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This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.
Introduction
Introduction
During these lessons’ students will explore the structure of the atom by first understanding, through investigation, that matter is made of atoms. Students will learn key vocabulary relating to the atom and they will investigate what happens when the number of protons, neutrons and/or electrons are changed in an atom. Students will conduct simulations on the atom and isotopes and they will analyse, research and present information about radioactivity and nuclear energy.
Student are learning to:
know the parts of an atom and know that all matter is made of atoms
understand that the model of the atom has changed over time
understand what happens to an atom when there are changes in proton, neutron and electron number
model atoms and radioactive decay through investigations and simulations
comprehend and analyse information leading to the development of a persuasive text.
Outcomes
SC5-4WS develops questions or hypotheses to be investigated scientifically
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
SC5-16CW explains how models, theories and laws about matter have been refined as new scientific evidence becomes available
Students will learn that matter is made from atoms through an investigation looking at Brownian motion. They will then explore the structure of the atom and historical developments of this structure.
Teaching note: Video explaining the Predict, Explain, Observe, Explain technique.
Learning Intentions:
To know that we can infer the presence of atoms by observing Brownian motion.
To understand how the model of the atom was developed over time and that the atom is composed of protons, neutrons and electrons.
To be able to complete an investigation and make observations of moving atoms.
To be able to research and clearly articulate a timeline of the development of the model of the atom.
Success Criteria:
I can use my investigative and observation skills to help me understand more about atoms and what they are made of.
I have successfully demonstrated comprehension and analysis skills to construct a table that highlights the timeline of the development and refinement model of the atom.
Content:
CW1 Scientific understanding changes and is refined over time through a process of review by the scientific community.
CW1a Students identify that all matter is made of atoms which are composed of protons, neutrons and electrons.
CW1b Students describe the structure of atoms in terms of the nucleus, protons, neutrons and electrons.
CW1c Students outline historical developments of the atomic theory to demonstrate how models and theories have been contested and refined over time through a process of review by the scientific community.
WS4b Students question and predict by predicting outcomes based on observations and scientific knowledge.
WS6a Students conduct investigations by individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data.
WS6e Students conduct investigations by reporting data and information, evidence and findings, with accuracy and honesty.
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.1f Students process data and information by describing specific ways to improve the quality of the data.
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information.
Students will look to understand the scale of the atom, develop a glossary of key terms and use simulations to investigate the structure of an atom and isotopes.
Teacher optional activity: Use Desmos to set up an activity on atoms.
Learning Intentions:
To know that all matter is made from atoms which are composed of protons, neutrons and electrons.
To understand what number of protons, neutrons and electrons are in the atom of an individual element and what happens to this element when the number of each are changed.
To be able to describe the scale of an atom.
To be able to identify how isotopes are formed.
Success Criteria:
I can use my analysis and comprehension skills to answer questions after watching videos on how small an atom is and on isotopes.
I have demonstrated my understanding by successfully using atom simulations to complete tables on atom structure and isotopes.
Content:
CW1 Scientific understanding changes and is refined over time through a process of review by the scientific community.
CW1a Students identify that all matter is made of atoms which are composed of protons, neutrons and electrons.
CW1b Students describe the structure of atoms in terms of the nucleus, protons, neutrons and electrons.
CW1d Students identify that natural radioactivity arises from the decay of nuclei in atoms, releasing particles and energy.
WS6a Students conduct investigations by individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data.
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information.
Students will study a video on radioactivity and investigate and model radioactivity. They will analyse and undertake a CRAAP evaluation of an article of nuclear energy and then create a scaffolded persuasive argument on the benefits or concerns with the use of nuclear energy for medicine or industry.
Learning Intentions:
To know that radioactivity arises from the decay of nuclei in atoms, releasing particles and energy.
To understand some of the benefits and problems associated with medical and industrial uses of nuclear energy.
To be able to follow a procedure to investigate and model radioactive decay.
To be able to write a persuasive argument on the use of nuclear energy.
Success Criteria:
I can use my comprehension and analysis skills to help me understand the content in a video and in a reading on nuclear energy.
I can use my investigative skills to successfully model radioactive decay.
I have created a persuasive argument for or against the use of nuclear energy.
Content:
CW1 Scientific understanding changes and is refined over time through a process of review by the scientific community.
CW1d Students identify that natural radioactivity arises from the decay of nuclei in atoms, releasing particles and energy.
CW1e Students evaluate the benefits and problems associated with medical and industrial uses of nuclear energy.
WS6a Students conduct investigations by individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data.
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.1b Students process data and information by selecting and extracting information from tables, flow diagrams, other texts, audiovisual resources and graphs, including histograms and column, sector or line graphs.
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information.
WS9a Students communicate by selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports.
WS9d Students communicate by proposing ideas that demonstrate coherence and logical progression.
WS9e Students communicate by presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations for specific audiences.
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