Updated January 2023

Name: Grace Tetschner Date of lesson (for field): N/A

Content Area: Chemistry

Course Title & Grade Level: Chemistry & 10th/11th Grade
Standards:

SC.HSP.3.3.F.Develop and use models to describe and predict mechanisms of the quantum mechanical model
of the atom

Objectives:

Content Objective:

Students will be able to differentiate between the different historical models of atomic theory by creating a
flipbook with 5 tabs where each tab includes the name of the model, the credited scientist, a brief description
of the experiment, a drawing of the model, and 3 bullet points describing unique characteristics of the model.

Student-friendly Objective:

Today I am creating a flipbook, so that I can differentiate between the different atomic models. I’ll know I’ve
got it when I can complete 5 tabs (one for each model).

Assessment:

Formative Assessment #1: Word Cloud

● I will use the word cloud to determine how much my students know about atoms from previous
classes.
● If many students (over 10 students) are obviously confused, do not know what to type in, or type in
irrelevant words, I will not rely heavily on the generated word cloud to guide my discussion of the
atom. Instead, I will start my discussion on the atomic models and theory, and I will make sure to
emphasize the main things about atoms I thought they should know.
● These main things are the following:
○ Size of atoms
○ Location of atoms
○ Types of atoms
○ Atoms vs compounds vs element

Formative Assessment #2: Flipbook

● Criteria = All tabs in the flipbook should be completely filled. A completely filled tab will contain the
following:
○ Name of model
○ Drawing of model (with labels)
○ Name of scientist credited with the discovery of the model
○ Brief description of how the scientist discovered the theory (experiment description/drawing)
○ Bulleted list (3 total bulleted points) of the characteristics of the model that make it different
than models that came before it
● If more than half of my students’ flipbooks do not meet the above criteria, I will spend time during the
next class period reviewing the different models, and I will have the students work through an online
simulation that depicts the different models.
 Updated January 2023
Proactive Management:

Voice:
Voice level = 2
● during textbook reading activity
● during flipbook work time

Voice level = 0/1

● during lecture
● during modeling

Movement:
● Students will work at their assigned seats

Materials:
● All materials will be set out at the back lab stations.
● List of materials needed for flipbook:
○ Colored paper (preferably different color options)
○ Markers
○ Stapler/Staples

Grouping Strategy:
● When doing the textbook reading activity, students will work with their elbow partners they are
already sitting with.

Instructional Strategies:

1. Generating Word Clouds for a “Pulse check” (Edutopia)

2. Think-Pair-Share (from “Expression and Communication” section of Goalbook Toolkit)

3. Flipbook Foldable (Gray, 2012)

Note Taking Strategy:

I will not require the students to take notes during the lecture portion of the lesson. However, they will have
to write down (or type) main ideas from their assigned model during the textbook reading activity, and they
will have to fill out each tab of a flipbook. The flipbook will act as a graphic organizer for the lesson’s
content.

Questions:

1. What do you know about atoms? What words come to mind?

2. How big are atoms?
3. How is this model different from the last?
4. Before today, what did you picture as elements/atoms? Can you see where ancient philosophers and
historic scientists were coming from?
5. What evidence supports this model?
6. What is a model?
7. What is a theory?
 Updated January 2023
Beginning of the lesson: 5 minutes

Review/Hook: Since this will be one of the first lessons taught in my classroom, I will start the lesson by
having my students help me generate a word cloud over the word, “atom.” Mentimeter is a website that
allows students to type in words for the word cloud from their seats. My students should know a little bit of
chemistry from previous classes. I will use the words that pop up most often in the word cloud to drive my
introduction to the topic of atoms. I will emphasize any key ideas (i.e. small, everywhere, etc.) and highlight
any misconceptions that come up.

Preview: I will display my student friendly objective on my slideshow for the day and read it to my students.

The Lesson:

Textbook Reading: 5 minutes (YOU DO TOGETHER)

● I will tell students to work with the people next to them, and I will assign each group of students an
atomic model.
● Each group will be given 5 minutes to read the portion of the textbook that describes the model and
come up with 3 main ideas that came from the model.

Lecture: 10 minutes (I DO)

● I will then introduce each model one at a time using a premade slideshow, and I will ask students to
take notes.
● When I get to a new model, I will ask groups who were assigned that model to share with me the main
takeaways they came up with as a group, and I will write these to the side.
● I will also ask students to share what differences they see between the model and the previous ones
described.

Modeling how to build flipbook: 3 minutes (WE DO TOGETHER)

● Students will be given three sheets of colored construction paper.
● I will ask the students to follow along with me as I show them how to fold the sheets into a flipbook.
○ How to create flipbook:
1. Stack one sheet on top of another sheet
2. Off set the top sheet by pulling it from the top until you can see a finger-width section
of the bottom sheet
3. Layer the last sheet on top of the two sheets
4. Off set the top sheet by pulling it from the top until you can see two finger-width
sections (one of the 2nd sheet and one of the 3rd sheet)
5. Fold all three sheets and line up the sheets so that a total of 6 finger-width sections
(tabs) are visible
6. Staple at the fold

Flipbook Work Time: 27 minutes (YOU DO ALONE)

● For the rest of the period, the students will have time to fill out their flipbooks.
● On each visible tab, I want them to write the name of a model (5 total models)
● When each tab is lifted, there should be a top half (above the fold) and bottom half (below the fold). I
will ask the students to draw the model on the top half and write the name of the scientists and provide
a brief description of the model on the bottom half.
● Specifically, I will ask students to point out aspects of the model that change (bulleted points).
● I will be looking for 3 aspects/characteristics (bulleted points) described for each model in their
flipbooks.
 Updated January 2023
Closure:
Procedural:
● I will have a tub set out near the door for students to place any materials they used to create their
flipbooks.
● I will ask students to turn in their flipbooks by placing them in the tray.

Content Summary:

Today we learned about the different atomic models. I’ll hand back your flipbooks tomorrow so you can use
it as a study tool for future tests. Tomorrow, we will start talking about the different components of an atom
in more detail. Have a good day!

References:

Burns, M. (2021, October 19). 5 ways to use word clouds in the classroom. Edutopia.
https://www.edutopia.org/article/5-ways-use-word-clouds-classroom/

Create live word clouds. (n.d.). Mentimeter. Retrieved April 30, 2023, from
https://www.mentimeter.com/features/word-cloud

Enome Inc. (2022). UDL-Aligned Strategies. Goalbook Toolkit. https://goalbookapp.com/toolkit/v/strategies

Gray, S. (2012, March 28). Quick and easy reading response foldable activity. Shelley Gray Teaching.
https://shelleygrayteaching.com/how-tomake-foldables/

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
leverage student assets, thinking, language and cultural backgrounds to make learning relevant while demonstrating high
expectations for all students?

Students will work collaboratively during the textbook reading activity portion of the lesson (and collaborative
learning is a component of CRT). Since I will be using the students’ background knowledge on atoms to drive
my beginning lecture, the lesson will be catered to the students' understanding. Thus, the lesson will be relevant
to the students.
2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. What strategies did you use to meet the needs of ALL learners?

Students will engage with the content in many different ways. For one, they will read from the textbook. They
will also discuss and learn from each other, and they will organize ideas with a flipbook. The students will have
some freedom with the flipbook (for example, more artistic students will be allowed to describe the experiments
with labeled drawings).