the students, “What causes some atoms to respond this way?”
3.After pausing to see how many students have the background to understand the humor, cover some scientific
topics related to the simple story that extend their knowledge

Part 2
This activity follows a lesson learning about the atom.
1. The teacher puts the students in teams. This step is important because there are times when the student will need
a little help.(10 minutes)
2. The student chooses an atom with an atomic number of five or less.(5 minutes)
3. The student draws the atom. (5 minutes)
4. The student writes the number of protons and electrons and does the subtraction from the atomic mass to get the
number of neutrons.
5. The students choose two pipe cleaners of different colors.
6. The student tells the teacher which atom they are doing and how many electrons are required. The teacher gives
the student the correct number of beads that will be visible on the pipe cleaner. (Beads are used instead of fruit
loops to model that electrons are smaller than neutrons or protons.)(40 minutes)
7.The students pick out the correct number of protons and neutrons (fruit loops) The color of the neutrons,
electrons and protons must be different from each other, but all the electrons are one color, all the protons are one
color, etc.
8. The electrons are put on the pipe cleaner making sure the students understand that the first level can only hold
two electrons.
9. The pipe cleaner is then put into a circle and the top is carefully twisted to close the circle.
10. The second pipe cleaner, with any needed electrons, is gently folded in half and is twisted one time around the
first pipe cleaner so that the two will stay together. Then it is closed into a circle and the ends are wrapped around
the top of the first pipe cleaner.
11. The student cuts 50 cm of fishing line.
SEL / Science Grade 9 – Early 2nd Quarter Badar Jabeen

12. The fishing line is put through the holes on the fruit loops and tautly but gently tied together so the fruit loops
form a tight group.
13. The fishing line is then tied, one end to the top of the atom and the other to the bottom of the atom with the
nucleus suspended in the middle.
14. The student writes the information from the periodic table about his atom on the little card. Also included is
the student's name, class period, and the date.
15. The card is then tied to the atom.

Assessment #1
Assessment 1. The atom must have the correct amount of electrons, neutrons and protons.
2. The atom must be connected at the top and bottom.
3. The nucleus must be approximately in the middle of the atom.
4. The information on the card must be correct and align with the atom.
5. The students must work together and help each other when needed.

Assessment #2

Here’s your chance to let your creative juices flow! In order to put everything together you have learned from this
chapter,
You will make an atom model for one element on the periodic table. You will be required to use common
household and/or craft materials to create atom parts such as protons, neutrons, and electrons.

Use any material you want as long as it’s safe and within reason! There is no need to buy materials – just use
things you find around the house (Styrofoam, light clay, paper Mache, paperclips, foil, paper, etc.). Please avoid
food items that will cause odor and rot later in time. Because there are several elements with extremely high
atomic numbers, you will be required to choose one of the elements listed below for your model:

Lithium Boron Argon Sodium Aluminum Helium

Carbon Neon Magnesium Nitrogen Calcium Phosphorus
Chlorine Potassium Oxygen Sulfur Fluorine Silicon

Basic Guidelines & Expectations:

SEL / Science Grade 9 – Early 2nd Quarter Badar Jabeen

1) Your model should be about the size of a sheet of printer paper. Make sure that your final product
has the ability to be hung from the ceiling (paperclips and fishing line can be made available upon request).
Size and weight should be considered – nothing too big or heavy!

2) Your model should use different colors and/or types of materials to represent each of the 3 major
subatomic particles (protons, neutrons, and electrons). If you use beads to represent the protons, you should use
a different material/color to represent the neutrons, and a third to represent the electrons.

3) Your model should have the correct number of electrons, protons, and neutrons present. Use your
periodic table and ask me if you have questions.

4) Your model must also include an attached information tag that clearly identifies the following (as
shown below): Atomic # Key:
Side 1 Side 2
Atomic Protons:
Note: Notice Side 1 resembles
Symbol Neutrons: an element square on the
Periodic Table. On Side 2, you
Element Name Electrons: should provide a key that will
help distinguish between each
Atomic Mass Subatomic particle.

Your Name

5) You will need to do research either on the internet or in a book to determine the positions of
electrons for your element (all electrons are orbiting outside of the nucleus, but amount of electrons in each
“orbital” is different).

6) Be creative in your use of materials and construction. It is very easy to tell when students put forth
great effort to create their models; likewise, it’s very easy to tell when someone threw their model together at
the last minute. DON’T PROCRASTINATE! Be sure to ask questions if you have them.

Reflection/Exit slip:
1. Ask students to reflect on how this lesson increased their understanding of atoms and how they would explain to
a family member about atoms.
2. Pass out of the class – Write down one thing you learned, one question you have, and one thing you’d like to
SEL / Science Grade 9 – Early 2nd Quarter Badar Jabeen

learn.

Names _________________________________ Element ____________________________

ATOM MODEL SCORING RUBRIC

This rubric will be used to assess your atom model and information card. This rubric is required to be handed
in with your project or your grade will be held until it is submitted to me.

MODEL MODEL DESIGN/MATERIALS INFO CARD INFO CARD POINTS

ACCURACY CREATIVITY ACCURACY DESIGN
6: The number of 6: The model includes 6: Well-constructed, 6: All required 6: The information
protons, neutrons and at least 3 different demonstrates creative information is on the card is very
electrons are correct. materials and is very use of materials, and is present and organized, easy to
neatly crafted and a reasonable size. Can correct. read and clearly
organized. hang from ceiling. identified/labeled
4: There is an error in 4: The model includes 4: Generally well- 4: There are 1-2 4: The information
ONE of the atom at least 2 different constructed, creative errors in the on the card is
particle totals. materials and is neatly
use of materials, and is required generally organized,
crafted and organized.reasonable size. Can’t information. readable and labeled
hang from ceiling as is.
2: There is an error in 2: The model includes 2: Construction, OR use 2: There are 3-4 2: The information
TWO of the atom at least 1 different of materials, OR size errors in the card is lacking in
particle totals. material but lacks does not meet required one of the above
creativity or expectations. information. areas
organization.
0: All three atom 0: Serious lack of 0: Overall failure to 0: There are 5 or 0: The information
particle totals are creativity or meet expectations; more information card is not
incorrect. organization. Model haphazard material use errors. organized, not easy
does not use any and lack of effort is to read and not
materials. evident clearly labeled.

TOTAL POINTS = __________/30

SEL / Science Grade 9 – Early 2nd Quarter Badar Jabeen

Comments: