Lesson Plan: The Development of the Atomic Model

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards

Students will understand the historical context and development of the Atomic Model,
recognizing key scientists and their contributions.

B. Performance Standards

Students will be able to create a timeline and charts that illustrate the evolution of the Atomic
Model, discussing its historical significance.

C. Learning Competencies and Objectives

C.1 Learning Competency: Discuss the historical background of the development of the
Atomic Model based on the developed timeline.

C.2 Lesson Objectives:

 Students will identify key scientists in the development of the Atomic Model.
 Students will create a timeline of the Atomic Model’s evolution.
 Students will explain the significance of each model in the timeline.

D. Content

 Historical background of the Atomic Model

 Key scientists: Dalton, Thomson, Rutherford, Bohr, and Schrödinger
 Timelines and charts as tools for historical analysis

E. Integration

 Integration of history, science, and visual arts through the use of timelines and charts.

II. LEARNING RESOURCES

 Textbook: "Chemistry: The Central Science" (Brown et al., 2020)

 Online resources: Khan Academy, Chemistry LibreTexts
 Materials: Chart paper, markers, rulers, projector

References (APA format)

Brown, T. L., LeMay, H. E., Bursten, B. E., & Murphy, C. J. (2020). Chemistry: The central
science (14th ed.). Pearson Education.
III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior Knowledge

1. Short Review:
o Discuss previous lessons on atoms and molecules.
o Ask students what they know about the structure of atoms.
2. Motivation:
o Show a short video on the evolution of scientific ideas about atoms.

B. Establishing Lesson Purpose

1. Lesson Purpose:
o To understand how the Atomic Model has evolved and the significance of each
development.
2. Unlocking Content Area Vocabulary:
o Define key terms: atom, molecule, atomic theory, model, nucleus, electron.

C. Developing and Deepening Understanding

SUB-TOPIC 1: John Dalton’s Atomic Theory

1. Explicitation:
o Discuss Dalton’s postulates and their historical context.
o Questions for discussion: What assumptions did Dalton make about atoms?
2. Worked Example:
o Create a simple diagram to represent Dalton's model.
3. Lesson Activity:
o Group students to discuss Dalton’s impact on chemistry.
o Questions for discussion: How did Dalton's model differ from previous ideas?

SUB-TOPIC 2: J.J. Thomson’s Plum Pudding Model

1. Explicitation:
o Explain Thomson’s discovery of the electron and the Plum Pudding Model.
2. Worked Example:
o Illustrate the Plum Pudding Model with a chart.
3. Lesson Activity:
o Students create a chart comparing Dalton's and Thomson's models.
o Questions for discussion: How did Thomson’s findings challenge Dalton’s
model?

SUB-TOPIC 3: Ernest Rutherford’s Nuclear Model

1. Explicitation:
o Discuss Rutherford’s gold foil experiment and its implications.
 2. Worked Example:
o Show a diagram of Rutherford’s model.
3. Lesson Activity:
o Role-play Rutherford's experiment and its findings.
o Questions for discussion: What did Rutherford discover about the atom's
structure?

SUB-TOPIC 4: Niels Bohr’s Model

1. Explicitation:
o Explain Bohr’s improvements on Rutherford’s model, focusing on electron orbits.
2. Worked Example:
o Draw Bohr’s model with labeled energy levels.
3. Lesson Activity:
o Students create timelines showing the progression from Rutherford to Bohr.
o Questions for discussion: What are the strengths and limitations of Bohr’s model?

SUB-TOPIC 5: Quantum Mechanical Model

1. Explicitation:
o Introduce Schrödinger’s contributions and the concept of probability.
2. Worked Example:
o Illustrate the concept of orbitals.
3. Lesson Activity:
o Group discussion on how the quantum model differs from previous models.
o Questions for discussion: Why is the quantum mechanical model significant?

D. Making Generalizations

1. Learner’s Takeaways:
o Review key developments in the Atomic Model and their implications for modern
science.
2. Reflection on Learning:
o Encourage students to reflect on how scientific models evolve over time.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S

REFLECTION

A. Evaluating Learning

1. Formative Assessment:
o Eight (8) Items Multiple Choice Questions:
1. Who proposed the first atomic theory?
 a) Thomson
 b) Rutherford
 c) Dalton
  d) Bohr
2. What particle did Thomson discover?
 a) Proton
 b) Neutron
 c) Electron
 d) Photon
3. What did Rutherford conclude from his gold foil experiment?
 a) Atoms are indivisible
 b) Atoms have a nucleus
 c) Electrons are in fixed orbits
 d) Atoms are solid
4. Which model introduced the concept of energy levels?
 a) Dalton’s Model
 b) Thomson’s Model
 c) Rutherford’s Model
 d) Bohr’s Model
5. The modern atomic model is based on:
 a) Fixed orbits
 b) Probabilities
 c) Solid spheres
 d) Electrons in a pudding
6. Who introduced the quantum mechanical model?
 a) Bohr
 b) Rutherford
 c) Dalton
 d) Schrödinger
7. What is an orbital?
 a) A fixed path for electrons
 b) A probability distribution for electrons
 c) The center of the atom
 d) A type of particle
8. Which scientist used the gold foil experiment?
 a) Thomson
 b) Rutherford
 c) Bohr
 d) Dalton
2. Homework:
o Instruction: Write a short essay (300 words) on the significance of one scientist’s
contribution to the Atomic Model.
o Tasks: Include at least three references.

B. Teacher’s Remarks

 Effective Practices: Engaging students through interactive discussions and visual aids.
 Problems Encountered: Some students struggled with complex concepts of the quantum
model.
C. Teacher’s Reflection

 Principles Behind the Teaching:

o I believe in the importance of contextualizing scientific developments within their
historical frameworks. This approach helps students see the relevance of scientific
evolution.
 Students’ Roles:
o Students were active participants in discussions, enhancing their understanding
through peer interaction. They learned collaboratively, which fostered deeper
comprehension.
 Ways Forward:
o I could incorporate more hands-on activities related to atomic models. In the next
lesson, I might explore real-world applications of atomic theory in technology.

Note to Teacher:

Be flexible in your approach, adapting to student responses and interests. Utilize various
resources to enrich discussions.

Answers to Activities with Detailed Solutions:

(To be provided by the teacher post-assessment)

Answers to Formative Assessment:

(To be provided by the teacher post-assessment)

Answers to Homework:

(To be provided by the teacher post-assessment)