LEARN NC

K–12 teaching and learning · from the UNC School of Education

The human atom

Students will act out the role of atoms by dressing up as the atoms of designated elements. They will wear costumes with balloons representing valence electrons. The “atoms” will gain or lose valence electrons in order to achieve chemical stability. The students must then identify the charges of the ions formed.

A lesson plan for grade 8 English Language Development and Science

By Kamie Wine

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Learning outcomes

After completing this activity students will be able to:

  • explain the difference between an atom and an ion
  • explain the role of valence electrons
  • identify how an ionic bond forms

Teacher planning

Time required for lesson

2 days

Materials/resources

  • white kitchen trash bags (cut holes for head and arms)
  • small round balloons (different colors)
  • tape
  • scissors
  • construction paper (identify atom and its charges)
  • markers
  • string

Pre-activities

Students must have an understanding of the structure of an atom. They must also be able to determine the number of valence electrons and understand their role in forming ions and ionic bonds.

Activities

Class Before Main Activity

Focus and Review

  1. What does the atomic number tell you?
  2. What is an electron?
  3. What is the charge of an electron?
  4. What is a valence electron?
  5. How are ions formed?
  6. How are ionic bonds formed?

Launching the Activity

Assign students to groups (the number of students in each group depends on the number of elements that you choose to use). Assign each group an element that they will represent. I used the following list of elements: (NOTE: the number needed of each element correlates to the various ionic compounds that are to be formed).

  1. Calcium—Ca (two valence electrons)
  2. Magnesium—Mg (two valence electrons) *NEED 2 models
  3. Chlorine—Cl (seven valence electrons) *NEED 3 models
  4. Sodium—Na (one valence electron) *NEED 2 models
  5. Fluorine—F (seven valence electron)
  6. Neon—Ne (eight valence electrons)
  7. Sulfur—S (six valence electrons)
  8. Oxygen—O (six valence electrons)

Each group needs to identify the atomic number for their assigned element and then identify the number of valence electrons. The number of valence electrons identifies the number of balloons (use different colored balloons for different elements). Make sure they have this information ready for the following day so they can get started with their “costumes” and role-playing.

Day of Activity

  1. Each group identifies which element they will model. They must have all the information for their atom (calculated from the previous class period).
  2. The designated model will put a white trash bag on (cut hole in top for head and two holes in the sided for their arms). Use construction paper to make an identification tag for the model. One side has symbol of the element and its atomic number. The opposite side will have the charge of the resulting ion after they have transferred electrons. Attach a string to the paper so the model can wear it around their necks to identify the information of their element/atom.
  3. The number of valence electrons determines the number of balloons needed for their model. The students will tape the “valence electrons” to the model’s bag. Next, students will act out electron transfer (gain/loss of valence electrons) in order to achieve chemical stability for their element. Once the transfer is complete, then the models must identify their appropriate electrical charge and turn over their tag that has the correct charge written on it.
  4. Now it is time to use your models to make compounds containing ionic bonds. Write ionic compounds on board so students have reference to what compound they may be capable of forming. I used the following:
    • magnesium chloride—MgCl2
    • sodium fluoride—NaF
    • magnesium sulfide—MgS
    • sodium chloride—NaCl
    • calcium oxide—CaO
    • included neon = inert noble gas—already stable with eight valence electrons
  5. The models and their group go around the room and see what ion they are attracted to. When they find a “match” they form a bond to make a designated ionic compound. Once a group has formed a compound they need to take a piece of construction paper and label it with their compound name. They use this for their final identification. When all ions have found an appropriate match we review the compounds and the process by which they were formed.

    6. Note: It is important to point out that electrons are not stationary like the models. Electrons move so rapidly around the nucleus that it is impossible to know exactly where an electron is at a particular time. Think of the space around the nucleus as a spherical cloud of negatively charged electrons.

Assessment

For assessment, I begin the following day with a warm-up that consists of the following questions:

  1. What does the atomic number tell you?
  2. What is an electron? What charge does an electron carry?
  3. What is a valence electron?
  4. Describe the movement of electrons around the nucleus.
  5. What is an ion?
  6. How are ions formed?
  7. How are ionic bonds formed?
  8. What is the resulting charge of an ionic compound?
  9. What element did your group represent?
  10. What ionic compound did your ion form?

Supplemental information

Pictures of student activities 1 | 2 | 3

Modifications

  • Use bilingual dictionary
  • Pictures of atoms with different numbers of electrons and valence electrons.
  • Pictures of ionic compounds.
  • Compare atoms and ionic compounds.
  • Teacher coaching, extra support, extra time.

Alternative assessments

Read the assessment orally and allow oral answers or diagrams. Assessment could be in the form of matching, fill in the blanks with a word bank provided.

Critical vocabulary

  • element
  • nucleus
  • charge
  • atomic number
  • valance electron
  • ion
  • ionic compound
  • ionic bond
  • atom
  • electron

Use visuals as often as possible to teach critical vocabulary.

North Carolina Curriculum Alignment

English Language Development (2005)

  • Objective 0.01: Listen to stories and information presented in group discussions and identify, analyze, and evaluate key details and concepts through verbal and non-verbal responses by making connections to personal experiences.
  • Objective 0.01: Apply knowledge of phonics and grammar structures to develop fluency in determining the meaning of unfamiliar vocabulary in texts (e.g., roots, suffixes, prefixes, less-common vowel patterns, syllable breaks).
  • Objective 0.01: Apply knowledge of phonics and grammar structures to decode regular multi-syllabic words when reading texts.
  • Objective 0.01: Use and recombine words, phrases, and sentences representing new and learned vocabulary words with multiple meanings.
  • Objective 0.01: Begin to use words, phrases, and sentences representing learned and some new vocabulary on familiar topics.
  • Objective 0.02: Demonstrate critical comprehension of familiar grade-level texts with assistance.
  • Objective 0.03: Recognize differences in regional pronunciation and usage during oral presentations.
  • Objective 0.03: Explore an awareness of language conventions and usage during oral presentations.
  • Objective 0.04: Monitor own understanding of group discussions and seek clarification.
  • Objective 0.04: Analyze text before, during, and after reading.
  • Objective 0.04: Interact with the text before, during, and after reading teacher selected material with assistance.
  • Objective 0.04: Participate in and demonstrate comprehension of short oral academic presentations through topic-related questions and answers on familiar topics.
  • Objective 0.05: Initiate group discussions, with assistance, on academic topics with some errors that don't interfere with meaning.
  • Objective 0.05: Use and respond correctly to yes/no questions and some open-ended questions on familiar topics, including content-based material.
  • Objective 0.05: Produce simple written responses to content area texts appropriate in difficulty for proficiency level, using reference material with assistance.
  • Objective 0.06: Provide responses demonstrating some use of connections and interpretation of familiar topics.
  • Objective 0.06: Respond to academic content possibly using graphic organizers, reference materials, and native language support materials with assistance.
  • Objective 0.07: Extend vocabulary knowledge by using context clues, reference materials or structural analysis of words.

    • Science (2005)

    Grade 8

    • Goal 4: The learner will conduct investigations and utilize technology and information systems to build an understanding of chemistry.
      • Objective 4.02: Evaluate evidence that elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances.
      • Objective 4.03: Explain how the periodic table is a model for:
        • Classifying elements.
        • Identifying the properties of elements.