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Up until this point, students are expected to know general characteristics of atoms and the subatomic particles
including how different number of electrons can change the charge of the whole atom, protons define the identify
of elements (atomic number) and also possess a positive charge, and that neutrons do not have a charge but do
effect mass number and different isotopes of an element. In order to communicate the concepts of chemical
bonding correctly, it is important to describe further specialized characteristics of electrons energy levels and
electron configuration. Though using the Bohr model to demonstrate instruction based on energy levels and
electron configuration is not ideal due to how it is shown, it is an important first step in allowing for students to
become acclimated with viewing electrons, their behavior, and their organization differently.
LESSON OBJECTIVES: Upon successful completion of this lesson, students will be able to...
Describe how electrons are organized on atoms using a model
Explain what ions are by using knowledge of charge, and natural uncharged elements
STANDARDS ADDRESSED:
It is imperative for teachers to not only know correct information regarding subatomic particles and their roles
within an atom/element, but it is also important for instructors to be well informed with contemporary models of
electrons as well as how they are described in science. A majority of periodic tables describe mass number, and
atomic number each piece of information being associated with interpreting the number of subatomic particles in
an average atom of a given element. It is also important to understand that the Bohr model used in the majority of
schools at the early stages of scientific learning is good to visualize quantity of electrons, but not their behavior and
location within the atom. Using energy levels is helpful for students to see how many electrons occupy the general
space of an energy level and some students will see that the outer shell of most elements contains a maximum
of 2 for elements that are within groups 1 and 2, and 8 electrons maximum for elements on groups 13 and on (If
not including transition metals). It is not necessary to mention chemical bonding, reactions, or valence electrons at
this time but it is interesting to point out and should not be stifled if students come to this realization themselves.
Electron Configuration
o Scientific Definition:the distribution of electrons of an atom or molecule in atomic or molecular
orbitals
o Recommended Definition based on content level: A set of letters and numbers that describe
information about the general location, and the number of electrons that are typically found within
an element
ENGAGEMENT (Est. Time: 5
Minutes)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions
Initiate the lesson by asking What are the different parts of Anticipated Responses:
students what the parts of an an address? Street
address are. As students why it You may notice that we Number
is important to include your full normally write addresses in a Apartment
address, as well as to have it in specific order why do you City
that order. think it is important to write
addresses this way?
TRANSITION
TRANSITION
After explaining the directions, allow for students to ask any clarifying questions based on the materials or activity
directions. If no students do not have any questions, allow them to start the activity and circulate around the room
to assist individual groups. If a presentation is being used, it may be useful to post a slide detailing what each part
of the electron configuration describes about the electrons on an atom.
At this time, students should be Write a list of probing questions that Include possible student answers. What
working in their groups to correspond to the activity in the left should they say? What might they say?
create a model for each of the column. What questions might you ask (Research students commonly held
assigned elements, individually in response to what the students might ideas about these concepts before
drawing it on their worksheets, say or do? hand)
and filling out the table with all
of the missing information.
What will you say or do to make a clear and smooth transition from the Exploration section to the Explanation
section?
Describe the actions of the Write a list of probing questions that Include possible student answers.
teacher(s) and students. What correspond to the activity in the left What should they say? What might
will the teacher be doing or column. What questions might you ask they say? (Research students
saying during this part of the in response to what the students might commonly held ideas about these
lesson? What will students be say or do? concepts before hand)
doing?
[Episode 1]
Teacher:
Student(s):
[Episode 2]
Teacher:
Student(s):
Please copy and paste more.
TRANSITION
What will you say or do to make a clear and smooth transition from the Explanation section to the Elaboration
section?
ELABORATION (Est. Time:
_____)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions
Describe the actions of the Write a list of probing questions that Include possible student answers.
teacher(s) and students. What correspond to the activity in the left What should they say? What might
will the teacher be doing or column. What questions might you ask they say? (Research students
saying during this part of the in response to what the students might commonly held ideas about these
lesson? What will students be say or do? concepts before hand)
doing?
[Episode 1]
Teacher:
Student(s):
[Episode 2]
Teacher:
Student(s):
Please copy and paste more.
TRANSITION
What will you say or do to make a clear and smooth transition into the Evaluation section?
EVALUATION (Est. Time:
_____)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions
Describe the actions of the Write a list of probing questions that Include possible student answers.
teacher(s) and students. What correspond to the activity in the left What should they say? What might
will the teacher be doing or column. What questions might you ask they say? (Research students
saying during this part of the in response to what the students might commonly held ideas about these
lesson? What will students be say or do? concepts before hand)
doing?
[Episode 1]
Teacher:
Student(s):
[Episode 2]
Teacher:
Student(s):
Please copy and paste more.
SUPPLEMENTARY MATERIALS:
BIOStudent#:________ Name:______________________________ Date:_____________
BIOUnit2.2Bonding&ChemicalReactions
ElectronStructureActivity
PreactivityQuestions:
1. Electrons have their own type of address
calledan______________________________________________
2. Please label each part of the electrons address and state what it means:
1s12s22p2
Directions:
1. For each of the following elements, use the circular paper and the colored beads at your desk to design an
atomic model that places each electron in the correct energy level and contains the correct number of subatomic
particles. Once you finish each element, draw a picture of what your model looked like including the proper
location of each electron. Be sure to label your electrons, protons, neutrons and each of your three energy
levels:
a).Oxygen:
b).Magnesium:(youarenotrequiredtodrawandlabeleachprotonandneutron,butyoumustindicatethe
electronconfigurationofthisatomaccordingtoyourperiodictable):
c).Neon:
d).Phosphorus(youarenotrequiredtodrawandlabeleachprotonandneutron,butyoumustindicatethe
electronconfigurationofthisatomaccordingtoyourperiodictable):
b).
Magnesiu 1s22s22p63s2
m
c).Neon
d).
Phosphorus 30 1s22s22p6
3s23p3