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5E Model Lesson Plan on Rutherford's Atomic Model

Working Paper · February 2016

DOI: 10.13140/RG.2.1.1073.1285

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Junrey Lidres
Mindanao State University - Iligan Institute of Technology
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 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
Science Education Specialization

Learning Objectives: (Learning Competencies set by

(Note: Please consider the content and performance standards under the K-to-12 DepEd)
Science Curriculum) Describe how the Bohr
Describe how the Bohr Model of the atom improved Model of the atom improved
Rutherford’s Atomic Model. Rutherford’s Atomic Model.

At the end of the learning period, student should be able

to:
a. explain Rutherford’s experiment to prove the
existence of nucleus;
b. describe the nuclear model of the atom;

Learning Concepts:
Topic: Rutherford’s Experiment

Concept:
(Must specifically explain or discuss the scientific concept/s that is introduced in the lesson with corresponding equations and
illustrations as needed)

Learning Resources:
(Must contain both print and online resources)

http://www.chemcool.com/regents/atomicconcepts/aim1.htm

(Brown,et. al, 2006) CHEMISTRY: The Central Science. Pp 41 -43

www.pnu.edu.ph PNU – CGSTER – Science Education Specialization
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
Science Education Specialization

Nueva España. Science and Technology. 121.

http://onlineclassroom.bnl.org/teachers/lesson_plans/nuclear_marbleab.html
Learning Materials:
(Must specifically identify the different instructional materials per activity used in the teaching-learning discourse)

Learning Procedures: (Philosophical/Theoretical Basis and

Related Studies)
Daily Routine:
(Please identify the different parts of your daily routine before proceeding to the lesson)

Engagement/ Encountering the Idea:

(The activities in this section will capture the student's attention, stimulate their thinking
and help them access prior knowledge)

1. Ask students to fall in line and roll the ball one by one, hitting the
post as fast as they can. They will determine the percentage of the
ball hitting the post.
2. Ask students: How many times did it hit the post and rebound
completely?

Exploration:
(In this section students are given time to think, plan, investigate, and organize collected
information)

1. Based on the illustration, what was given off by the

radioactive substance?
2. Which part of the illustration detected the
presence of the alpha particles?
3. What did you observe in the alpha particles?
Some of the particles bounced back like a tennis
ball.
4. How did Rutherford interpret the strong deflection
of the alpha particles?

Explanation:
(Students are now involved in an analysis of their exploration. Their understanding is
clarified and modified because of reflective activities)

www.pnu.edu.ph PNU – CGSTER – Science Education Specialization

 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
Science Education Specialization

1. Based on the illustration, what was given off by

the radioactive substance?
Answer: Alpha particles
2. Which part of the illustration detected the
presence of the alpha particles?
Answer: fluorescent screen
3. What did you observe in the alpha particles?
Answers: When alpha particles struck the
fluorescent
screen,the screen emitted a visible flash.
Some of the particles bounced back like a tennis
ball.
4. How did Rutherford interpret the strong deflection
of the alpha particles?
Answer: He thought that there must be a positively
charged body at the center of the atom.

Extension:
(This section gives students the opportunity to expand and solidify their understanding of
the concept and/or apply it to a real world situation)
Relate Rutherford’s observation to a situation where you
are standing on a nucleus that is the size of the Earth. The
electron cloud surrounding the nucleus would be about
as far away as the nearest stars are from the Earth

Evaluation:
(Please provide test items and answer key which are aligned to the learning objectives –
content and performance standards )
1.How did Rutherford use the results of his alpha
scattering experiment to challenge the plum pudding
model of the atom?
2.How does Rutherford’s model of the atom differ from
the plum pudding model?

Fill in the blanks with the correct answer based on the

given options.
mass deflected nuclear alpha particles nucleus

1. In Rutherford’s experiment, a visible flash detected by

the fluorescent screen signifies the arrival of _________.
2. Rutherford’s experiment led him to propose the
________ model of the atom.
3. According to Rutherford’s model, the atom has a small
massive core called the _________.
www.pnu.edu.ph PNU – CGSTER – Science Education Specialization
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
Science Education Specialization

4. The discovery of the nucleus, the heavy, positively

charged body at the center or nucleus took place when
the alpha particles________ backward.
5. The _______ of the atom is concentrated in the nucleus.

Learning Agreements: (Philosophical/Theoretical Basis and

Related Studies)
(Have 2 sets of assignments: A. Agreement based on today’s lesson, and B. Agreement
based for the next day’s lesson.

(… or place here items considered as their assignment, things/ materials to bring for the
next meeting, or on-line activities and resources they have to check or to perform)

1. How would you compare Rutherford’s nuclear model of the

atom to the solar system and to the human body?
2. Name and describe the sub-atomic particles of the atom.

Prepared by: Junrey D. Lidres

junrey.lidres@g.msuiit.edu.ph

www.pnu.edu.ph PNU – CGSTER – Science Education Specialization

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