Teacher(s) Swarnalatha Ravoori

Subject
group
discipline

Unit title

MYP year

Evolution of atomic structure and periodic table

and Science - Chemistry

Year 3 Grade 8

Hours

20 Weeks

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Global context

Form
Scientific and technical innovation

Systems
Statement of inquiry

Systems have components with functions interacting with each other.

Inquiry questions
Factual
Define atom.
What are the components of an atom?
State periodic law.
What are groups and periods?
What is periodicity?

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 What is the structure of atom?

ConceptualWhat criteria make a model authentic?
How did models evolve and transform?
How do atoms differ from one another?
How does Daltons Atomic theory explain law of conservation of mass?
Distinguish between sub atomic particles in terms of mass and charge?
Describe the structure of atom including the location of sub atomic particles.
Explain the mass
DebatableCan of a model be extensions for new discoveries?
Is scientific understanding is limited / extensive with respect to structure of atom?
Objectives

Summative assessment

A: Knowing and understanding-

Outline of summative assessment task(s)

including assessment criteria:

Relationship between summative assessment

task(s) and statement of inquiry:

Summative 1: Structure of atom Criteria A,

D

Summative 1 and 2 will help the students see

and understand the components of atom.They
would be able to observe that in a system how
the modifications happened and its impavt.
The refelction activity linked to both task and
the classroom whats in the box activity will
enhance learning and importance of
observations.

students should be able to:

i. describe scientific knowledge
ii. apply scientific knowledge and understanding to
solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically
supported judgments.
B: Inquiring and designingstudents should be able to:
i. describe a problem or question to be tested by a
scientific investigation

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Some scientific discoveries and inventions

influenced the study of structure of atom. A
few are mentioned below:
1. Crookes tube electrons , charges
2. Mass spectrometer isotopes, relative
atomic mass
3. Rutherfords gold foil experimentnucleus
4. Spectroscopy energy levels, colored
flames

ii. outline a testable hypothesis and explain it using

scientific reasoning
iii. describe how to manipulate the variables, and
describe how data will be collected

Choose any two and describe and discuss how

it affected the then existing model or idea
about the structure of atom.

iv. design scientific investigations.

C: Processing and evaluating- students should be
able to:
i. present collected and transformed data
ii. interpret data and describe results using
scientific reasoning
iii. discuss the validity of a hypothesis based on the
outcome of the scientific investigation

Summative 2: Periodic table and properties of

elements in group1 and 2 Criteria A,B, D

iv. discuss the validity of the method

1.Inquire and design an investigation to study

the properties of elements in group 1 of the
periodic elements.

v. describe improvements or extensions to the

method.

2. State the variables used. List the safety

measures you would keep in mind as you plan
your investigation.
D: Reflecting on the impacts of science
i. describe the ways in which science is applied and
used to address a specific problem or issue
ii. discuss and analyse the various implications of
using science and its application in solving a
specific problem or issue

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3. Describe at least one impact each of the

property under study.

Summative 3 will help them interospect their

own learning. They will also understand the
beauty of evolution of the structure of atom
based on the evidence and technology and see
how innovations changed the perspective of
atomic structure. They will find that all these
innovations and discoveries somewhere have

iii. apply scientific language effectively

iv. document the work of others and sources of
information used.

Summative 3: Semester 1 Exam Criteria A,

B, C and D. Students are tested on all criteria
on the topics Structure of atom and periodic
table and reactivities of metals.

affected scientific knowledge. This will help

them understand the KC systems in a deeper
way.
.

Approaches to learning (ATL)

Thinking
skills

This involves Critical

Thinking skills which forces
to think critically, solve
problems, find solutions. .

Whats in the box? This activity would

involve students to think critically regarding
the structure inside the atom with the
evidences provided.

Transfer skills teaches them

to transfer skills and
knowledge across
disciplines and subject
groups and use these skills
in multiple contexts
Research

The focus is development of

Information Literacy Skills .

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Radioactivity: its impact on humans and

environment would be debated wherein
students are to research on the effects of

We learn to find, interpret,

judge and create
information

radio activity.
Names and symbols of elements: Students
to identify the origin and meaning of few
of the names of elements.

The information literacy

focuses on how can students
demonstrate information
literacy?

