Jesse Braxton

10th Grade General Chemistry

6th Period, 42 mins
Atomic Theory Expert Groups
OVERVIEW/ RATIONALE
Our sub-unit on the development of atomic theory concludes with a two-day activity where small
groups of students will be assigned to become experts on one of the four atomic theorists we
have discussed and whose experiments we have simulated over the previous four days of class.
In this class, each group will be given guiding questions and sources they can use to learn about
the scientist they have been assigned, which they will use to do an informal, verbal report to the
rest of the class the following day. The students who are not presenting in day two of this lesson
will have a graphic organizer which they can use to record the information they are presented.
ENDURING UNDERSTANDINGS
Students will understand how scientific knowledge evolves over time as new evidence challenges
prior theories. They will also understand that everything in the world around us is made of atoms
and molecules that have differing properties.
GOALS/OBJECTIVES
Students will be able to:
Explain the contributions of a scientist who made major contributions to atomic theory.
Students will understand:
The theory of the atom has developed over hundreds of years of experimentation that
challenged previously accepted versions of the theory.
Students will know:
The components of four different models of the atom that have developed over time.
STANDARDS
3.2.C.A5 Recognize discoveries from Dalton (atomic theory), Thomson (the electron), Rutherford
(the nucleus), and Bohr (planetary model of atom), and understand how each discovery leads to
modern theory.
MATERIALS
Guiding questions
Laptops with internet connection
Holt chemistry textbooks
PROCEDURES
OPENER
Explain to students they will become experts on one of the four scientists we have covered over
the previous four days in class. Review the guiding questions (posted to Schoology), the sources,
and tell them they will be reporting their findings to their classmates the following day. Assign
each table one of the four scientists, and let them get to work.
BODY OF THE LESSON
Students will research their scientist using the following guiding questions:

1) In what year (or range of years) did this scientist produce his theories about the atom?
2) What experiment(s) did this scientist do that led to his conclusions about the atom? If
he didn't do experiments, how did he come up with his theories?
3)
a. What major contributions did he make to our understanding of the atom?
b. What did scientists think the atom looked like after these theories were accepted?
4)
a. How was the simulation that we did in class similar to what this scientist did?
b. How was the simulation we did in class different from what this scientist did?
They will be provided with the following resources:
Dalton

https://www.youtube.com/watch?v=L2KmCTst2o0 - Stalldog video, provides

basic info on Dalton
Holt pages 74-78

JJ Thompson:
https://www.youtube.com/watch?v=RW_zfKOU9uM - Stalldog video, provides
basic info on discovery of electron and plum pudding model
https://www.youtube.com/watch?v=O9Goyscbazk - Chemistry teacher
demonstrating a cathode ray tube
https://www.youtube.com/watch?
v=IdTxGJjA4Jw&index=2&list=PL7567128F0DF8CF21 - Science and Technology
Facilities Council video
Holt pages 79 through first paragraph on page 81
Rutherford:
https://www.youtube.com/watch?
v=wzALbzTdnc8&list=PL7567128F0DF8CF21&index=3 - Science and Technology
Facilities Council video
https://www.youtube.com/watch?v=XBqHkraf8iE - Backstage science video,
shows a recreation of the gold foil experiment
Holt page 81 and page 90
Bohr

https://www.youtube.com/watch?v=wCCz20JOXXk - Stalldog video, provides

basic info on electron energy levels

https://www.youtube.com/watch?v=GhAn8xZQ-d8 from 0:00 to 1:50 and 3:28

to 5:50 - Bozeman science video, talks about energy levels and emission spectrum
of hydrogen
Holt page 90 and first two paragraphs of 91

Since the students will be presenting this information the following day, the teacher will
assist them to answer the guiding questions as needed on a case by case basis.
CLOSER
Groups will submit answers to the guiding questions through Schoology.
ACCOMODATIONS
The resources provided include text and video that present information at varying degrees of
complexity. Students who are ready to understand the material at a deeper level will have the
opportunity to do so and to demonstrate that understanding through their responses to guiding
questions. The teacher can assist any groups that need help in understanding the material.
ASSESSMENT/EVALUATION
Students will submit answers to guiding questions through Schoology.
PERSONAL REFLECTIONS / NOTES