LESSON PLAN

Lesson Plan Title / Subject: 1.1 Atomic Structure

Date: Tuesday February 14th, 2022

Class / Grade: Grade 11 University Chemistry

Length of Class (minutes): 75 minutes

LEARNING GOALS:

Learning Goal Success Criteria Coded Expectations

 I am able to explain the
structure of the atom and its
origin
 I am able to calculate and
draw the number of subatomic
particles in an atom
 Can describe each scientist
that contributed to the model
of the atom
 Can use short form to indicate
important info about an atom
 Calculate the number of
subatomic particles in an atom
 Draw a Lewis structure of a
neutral atom
B2.4 draw Lewis structures to
represent the bonds in ionic and
molecular compounds [PR, C]
B3.1 explain the relationship between
the atomic number and the mass
number of an element, and the
difference between isotopes and radio-
isotopes of an element

LEARNING SKILLS:

Responsibility Collaboration
Self-regulation Initiative
Independent Work Organization

Notes:
Fill in the blanks notes, keeps them in charge of self-regulation and responsibility to take the note as well as
organization to keep the note in a way they want and works for them.

LITERACY FOCUS:

Locate and use information from a wide Communicate effectively using visual
variety of sources forms and symbols
Use oral/written communication suitable Read and interpret (orally or in writing)
for purpose and intended audience visual forms
Read for purpose and/or pleasure Think critically and respond to text or oral
work
Write with purpose and clarity Other:

Notes:
Use diagrams and symbols to show atoms of various elements. Taking their notes while following along writing
with purpose.

BRIEF DESCRIPTION OF OVERALL LESSON:

 Time Segment Description Resources
(minute
s)
5 Hook Dogs teach chemistry video https://youtu.be/addK0b2Isw8
Explain that if we get through lesson, we
can make valentines
Assessment A lot of concepts they’ve done before
for (subatomic particles, Bohr Rutherford,
Learning: atomic number/mass/ symbol) see how
(Gauging they do with those examples.
previous
learning/ongo Walk around seeing how fast/slow they’re
ing learning going with these concepts.
provides
information
for you)
Delivery of Fill in the blank notes covering:
New Ideas:
(What cpis -evolution of model of an atom
you plan for -review of how atomic mass, number,
delivering the symbol
content or -how to find subatomic particle numbers
new ideas - Bohr Rutherford
you want -Lewis dot diagrams
students to
learn)
Learning - take notes along with class lesson
Tasks: - practice examples
- complete valentine activity and extra
worksheet

Assessment Check in on example questions, they try

as Learning: some on their own and I take them up on
(Assesses as the board.
they go and
provides
useful
feedback to
them)
Instructional Think/ Debate
Strategies: pair/share Coding for importance
Which (if Think/ Inside/outside circles
any) of these pair/draw Rapid writing
strategies are Four Individual/pair/group
you going to corners work
use during Graphic Numbered heads
your learning organizers Direct teaching
tasks? Why? Placemat Role playing
Jigsaw Seminar panel
Gallery Hands-on activity
walk
 Graffiti
Learning
centers
Demonstra
tion
Notes on  Think/pair/share or
Instructional individual/pair/group work for the
Strategies: worksheet
 Graphic organizers in work sheet to
show step by step
 Direct teaching concepts

Assessment Checking the worksheet solutions and

of Learning: comparing.
(Most likely
very
small...toward
the end of
class to be
sure students
can do what
you set out in
the learning
goal. Hint:
look back to
the verb you
used in your
learning goal
and find a
way to get
students to do
that action
whether it be
to “identify”
or “articulate”
or “explain”
etc.)
15 Wrap Valentines’ activity! https://
Up/End of Bohr-Rutherford diagrams www.teacherspayteachers.com/
class: (could be used as exit card) Product/Bohr-Rutherford-Diagram-
How do you Practice-Valentine-Card-Making-
plan to end Activity-5102598
the class
(connect the
dots, final
assessment,
etc.)
DIFFERENTIATED INSTRUCTION AND/OR ACCOMMODATIONS:

Imagine that you have a student in your class who needs accommodations or some type of change to your
lesson plan. In a sentence or two tell me about this student and their reasons for needing accommodations
(please check the box(es) that apply to your lesson and write a sentence or two explaining your decisions.):

Adjust the scope of the task

Adjust the complexity of the task and the level of support provided
Adjust the constraints/limits placed on the task
Adjust the assessment criteria or type of assessment for the task
Provide alternate medium or location for student to demonstrate learning

IEPs: One student with extra time option. Check in with understanding and highlight main points. Scaffolding.
(Check in with specific student and can adjust the limits for them or offer to go to the hub if they would like)

REFLECTION/NOTES: