UbD Template 3.

Teacher: Katrina Robinson Unit: Development of Atomic Theory and Structure

Stage 1 Desired Results

Program and Curricular Long Term Transfer Goal
Goals “​Students will be able to independently use their learning to…”

NGSS MS-PS1-1: Students will be able to show understanding of atomic structure and charged particles by describing how a charged balloon can
Develop models to describe bend a stream of water.
the atomic composition of
simple molecules and
extended structures. Meaning
DCI: UNDERSTANDINGS Essential question(s) about phenomenon/unit:
Substances are made from Students will understand that… Students will keep considering….
different types of atoms,
which combine with one 1. Models of the atom have changed as understanding develops and Why can a stream of water be bent with a balloon?
another in various ways. this helps to describe phenomena. How and why has the model of an atom changed
Atoms form molecules that 2. The atoms of each element are characteristic of that element and through time?
range in size from two to those characteristics determine how they interact with other atoms. What happens when the number of particles in an
thousands of atoms 3. Atoms contain charged particles that interact, as atoms are atom changes?
perpetually in motion, often coming into contact with each other.
NYSS PI 3.3a​ Key Idea 3 4. Changing the numbers of protons, electrons, or neutrons changes an
All matter is made up of atom and can create different elements and isotopes; isotopes are
atoms. Atoms are far too atoms of a single element that differ in number of neutrons, and can
small to see with a light be stable or unstable.
microscope.

Acquisition
3.3b​ Atoms and molecules
Students will know… Students will be skilled at…
are perpetually in motion.
The greater the ● Protons, Neutrons, Electrons ● Modeling of observations and ideas.
temperature, the ● The Bohr model of the atom ● Completing Bohr Diagrams
greater the motion. ● Energy levels ● Using the atomic number to determine the
3.3c Atoms may join ● Atomic number, atomic weight, mass number element.
together in well-defined ● Isotopes ● Determining isotopes
molecules or may be ● Atomic theory and theorists
arranged in regular
geometric patterns.

3.3e​ The atoms of any one

element are different from
the atoms of other
elements.
 Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
Specific criteria that will be
used in each assessment to PERFORMANCE TASK(S):
evaluate attainment of the
desired results. (Used to Given a variety of materials, students will create a scenario demonstrating how electrons may be transferred to create static
build the scoring tool.) electricity, and how that static electricity may be demonstrated.
Students will develop an explanation of their scenario detailing how the electrons are transferred, what the charges of the
1. Outcome/success materials are, and how they interact. Details should include what the electrons are doing when the observed behavior occurs.
of static electricity Students will create a poster containing a model of their scenario and explanation. The posters will be shared during a gallery walk
scenario. and the students will peer review the scenarios and explanations.
2. Model of scenario
shows how the OTHER EVIDENCE:
electrons are Students will show they have achieved Stage 1 goals by….
transferred and
explains the Indirect Evidence Worksheet
charges on each Initial and revised ​models​ of the balloon/water phenomenon.
item. pHET Discovery Worksheet
3. Model of scenario Atomic Structure Quiz
shows how the Van de Graaff Demonstration Models
items interact to Properties of Water Worksheet
demonstrate static Performance Task
electricity.
4. The explanation of
the scenario is clear
and correctly
references atomic
structure.
 Stage 3 – Learning Plan
Pre-assessment
What’s the goal for
(or type of) each What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential
learning event? misconceptions?

● Have you ever tried rubbing a balloon on your hair to see it stand up?
● Why do you think that your hair stands up after rubbing it with a balloon?
● What are some examples, from your own experiences, of the buildup or discharge of static
electricity? (Possible answers: Walking across the carpet [buildup] and touching a door knob
[discharge].)

Learning Target Lesson 1 (Monday, Feb. 24) Connection to Phenomenon and Evidence of learning
Performance task
I can make indirect Indirect evidence activity:
observations and Artifact: Indirect Evidence model
use them as Given a clay ball concealing items within, students will To show how discoveries can be made and question sheet.
evidence to make a work in pairs to try to determine how many and what and models constructed of something
scientific model. they are. They will use a straightened paper clip to that cannot be directly seen or touched. Misunderstandings: Where the
indirectly observe. charge on the balloon comes from.
M, T Assuming that the water is
Students will record their inferences and create a model charged, too.
Alignment to by sketching what they think is inside the clay ball. They
Understanding - will also think further about what kinds of experiments Criteria for Success:
Understandings they could do to find out more.
from Stage 1 ● During the Indirect
addressed in this The teacher will use other tools on the clay balls to help Evidence task, uses indirect
lesson: find more clues about what may be inside. This will be observations and
Students will see that as further
shared with the class (modeling the collaborative nature experiments are done and more collaboration with
U1 classmates to create a
of science). Students will use this info to revise their information is gained, models can be
models. refined. model.
● Fills out the i​ nitial models
Introduction of the Activity Summary Table: with their observations of
the phenomenon and any
Explain the use of the AST and how it’s filled out.
prior knowledge and
Phenomenon: questions to guide the next
steps of learning.
 Water bending with static electricity and initial models Initial models to help the students
and questioning. Provide the students with some become familiar with the task of creating
discussion norms and questioning prompts. Record the their own models, and go through the
questions and ideas the students have. thought process about what needs to be
included.
The students will fill out initial models.

Back up plan, if the students have trouble seeing it:

https://www.youtube.com/watch?v=fNIQCbfEKUs

Learning Target – Lesson 2 (Wednesday, Feb. 26) Connection to phenomenon and Evidence of learning
Performance task
I can explain the How small are atoms? Artifact: Atomic Theory
differences between Development guided notes.
atomic models and Paper and scissors demo. Use scissors to cut the paper, This demo and video clip will give the
how they changed while initiating a discussion: students a frame of reference for Misunderstandings: We can’t see
over time. ● How small can I go? thinking about atoms, their size and atoms with a microscope. The
● Could I cut it smaller if I had a different tool? quantity, and the relative size of the nucleus is a big part of the atom.
A, M ● Is there a point at which it would no longer be nucleus to the atom as a whole.
paper? Criteria for Success:
Alignment to
● How many atoms do you think are in this tiny
Understanding - ● Activity summary table
piece?
Understandings entry shows the students
from Stage 1 understand the connection
addressed in this Watch the following clip about powers of 10, an Understanding of the scale of the atom between the advancement
lesson: excellent illustration of how small atoms are. and the relative size of the nucleus to the
of atomic theory and the
atom of the whole will help the student
development of the atomic
U1 https://www.youtube.com/watch?v=0fKBhvDjuy0 to understand how electrons can be
transferred from one material to model.
another.
Show pictures of atoms from scanning tunneling
microscopy.

Atomic Theory Development guided notes:

Learn about atomic theory development and An illustration of scientific modeling, and
contributions from various scientists and what the how theory can change over many years,
culminating in a current accepted idea of
atomic structure. The students will be
 modern model of the atom is. Show an example of able to think of their own scenario
what the current thinking in atomic research is. models and explanations this way.

This Ted-Ed is a good summary:

https://www.youtube.com/watch?v=xazQRcSCRaY

Closing:

Review the phenomenon and the student generated

ideas and questions. Revisit the activity summary table
to add what was learned and how this helps us to think
about our phenomenon.

Learning Target – Lesson 3 (Friday Feb. 28) Connection to phenomenon and Evidence of learning
Performance task
I can use the pHet atomic building simulation: ​ HET Discovery
Artifact: p
locations and Worksheet​, model revisions
charges of the https://phet.colorado.edu/en/simulation/build-an-ato Interacting with the simulation will help
particles of an atom m the students to figure out the particles Misunderstandings: Of which
to predict the that make up the atom, their charges particles carry which charge. That
behavior of that Students will interact with the simulation to figure out and their locations. Knowing that atoms always carry a charge. How
atom. which particles belong where in the atom and what electrons are orbiting the neutron, and the presence of neutrons affects
charges they have. As they work, they will fill out a are negatively charged, will help the
the atom. Confusing Atomic Mass
A pHET Discovery Worksheet. students with their thinking about why
and Atomic Weight. The idea of
the water is attracted to the balloon.
Alignment to electron clouds and how that
Atomic Structure guided notes:
Understanding - relates to Bohr Diagrams and
Understandings Students will follow along as we go through the details Electron Energy Levels
from Stage 1 of the atom (most of which they will know from the Knowing the details of the atomic
addressed in this structure will help students understand Criteria for Success:
simulation). Charges and locations of the particles,
lesson: atomic number, atomic mass number, isotopes. This how the transfer of electrons from atom
to atom can create a negative charge. ● Revision of the models
will serve to ensure that everyone has the same correct shows that the balloon will
U2
information. have acquired a negative
charge.
Atomic Mass (amu), Atomic Weight, Bohr diagrams,
Electron Energy Levels. Be sure to emphasize the idea
that the electrons are the particle that is transferred
when something is charged.
 AST:

Revisit the activity summary table to add what was

learned and how this helps us to think about our
phenomenon.

Model Revisions:
Model revisions will allow students to
Show the balloon demo again. Revise the add more detail, the placement of the
balloon/water models. What happens when we rub the transferred electrons. This will relate
balloon? The key here is to understand that the directly to the model they will be
electrons are transferred, giving the balloon an overall creating in their performance task.
negative charge.

Learning Target – Lesson 4 (Tuesday, Mar. 3) Connection to phenomenon and Evidence of learning
Performance task
I can represent on a Atomic Structure Quiz (20 Minutes) Artifact: Van de Graaff demo quick
model of a Van de note card models.
Graaff where the Short quiz on atomic theorists and the basics of atomic Knowledge of the basics of atomic
charges are and structure. structure is important, and a part of Misunderstandings: The visible
what happens when understanding what is happening during spark and the shock that a student
it is discharged. our phenomenon. may feel are somehow different.
Van de Graaff demonstration:
A Criteria for Success:
Preface the demonstration with a reminder of the
Alignment to content we have learned up to this point: ● Models of the various Van
Understanding: de Graaff demonstrations
Understandings https://www.youtube.com/watch?v=yc2-363MIQs The hair raising Van de Graaff show the build up of
from Stage 1 demonstration will help the students to electrons creating a
addressed in this ● Metal ball to demonstrate visible shocks. visualize like charges repelling, and this
negative charge.
lesson ● Raising the hair on a few students. will give them the information to explain
● Van de Graaff models
a repelling scenario in their performance
U2, U3 task. show what happens when
After each demonstration, the students will do “quick
the charge is discharged.
models” on notecards. I will create a model for the first
demonstration to help the students learn the elements
that should be included in a good model.
 They will draw what they think is happening, what the
charges are, and what happens at discharge. They will
share with their neighbor and can revise their models
after the discussion.

Leading to a whole class discussion:

When have you felt a shock before? What do the sparks

remind you of? What causes them? What about
lightning? (Can show lightning slow motion video:
https://www.youtube.com/watch?v=YDHos3Q1NcA
). Dogs' hair helps them anticipate lightning, how does
that work? Did you know that animals are more at risk
from lightning than humans?

Closing - AST:

Revisit the activity summary table to add what was

learned by the discussion and modeling of the Van de
Graff demonstration, and how that relates to the
phenomenon.

Learning Target – Lesson 5 (Thursday, Mar. 5) Connection to phenomenon and Evidence of learning
Performance task
I can use Bohr Bohr Diagrams ​ roperties of Water
Artifact: P
Diagrams to model Understanding that the electrons are in Worksheets​, P ​ henomenon FInal
my understanding of Bohr Diagrams, introduction to drawing and practice. energy levels around the nucleus will Model
the particles of the The student will be taught the simple directions for help the student to see that it is the
atom. completing Bohr diagrams, framed in a conversation outermost electrons that are stripped Misunderstandings: Bohr diagrams
that modeling is important for clear communication in away and charge the balloon. can be tricky because they seem to
A science. be much different than the model
Knowledge of the polarity of water, how
of the electron cloud.
Alignment to the hydrogen atoms are positively
Understanding: Properties of Water: charged and the oxygen atoms are Criteria for Success:
Understandings negatively charged, will help the
from Stage 1 Info about the properties of water as it relates to our students to understand why the water ● The Bohr diagrams are
addressed in this phenomenon. was attracted to the charged balloon. completed correctly
lesson This will help the students understand
U2, U3 The students will visit ​stations​ that demonstrate the the behavior of water as they create showing the electrons in
properties of water including cohesion, adhesion, their own scenarios and explanations. the appropriate orbitals.
surface tension. This will lead to the concepts of ● The revised model clearly
electronegativity, polarity and hydrogen bonding. As shows the factors
they visit each station, they will record their responsible for the
observations on a worksheet. attraction of the water
Revising models will let the students add molecules to the charged
what they now understand about water balloon.
Closing/Final Modeling:
and how it may be attracted to the
negative charges on the balloon.
Revisit the activity summary table to add what was
learned through the Properties of Water stations.
Revise model of balloon bending water for a final time.
The last pieces of understanding to add to the models
should include the idea that due to its polarity, the
positive sides of the water molecules may align to be
attracted to the negative charge on the balloon.

Learning Target – Lesson 6 (Monday, Mar. 9) Connection to phenomenon and Evidence of learning
Performance task
I can demonstrate Balloons and Static Electricity pHet Demo ​ erformance task
Artifact: P
my understanding of This pHET demo serves to very clearly worksheet​ with teacher check
atomic structure by This pHet will be done as a demonstration on the flat (and with a balloon) show the way
creating a scenario screen in the front of the classroom. This helps the charges interact. This will help the Misunderstandings: They may
to demonstrate students to see how a charged balloon can stick to a students to think more clearly about the think they have to use water for
static electricity. neutral wall. The negatively charged balloon repels the charges in the scenarios they create for their scenario. They may confuse
negative charges on the atoms in the wall, creating a the performance task. opposite charges and like charges,
Alignment to
partially positive charge on the surface of the wall. This repelling and attracting.
Understanding:
will help the students in the models and explanation of
Understandings From their examination of the Criteria for Success:
from Stage 1 the static electricity scenario. phenomenon, students will be practiced
addressed in this in modeling and explaining the ● The created scenario
https://phet.colorado.edu/en/simulation/balloons-and-
lesson interaction of a charged item with water. contains at least one
static-electricity They should be able to apply this
charged item and either an
attraction or repulsion.
U4 Begin Performance Task: knowledge to the creation and ● The created scenario is
explanation of their own scenarios. unique, not a recreation of
Give very clear expectations. Provide a ​scaffolded one the students have seen
worksheet. in class.

Given a variety of materials, students will investigate

and create a static electricity scenario. Teacher will
check on the scenario to ensure that it is valid and
repeatable before moving on to the next part. Then,
students will begin modeling and explaining their
scenario.

Learning Target – Lesson 7 (Wednesday, Mar 11) Connection to phenomenon and Evidence of learning
Performance task
I can use models to Complete Performance Task: ​ erformance task
Artifact: P
explain my static worksheet a ​ nd poster with model
electricity scenario. Complete modeling, create a “poster” with instructions, The completion of the performance task and explanation.
model and explanation to be shared. will allow the students to create a poster
Alignment to to explain and teach their scenarios Misunderstandings: The atoms in
Understanding: Share Created Scenarios: through models and instructions. They a neutrally charged material
Understandings will also visit the posters of their fellow cannot be attracted to a charged
from Stage 1 The students will participate in a gallery walk. Students students.
material.
addressed in this ​ allery walk sheets​ with questions to
will be given g
lesson answer and a place to record any questions they may Criteria for Success:
have as they go.
U2, U3, U4 ● The instructions, model
and explanation on the
poster are clear and
correct.
● The students engage in the
gallery walk and
thoughtfully complete the
gallery walk sheets.

Adapted from: Wiggins & McTighe (2011). The Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: ASCD.