Action: Teaching and learning through inquiry

Learning process:Learning experiences and teaching strategies
Content

.
States of matter and Week 1:
interconversion of
matter by changing
the energy
Week 2:
conditions.
Gas laws- Boyles
law ,Charles law
and combined gas
law.
Thomsons model of

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Introduction to the unit: Students are questioned as to what they know about atoms, what interests
them about atoms? What do they want to know about it? How do we study about atom? Deductive
and inductive reasoning
Activity - Whats in the box?
Students are provided with cardboard boxes and are asked to find out what the structure is like inside
the box. They are encouraged to any experiment but not to open the box. They work in groups trying
to analyse whats in the box.
Studenst are to enter their observations and conclusions with reasons.
Assessment Criteria C

an atom: atom is
like a positive
sphere where the
electrons embedded
just like resins in a
plum pudding.

Week 3

Students present their findings to the class and explain why they think that the inside of the box
might be the structure what they think is. Discussion follows the sharing of ideas leading to common
understanding of what could be the structure inside.

Week 4

Students are encouraged to draw comparisons as to how scientists determined the structure of atom
based on the observations. History of atoms starting from Democritus is discussed. Daltons atomic
theory will follow.

Week 5

Students are given the facts about cathode ray tube and the observations related to cathode ray tube
experiment. Thay are asked to draw their conclusions based on it about the structure of atom. Then
they are compare with the previous idea about atom.
Plum pudding model of an atom is discussed.

Week 6

Students are led into the scientic innovation- mass spectrometer.

Animated video on the working of mass spectrometer.
Students are to discuss in groups how they think this technical innovation could have affected the
structure of atom.
Teacher introduces the concept of isotopes based on mass spectrometer data.
( Pyramid fold note for the terms proton, neutron and electron.-Describe which can vary for
a given element. Also include the terms atomic number and mass number in your notes).

Week 7

Students are exposed to discovery of radioactivity. They are challenged to think how the discovery of
radio activity may influence the then existing model of atom.
Science and society- Will radioisotopes injected into the body remain in the body forever? Explain
Rutherfords experiment is discussed. Observations are told to the students. They are to act like
Rutherford and draw their conclusions based on the observations. Rutherfords model of an atom is
discussed. Comparison between Thomsons plum pudding model and Rutherfords planetary model is
made by students. Drawbacks of Rutherford atomic model with development in classical mechanics

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Rutherfords model
of an atom: Atom
has two parts the
central nucleus and
outer shells called
energy
levels.Electrons are
in the energy level
in constant motion
like the planets
arounsd the sun.
Protons and
neutrons are in the
nucleus of the atom.
Bohrs model of an
atom and spectral
studies.
Periodic tableModern periodic
law.
Electronic
configuration of first
20 elements.
Trend in atomic
size, ionic radius

were discussed.
Week 8

Spectral studies and Bohrs model of an atom were introduced. Students are to discuss the
arrangement of atoms. New terminology like atomic number, mass number, isotopes, ions, cations
and anions are introduced. (LS- Verbal)

Week 9

Skills practice lab- Building Isotopes

Skills focussed: classifying, communicating, identifying patterns, inferring, making models and
organizing and analyzing data.

Week 10

Real world link- How do fireworks work?

Week 11

Inquiry Lab: periodic table Data sheet is given to student . Students to sit as per a seating chart
given by the teacher. The lab is performed as per the instructions provided in class.

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and ionization
Week 12
energy.
Periodic table shows
the position of
metals, non-metals
and metalloids.
Metals tend to lose
electrons and so
they form cations..
non-metals tend to
gain electrons so
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they form anions.
Elements in the
group have same
chemical properties.
Elemnts in different
groups vary in
chemical properties. Week 14
Properties of
fluorine and its use
in municipal water.

Mendeleev periodic table and modern periodic ta ble would be discussed.

Grouping a smetals and non-metals, periods and groups etc are discussed.
Mercuty in Fish- Why do fish in the top level of the food chain have higher concentrations of
methylmercury than fish at lower levels? (critical thinking- science and environment)

Students to bring in small objects that are made of different metals.

They are to evaluate the properties of the elements such as electrical conductivity , thermal
conductivity and attraction to magnet. (LS- Kinesthetic)

DI
Focus on information: Students to do this exercise using periodic table. (LS- Logical)
Abbreviations: Names and symbols; their origin an dwhy some differ in their symbols from their
names. ( LS Visual)
Advanced learners : They are to research and find out what elements gave gems their different
coloursand present their findings in poster . (LS Visual)

Week 15

Isotope lab Beanium isotopes.

