LEARNING SESSION PLANNING

1. Informative data :
I.E. : Nº 22333 “Juan José Salas Bernales”

AREA : CTA

GRADE AND SECTION : 3° “A” and “B”

PLACE AND DISTRICT : Santa Cruz de Villa curí- Salas -Guadalupe

DIRECTOR : Ramiro MOTENEGRO GUERRA

TEACHERS : JOSÉ MUÑOZ GARCIA

TIME : 3 HOURS

TITLE OF THE SESSION

The neutrality of the atom

EXPECTED LEARNING
COMPETENCE ABILITY INDICATOR
Explains the physical world, Understands and applies Justifies the electrical neutrality of
based on scientific knowledge scientific knowledge and some materials in relation to the
argues scientifically atoms that form them and their
subatomic particles.

DIDACTIC SEQUENCE
START (15 minutes)
 At the beginning of the session, the teacher reminds the students of the rules of coexistence in the classroom,
and a group dynamic is carried out to form the teams.
 The teacher will draw a diagram of the atom (nucleus, energy levels) and ask: Where are the subatomic particles
of the atom located? What particles are found in the nucleus of the atom? In which part of the atom is the
greatest amount of mass concentrated? THROUGH A V IDEO THE STRUCTURE OF THE ATOM WILL BE EXPLAINED
and with the participation of the students the scheme will be completed.
 It will be indicated that the purpose of the session will be: “ Justify that the nucleus has an atomic structure ”
DEVELOPMENT (110 minutes)
 The teacher will use A PROGRAM CALLED VIRTUAL BOARD to explain the mass number and the atomic number;
Students will manipulate the simulator on the VIRTUAL BOARD and on it they will do EXERCISES to simulate the
nucleus of an atom represented by protons and neutrons of an element, such as, for example, sodium (Na),
which has 11 protons and 12 neutrons; using the INTERACTIVE CLICK to differentiate them and THEN they will
develop the activities (Annex 1: Application sheet).
 Then the students, organized in teams, will carry out the activities on isotopes, isobars and isotones; They will
present their work and, at the end of each exhibition, they will solve the proposed activities (Annex 2:
Application sheet).

LIC: JOSE MUÑOZ GARCIA

 Then they will be asked: What relationship exists between the subatomic particles of the nucleus and the
envelope of the atom? (Annex 3: Worksheet)
 Student participation is encouraged.
 The teacher consolidates the information with the students.
CLOSING (10 minutes)
 The teacher, with the help of the students, will highlight the general ideas of the session.
 Students answer the questions: Did you find today's class interesting? How did you learn the topic?

TASK TO WORK AT HOME

 They solve the activities on page 27 of the textbook.

MATERIALS OR RESOURCES TO USE

For the teacher:
- Ministry of Education. Learning routes. General fascicle 4. Science and Technology . 2013.
Lime. Ministry of Education.
- Ministry of Education. Learning routes. VII cycle. Curricular Area of Science, Technology and
Environment. 2015. Lime. Ministry of Education.
- Ministry of Education. Manual for teachers of the Science, Technology and Environment book
for
3rd grade of Secondary Education. 2012. Lime. Norma Publishing Group.
- Ministry of Education. Manual for teachers of the Science, Technology and Environment
Module-Let's Investigate 2 . 2012. Lime. El Comercio SA
- Chang, R. (2010). General chemistry . McGraw-Hill (10. nd edition).
- Brown, LeMay, Bursten, and Murphy (2004). Chemistry. The central science (9. nd edition).

For the student:

- Ministry of Education. Science, Technology and Environment Book for 3rd grade of Secondary
Education . 2012. Lime. Norma Publishing Group.
- Ministry of Education. Guide for the student of the Science, Technology and Environment
Module-Let's Investigate 2 . 2012. Lime. El Comercio SA

ASSESSMENT
- Formative evaluation: the checklist (see Annex 4) is used to record whether the student can
justify the relationship between the subatomic particles of the nucleus and the shell of the
atom.
ANNEXES :

Annex 1: application sheet.

Annex 2: application sheet

Annex 3: Worksheet

___________________ ___________________

TEACHING DIRECTOR

LIC: JOSE MUÑOZ GARCIA

 ATOMIC STRUCTURE
YO. CONCEPT
It is a very small portion of matter that retains the properties of a chemical element. The atom is an energy
system in balance.

