Lesson Plan: C1.1.06


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 C1.1.06
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How has the model of the atom developed over time? (Common content with Physics)
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. New experimental evidence may lead to a scientific model being changed or replaced. (WS) This historical context provides an opportunity for students to show an understanding of why and describe how scientific methods and theories develop over time.
  2. Before the discovery of the electron, atoms were thought to be tiny spheres that could not be divided.
  3. The discovery of the electron led to the plum pudding model of the atom.
  4. The plum pudding model suggested that the atom is a ball of positive charge with negative electrons embedded in it.
  5. The results from the alpha particle scattering experiment led to the conclusion that the mass of an atom was concentrated at the centre (nucleus) and that the nucleus was charged. This nuclear model replaced the plum pudding model.
  6. Niels Bohr adapted the nuclear model by suggesting that electrons orbit the nucleus at specific distances. The theoretical calculations of Bohr agreed with experimental observations.
  7. Later experiments led to the idea that the positive charge of any nucleus could be subdivided into a whole number of smaller particles, each particle having the same amount of positive charge. The name proton was given to these particles.
  8. The experimental work of James Chadwick provided the evidence to show the existence of neutrons within the nucleus. This was about 20 years after the nucleus became an accepted scientific idea.
  9. Students should be able to describe why the new evidence from the scattering experiment led to a change in the atomic model
  10. Students should be able to describe the difference between the plum pudding model of the atom and the nuclear model of the atom.
  11. Details of experimental work supporting the Bohr model are not required.
  12. Details of Chadwick's experimental work are not required.
Think about how you can match the needs of ALL students
Keywords:
  • Neutron: a sub-atomic particle that has no overall charge found in the nucleus of an atom with a mass of 1. (1)
  • Electron: a negatively charged sub-atomic particle found in the electron shells (energy levels) of an atom with a negligible mass. (1)
  • Proton: a positively charged sub-atomic particle found in the nucleus of an atom with a mass of 1. (1)
  • Atom: the smallest constituent unit of ordinary matter. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What can lead to a scientific model being changed or replace?
    New experimental evidence may lead to a scientific model being changed or replaced.
  2. What is an atom?
    The word atom means indivisible. An atom is the smallest constituent unit of ordinary matter.
  3. What were the main features of the 'plum pudding' model of the atom?
    In the plum pudding model the atom was thought to be a sphere of positive charge with negatively charged electrons dotted around inside it like plums in a pudding.
  4. How did the 'plum pudding' model describe the structure of an atom?
    The plum pudding model suggested that the atom is a ball of positive charge with negative electrons embedded in it.
  5. How did the Rutherford's alpha particle scattering experiment change our understanding of the structure of the atom?
    A beam of alpha particles was aimed at very thin gold foil and their passage through the foil detected. The scientists expected the alpha particles to pass straight through the foil, but something else also happened. Some of the alpha particles emerged from the foil at different angles, and some even came straight back. The scientists realised that the positively charged alpha particles were being repelled and deflected by a tiny concentration of positive charge in the atom. As a result of this experiment, the plum pudding model was replaced by the nuclear model of the atom.
  6. What contribution did Niels-Bohr make in furthering our understanding of the structure of the atom.
    Niels-Bohr adapted the nuclear model by suggesting that electrons orbit the nucleus at specific distances. The theoretical calculations of Bohr agreed with experimental observations.
  7. Which subatomic particle gives the nucleus of the atom a positive charge?
    Protons give the nucleus of the atom a postive charge, each proton has mass of 1 and a 1 charge.
  8. What discovery did James Chadwick make that advanced our understanding of the structure of an atom?
    James Chadwick provided evidence that the nucleus of an atom was also made of neutrons. Protons were discovered some 20 years prior.
  9. How did the evidence of alpha particles scattering lead to a change in the atomic model?
    The new evidence of alpha particles scattering during the gold leaf experiment lead to a new atomic model as it proved most of the atom was empty space except for a postive charge at the very centre of it.
  10. Describe the currently accepted structure of the atom
    A nucleus composed of protons and neutrons, surrounded by shells of electrons.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task