LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Chelsey Jenkins
Cathy Farabaugh, 5th Grade, Ashby Lee Elementary School
Lesson to be presented on October 8th, 2014 at 1:35pm (science)
Date written plan is submitted to the practicum teacher: 10/1/2014

A. Creative Atom Models

B. CONTEXT OF LESSON

Students have been finishing their unit on matter and have drawn models of atoms various
times during science class. This lesson will allow them to create their own atom model, using
various materials, challenging their current knowledge of the components of an atom. They
will have to use the materials in a creative way and make a construction plan before the initial
build. It will also require them to manipulate the periodic table and explore the importance of
the atom they chose through literature. Students will be expected to brainstorm and make a
plan before they use materials to construct their own unique atom representation. Movement
will also be encouraged in this lesson when the students construct a human atom.

C. LEARNING OBJECTIVES
Understand what are the broad
Know what are the facts, rules,
generalizations the students should
specific data the students will gain
begin to develop? (These are
through this lesson? (These knows
typically difficult to assess in one
must be assessed in your lesson.)
lesson.)

Students will understand

how an atom is structured.
Students will understand
how to use the periodic
table.
Students will understand
how to brainstorm and
create a plan to construct
their 3D model using
various materials.

D. ASSESSING LEARNING

Students will know that an

atom is composed of
protons, neutrons, and
electrons.
Students will know that the
protons and neutrons are
located inside the nucleus,
while the electrons circle
around the nucleus inside
the electron cloud.
Students will know how to
brainstorm and develop a
plan for creative
construction.
Students will know the
importance of their
element in our everyday
lives.

Do what are the specific thinking

behaviors students will be able to do
through this lesson? (These will also
be assessed in your lesson.)

Students will choose an

element off the periodic
table (atomic number 5-15)
and construct a three
dimensional atomic model
using various materials.
Students will create a plan
to brainstorm their atomic
model before they begin
constructing, including
stating which material will
be used to represent each
part of the atom.
Students will construct a
3D model of an atom.
Students will research their
element to discover its
importance in our daily
lives.

Every student will need to construct a three dimensional model of an element of their choice. They
will write up a plan that states the name of the element, atomic number, number of protons and
neutrons, how they plan on creating the model, what materials they will use to represent each
component, and draft a picture. I will check off each plan before the students begin constructing their
model. Once the students have finished their model, their understanding will be assessed when each
student presents their model and/or while I walk around the classroom during the building process and
check to see if the models are composed of the correct number and structure of components while still
allowing the students to construct their model however they decide. Students will then research their
element using providing literature and determine its importance in our everyday lives, which they will
write on the back of their plan and discuss during presentations.
E. RELATED VIRGINIA STANDARDS OF LEARNING
Visual Arts
5.1 The student will use steps of the art-making process, including brainstorming, preliminary sketching,
planning, reflecting, and refining, to synthesize ideas for and create works of art.
5.2 The student will execute and complete works of art with attention to detail and craftsmanship
Science
5.4 The student will investigate and understand that matter is anything that has mass and takes up space; and
occurs as a solid, liquid, or gas. Key concepts include
c) atoms and elements
English
5.6 The student will read and demonstrate comprehension of nonfiction texts.
d) Identify the main idea of nonfiction texts.
k) Identify new information gained from reading.

F. MATERIALS NEEDED
Various candy in various colors (gum drops, marshmallows, gummy bears)
Captain Crunch Oops All Berries
Spaghetti noodles
Construction paper
Glue
Scissors
Tooth picks
Notebook paper
Various books/material on elements
G. PROCEDURE
i. To get the students engaged we will start by having a refresher about the components
of an atom and how to know what an elements atomic number is. A diagram of an
atom will be referenced.