Atomic nucleus

Proton
Neutron
Electronic Cloud

Electron

II. SUB ATOMIC PARTICLES

Particle Proton Neutron Electron


Symbol p no. 
and
electric charge + 1.6  10 -19 C Zero  1.6  10
-19

C
Unit load 1 0 1

Discoverer Rutherford Chadwick Thompson

1st Atomic Number : ( Z ) Represented by Z and indicates the number of protons in the atomic nucleus, this value
helps us order the elements in the Periodic Table. The atomic number (Z) is also called nuclear charge .

Z  Number of Protons = Number of Electrons Z  #P = # e -

2nd Mass Number ( A ) Represented by A and indicates the number of nucleons and is given by the number of
protons plus the number of neutrons. The mass number (A) is also called mass number.
mass number.

A  # p+ + # n= Mass number A  Z+ # n
3rd Number of Neutrons : ( N ) To find the neutrons (n), subtract the mass number and the atomic number.

N= AZ
SYMBOLIC REPRESENTATION OF THE ATOM (NUCLIDE)
The representation of the nucleus of an atom is called a nuclide and its notation is as follows:

TO A : Mass number
AND E : Chemical symbol
Z : Atomic number
Z

Examples:
A = 12 A = 11 A = 31
12 Z=6 11 Z=5 31 Z = 15
c n+=6 b n+=5 Q n+=15
6 n=6 5 n=6 15 n
= 16
e- = 6 e- = 5 e- = 15

LIC: JOSE MUÑOZ GARCIA

 APPENDIX 1

APPLICATION SHEET

1. Indicates the number of protons, neutrons and electrons in the following atoms.

p+=
53
a) 24
Cr no. =
e-=
p+=

b) 9
F19 no. =
e-=
p+=

c) 30
Zn70 no. =
e-=

2. Complete the following table.

MASS ATOMIC NUMBER NUMBER NUMBER OF

ELEMENT SYMBOL NUMBER NUMBER OF OF ELECTRONS
(A) (Z) NEUTRONS PROTONS (and-)
(No.) (P+)
Lithium 7 4
Match Q 16 15
Argon 22
Silver 108
Zinc 30 35
Potassium K 39 19
3- Fill properly:

Element TO Z p +
e- n
27
Al
13

44
Sc Escandio 44 21 21 21 23
21

238
OR
92

4-An atom has A = 90, if the number of neutrons is twice the atomic number. Determine the atomic
number.

TO 20 B) 40 C) 30
D) 60 E) 50

5- The number of neutrons is 4 units greater than the number of protons. Find the number of neutrons if
there are 104 nucleons.

LIC: JOSE MUÑOZ GARCIA

 APPENDIX 2
APPLICATION SHEET

1. Give the atomic number and the number of protons for each hydrogen atom.

Atomic number:
Number of protons:

2. Indicate which pair of elements are isobaric.

40
a) 20 Ca b)77 79 40
32 Ge c)32 Ge d)13 Al

3. Indicate which pair of elements are isotones.

40
a) 20 Ca b)77 79 58
32 Ge c)32 Ge d)13 Al

4. The sum of mass numbers of 2 isotopes is 26 and the sum of neutrons is 14. What is
the atomic number?

a) 4 b) 6 c) 7
d) 8 in. TO.

A 14
5. Yeah 7 E is isobarous with 7 N , how much is 2A + 1?

a) 28 b) 14 c) 7
d) 29 in. TO.

A 24
6. Yeah 8 X is isotonic with12 Mg , how much is 3A + 1?

a) 36 b) 12 c) 24
d) 61 in. TO.
7. Mentions the importance of isotopes in daily life, their risks and benefits
ISOTOPES RISKS BENEFITS

LIC: JOSE MUÑOZ GARCIA

 ANNEX 3
WORK SHEET

Ask:

What relationship exists between the subatomic particles of the nucleus and the envelope of the
atom?

Answer the question based on scientific knowledge related to the atom, its structure and
characteristics.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

LIC: JOSE MUÑOZ GARCIA

 ANNEX 4: CHECKLIST

Surnames and names
Criteria
It exposes the relationship between
the subatomic particles of the nucleus
and the shell of the atom with
scientific knowledge.

Yeah No

LIC: JOSE MUÑOZ GARCIA