Activity : (LS- Kinesthetic)

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Week 16

Group activity and assessment( LS-Interpersonal and verbal) Students would be asked to
perform the following group research activity.
Step 1- Class is divided into four groups. Each student group is assigned on eof the following: Group
1, Group 2, Group 7 and Group 18.
Step 2- Students find out properties and uses of the elements in their assigned group and what they
have in common.
Step 3- Each group prepare a poster that shows what they learnt so that they can present this
information to calss.

Formative assessment
Structure of atom different models of atom- Thomsons model, Rutherfords model, Neil Bohrs model and the
present model. Make a timeline regarding the evolution of structure of atom. Highlight the discovery / invention /
brain wave that brought each modification in the evolution of structure of atom.
Worksheets on 1. Different models of atoms.
2. Atomic number, mass number and the number of electrons and neutrons ae given.

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3. Periodic properties and terms.

4. Trends in the periodic properties of atomic radius, ionic radius, ionisation energy .

Differentiation: Modified worksheets are given along with the following.

Advanced learners: Students conduct research and prepare a report detailing the contributions of Newlands,
Mendeleev and Lothar Meyer
Struggling Readers: 1. (LS Kinesthetic) Model sentences describing some elements. Example sentence- The
chemical symbol C stands for carbon , which has an atomic number of 6 and an atomic mass of 12.01. Then students
work in pairs.
2. (LS Verbal) For students having difficulty with familiar words, ask them to define the word PERIOD (era, cycle,
punctuation, stage)Point out that the definition in the text includes words periodic tableto distinguish it from other
definitions. Also note the different forms of period.(period- noun; periodic adjective; periodically adverb)
Students are to find other words with multiple non-scientific meanings (element- part, factor)
Special education students: ( LS- visual)Each student is to select several elements from the periodic table. Front of
the index card would eb labelled with atomic number, symbol, name and atomic mass.On the back of the card two
compounds that include this element is wriiten.students may present their own elements and exchange elementcards.
All completed element cards can be used to build parts of the periodic table.
Alternative assessment- (LS Kinesthetic) Building atoms- Students to create a 3D model of an atom of their
choice. They are to create more than one model of their atom , corresponding to different versions of atomic model.
They are to include information about which historical theory they are representingin each model and which parts of
those theories are no longer accepted today. Mention the limitations of their models.

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Resources
Websites: https://phet.colorado.edu/
https://www.youtube.com/watch?v=zUtIrO3fUgg

Story of science Joy Hakim

Grade 9 Chemistry course and work book University of Cambridge publications.

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit

During teaching

After teaching the unit

Why do we think that the unit or the

selection of topics will be interesting?
Study about structure of atom makes an
interesting study to children as it is something
that they haven't seen but hear about all the
time. Students have a basic understanding of
atom and its components. This is further
developed through the history of development
of structure of atom and study of technological
development.
This topic forms the basis for all the rest of the
objectives to be covered. Structure of atom
electron arrangement makes students to see
the connections between the properties of
elements, similarities and differences and
helps them to comprehend the differences

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better..
What have students encountered in this
discipline before?
Students have the basic knowledge about
atoms cannot be seen by naked eye; can be
divided into electrons, protons and neutrons.
What does experience tell us about what to
expect in this unit?
Students of this age would love mystery. So
they would act like a detective to arrive at the
structure of atom. So I expect complete
engagement of the students.
What attributes of the learner profile does
this unit offer students opportunities to
develop?
This unit also focuses on the learner profile Thinker and inquirer. They reflect on how the
designing of new instruments in another field
has influenced the understanding of structure.- mass spectrometer , electron microscope and
radio activity to name a few.
The students
research skills.
deductive and
start thinking

will develop thinking and

The study of involves more of
inductive reasoning. Students
how they can arrive at the

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structure inside the box, or the atom. Then

again based on the experimental evidences
how to conclude.

What potential interdisciplinary

connections can we identify?
I find connections to language class and
physics classes.
So they will be able to retain the history of
atom for years to come.
The simulations, spectral studies etc are
related to the concept of spilitting up of white
light.
What do we know about students
preferences and patterns of interaction?
This class loves more kinesthetic activities.
Those have to be considered. They are also
not very keen on sharing their work. So we
will have to create opportunities for them to
share. Studentsaslo need to be given more
hands on work.
.

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