1. The important thing is that they know the protons and neutrons are in
the middle, creating the nucleus (with the same number) and the
electrons move around the outside in the electron cloud (same number).
ii. Next the students will be instructed to get out their period tables from their binder and
choose an element with an atomic number of 5-15.
iii. Once they have chosen an element, they will get out a sheet of paper and write down
the element they have chosen. This paper will be used to plan the construction of their
model.
iv. I will ask students the question, Would you build a house without blueprints? to
have a short discussion about the importance of making a plan before building. Next I
will model how the students should make a plan for their construction on the board.

v. Materials will be handed out to each table at this point, but they are to be instructed
not to begin constructing/messing with the materials until their plan is approved.
1. Element name, # of protons and neutrons, what material will be used to
represent each component, and a drawing of the model must be included in
the plan.
a. They must say green marshmallows will represent protons, orange
gum drops will represent neutrons, etc.
2. Students are encouraged to use various materials in any way they believe they
can construct a 3 dimensional model.
3. The students will have to be checked off before they can begin constructing
vi. As the students are constructing I will be walking around assisting where needed. The
students will be encouraged to problem solve while building.
vii. Students who finish early will be given reading material about their element and will
write sentences explaining the importance of their element in our daily lives.
viii. Once the models are constructed, students will have the opportunity to share with the
class how they built their atomic model, what worked for them, and any important
information they learned from the literature.
1. At this point I will prompt the students by telling them to look around and see
how everyone used mostly the same materials, but all of their models look so
different.
2. Students will be allowed to either take their models home or deconstruct them
and eat edible components.
ix. As a closure, the class will construct a human atom. Each student will be given a card
with either a P, N, or E (proton, neutron, and electron). The proton and neutrons will
form the nucleus and the electrons will run around the nucleus. They will also have to
figure out which element they created as a class by counting the number of protons
and neutrons in the nucleus.
H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
learning styles and abilities, English language proficiency, health, physical ability, etc. How will you
extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?
The students who finish early will have the opportunity to read about the element they chose and learn
what is important about that particular element in our everyday lives.
Students who struggle constructing their model or plan will be prompted by questions that get them
thinking and be encouraged to speak to the members of their table for ideas. Students will also be able
to reference a picture of an atomic model from their science book if necessary.
I.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.
Supplies in this lesson could run out depending on what element students choose and how
they go about using their supplies wisely. If a student runs into this problem I will encourage
them to think of a substitute they could use to finish their model or a way they could alter their
model into another element.
Students may not finish their models in enough time to share with the class, so the option will
be given to finish their model the next morning (their model will be kept in a safe place) and
share during morning work.

Literacy/Comprehension:
Reading independently
about their element and
determining the
importance of their
element in our daily lives.

Creative
Atom Models

Arts:
Brainstorming
and making
creative plan to
execute a 3D
model.
Multiple mediums
used.
Movement when
constructing
human atom

Science and
Engineering:
Structure of an
atom
Practice using the
periodic table
Plan and
construction of a
3D atom model

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

During my actual lesson, I had two students who really struggled to begin the actual construction of their atom
even though they had planned it out on their plan. They both became very frustrated but what was fantastic was two
other students noticed the frustration and offered to help since they were already finished building their atom. It was
great to see the class working as a team without having to even prompt those students to help their classmates. After
the frustrated students collaborated with their classmates, they were both able to successfully build an atom that I
believe they were both proud of.
The initial plan I checked off worked almost as a pre-assessment for the students knowledge of the structure of an
atom as well as their ability to use materials and create a 3D figure. Those who had a good grasp moved on to build
their atom quickly while the others could get additional assistance from myself. By the end of the lesson every student
had successfully built a model that accurately represented the element they chose. I believe each student gained a
better perspective on an atoms structure and that was proven with the models they built.
If I were to teach this lesson again, I would have more materials of various mediums. This would allow the
students to create even more diverse art as well as have students see creativity in more everyday objects. I also would
have provided another challenge activity for students as some finished much earlier than I had anticipated.
After teaching this lesson I now feel I understand the value of incorporating the arts into lessons. My students
understood science in a deeper way than I have ever seen them understand and truly showed pride in their model
creations. My students also had a wonderful time, and a lot of their true character came out when their classmates were
struggling because they worked together- and it was true team work, not one student doing work for another. I had at
least ten students come up to me after class and say how much fun they had, and I hope all that fun really pays off for
their test next week.