Lesson Plan Cycle

Lesson Title/Topic: Atom Man and Lego Guy

Target Concept: Students will gain a thorough understanding of the differences between atoms
and molecules, where atoms are made of the smallest particle of a single element, and molecules
are made up of either a multiple atoms of the same element or of atoms from more than one
element.
Standards/Rationale: TEKS: 112.20. Science, Grade 8 (Beginning with School Year 2010-2011)
(B) Matter and energy. Students recognize that matter is composed of atoms.
(b) Knowledge and skills.
(3) Scientific investigation and reasoning. The student uses critical thinking,
scientific reasoning, and problem solving to make informed decisions and knows the
contributions of relevant scientists. The student is expected to:
(B) use models to represent aspects of the natural world such as an
atom, a molecule, space, or a geologic feature.
Lesson Objectives:
The student will recall, describe and construct
the difference between an atom and a molecule,
identifying each correctly 17 out of 20 times,
given chemical formulas and a periodic table
for reference.

Assessment:
Handout with 22 atomic formulas; proper
building of formulas (and recording the
numbers of atoms) via building blocks.
Goal is 17 of 20 correct.

Materials: Aluminum foil divided into notecard-sized pieces (1 per student). Building blocks
that connect together, (such as Legos) 4 colors (6 bricks each color; it is best to select each
color as a group of different Lego shapes, such as 6 long, skinny blue bricks and 6 yellow square
ones) per person. Models of brick creations (Lego guys, cars, and larger creations) for teacher
display and reference.
Lesson Cycle: (Direct instruction)
The teacher will:
Focus/Mental Set:
Remind students of the recent lesson on
atoms and the Periodic Table elements.
Display existing classroom models of
atoms. Hand out pieces of aluminum foil
to each student, as well as a baggie of
colored building blocks (Legos, etc.).
Instruct students to tear foil in half once

The student will:

Pass bags to fellow students, awaiting
further instructions.

you say "tear".

Ask students to rip their aluminum foil in
half, until all they have is a tiny piece in
their hand. Inquire, "When does the piece
in your hand stop being the element
aluminum?" Discuss with class. Introduce
the theme of the lesson: Atoms (1 block)
vs. Molecules (2+ blocks).
Teacher Input:
Instruct students to set foil aside and pair
up. Ask students to open their building
blocks and to sort the colors into groups.
Pick up the single largest block in teacher's
inventory and hold it up. "This single
block represents a single atom, or element.
However, this," (TTW will hold up a Lego
guy) "Lego guy made up of more than one
block represents what?" Ask students to
pair up and volunteer answers, and then
discuss the differences between an atom
and molecules. An atom is made of a
single atom of an element, whereas
molecules are made up of multiple atoms.
Have students create a molecule out of any
3 bricks. Then have them pull from their
other bricks the largest one they have.
Have them hold up the single brick and
repeat after you, Atom; do the same with
their 3-brick creation, saying, Molecule.
Point out that some molecules, like O2, are
made of the same element (2 Oxygen),
whereas H2O is made up of more than one
element (2 Hydrogens and 1 Oxygen).
Draw a model on the board. Have students
build their own O2 and H2O molecules,
and check for understanding.

Tear aluminum into tiny pieces, being

careful not to make a mess on the floor.
Students offer answers, and class discusses
with teacher.

Say, "Atoms are to molecules, as a single

Lego is to your Lego creations." Teacher
writes the analogy on the board. Have
students think of their own analogies, using
ideas from everyday items, such as page is
to book, or grape is to bunch. Have each
group write two analogies of atoms vs.

Students will write their own analogies

after sorting blocks by color. Pairs will
stand and share their analogies with the
class.

Pair up and open up building block baggies

and sort the blocks by color. Students will
volunteer what they think the Lego guy
represents.

Students assemble blocks using any 3 of

their bricks, and also pull out their largest
single brick by itself. Students will hold up
their single brick and repeat after you,
Atom. Then, they will hold up their 3brick creation and repeat Molecule.

Students build their own O2 and H2O

molecules, to show their understanding.

molecules, and share with the class.

Pull out other forms of multiple block
creations (car, Bionicle, bunny, etc.)
Discuss the fact that a single block, no
matter what it is shaped like/looks like
(display on projector several different
types/colors), represents one atom, which
also happens to be one element.
Molecules, however, are made up of more
than one atom, whether it's the same
element, like O2, or more elements like
H2O (water) or NaCl (salt). Have students
model both formulas with their blocks.
Show the class different Lego creations,
including the Lego guy. "I like to think of
some molecules as nice, friendly things,
like this Lego guy and the bunny, but some
other molecules are like this Darth Vader
a not-so-friendly molecule, such as CO and
chemical weapons.

Build creations with their blocks; models

of H20 and NaCl. Students will hold their
creations up.

Reiterate: single atom (or element)-Students will hold up a single block for an
holding up single block, and then more
atom, and then hold up a multiple-block
than one atom (or element) is a molecule-- creation for a molecule.
holding up Lego guy and Bionicle. Any
questions?
Hand out formulas worksheets, and ask
students to stay paired up and use their
Legos to construct their formulas to answer
their questions. Display periodic table on
board:

Guided Practice:
Go over answers A & B on the handout
with the class; discuss and display what
makes a correct model of the atoms using

Answer questions while discussing and

modeling them with their partner.

Follow teachers directions and lead on

building Lego atoms and molecules.

the bricks. Have them draw their creations

on the handout using colored pencils.
Ask students for different ways to construct Continue discussing their ideas and
the same model. Have pairs show their
showing their class their model ideas.
ideas to the class.
Begin working on periodic handout.
Independent Practice:
Monitor student pairs around the room;
offering guidance as needed for modeling
purposes. Keep students working on
periodic handout.
Closure:
Reiterate to class that 1 block equals 1
element/atom; whereas more than one
block equals a molecule. Ask students for
an exit ticket that gives one comment about
the lesson, and one question the lesson left
them with that they feel needs to be
explained further. Have the class clean up.
Options:
Enrichment:
Students can create a color brochure on the
elements that make up water including the
forms that water can take.
Students can look up which elements make
up our bodies or the air we breathe. They
have the option to either write a poem, rap,
or illustrate a brochure.

Work with their partner to finish modeling

and filling in the handout as teacher assists
students around the room.

Students will finish handout and write their

comments and questions about the lesson.
Blocks and foil will be picked up and put
away.

Reteach:
Use Legos one-on-one for minor
reteaching; use scientific models,
illustrations and other types of
manipulatives to reinforce the atom-tomolecule relationship.

Modifications/Correctives:
JD is allowed to pick either SW or MJ for a
partner, as they are calming influences on
him. He also has a modified handout.
References:
Periodic Table: www.sciencenotes.org/wp-content/uploads/2014/05/Periodic
TableMuted.png