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Lesson Plan

Subject: Science 9 Advanced


Lesson Duration: 75 minutes
Unit: Matter and Chemical Change
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Students will:
B3 - Students will describe ideas used in interpreting chemical nature of matter (past and present)
identify example evidence that has contributed to development of these ideas.
Specific Learning Outcomes:
Students will:
B3.3 - Use periodic table to ID # of protons, neutrons, electrons, and general info about atoms
Advanced - recognize, define, and explain isotopes and ions
Advanced - draw energy level diagrams for atoms and for ions of the first 18 elements
LEARNING OBJECTIVES
Students will:
1. Use the periodic table to identify protons, and electrons associated with the top three periods of
elements.
2. Create electron energy level diagrams for atoms and ions of the first three periods.
3. Identify the difference between atoms and ions.
ASSESSMENTS
Key Questions:
What is the difference between and atom and an ion?
How are the number of protons an element has associated with the atomic number?
How many electrons are allowed in the electron energy levels of elements?
Written Performance Assessments:
Study Guide page 53-55
PROCEDURE
INTRODUCTION:
(20 minutes)
Hook/Attention Grabber: http://ed.ted.com/periodic-videos Students will start on the video about hydrogen
while I start a survey with the Science 9. If Im not back in time they can start on the helium video. If stude
need to use the time to finish their homework they may.
Students will then be asked to grab their mobile devices, and or a supplied chromebook and take a survey,
the URL posted on the board.
Transition to Body: Students need to grab out their study guide and the periodic table that I gave them.
BODY:
(5 minutes)
We will do a review of a couple atom and ion properties we reviewed yesterday. I will pull popsicle s
to ask children about the different answers.
(20 minutes)
I will bring up s.g. page 53. We will work through the example the worksheet gives students and how
they will be filling in the chart. We will establish the known of protons, and how energy levels hold a
specific number of electrons. We will go through one more atom for example and then the students
work on completing the chart and answering the questions.
(20 minutes)
After students have finished the atoms worksheet we will turn to s.g. page 54 and work with ions.
Students will turn to page 55 in their s.g. and we will look at the ionic charges trend that elements h
We will see that again there is a pattern associated with the periodic table and we will see that the i
we were working with yesterday follow these patterns.
Students can use the information of ionic trends to work with their table creation for ion electron en
levels. We will again go through the Mg example and one other. Noting that hydrogen is twice on th
chart, and that some elements are skipped over. Students can then answer the resulting questions.
CLOSURE:

(5 minutes)

Students will be asked to fill out a formative question about the difference between atoms and ions. As well as
drawing electron energy level diagrams.

Sponge Activity: Students can look at page 75 in their study guide and building models of vario
compounds. I have a list of extras that they can attempt.
Consolidation: Next class we will continue to build molecules, and start learning naming procedures. We
start class with 5 questions, 5 minutes, 5 marks.
What to look for:

Are the lessons clear for students?


o Do I stumble with explanations?
o Do I try and explain concepts in various ways.
o Is there a variety of activities to help all students succeed?
Am I addressing the curriculum needs?
o Do the lessons address what the curriculum states students need to
understand and know?