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W1:Day 4: Atomic Structure: Difference between revisions
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==== '''Kit 1: Build an Atom Model''' ==== | |||
'''Materials''': | |||
* Foam balls (various sizes for protons, neutrons, and electrons) | |||
* Pipe cleaners (for electron orbitals) | |||
* Clay (for customizable parts) | |||
* Toothpicks (for labeling) | |||
* Sticky labels or small flags | |||
* '''Presentation Cards''': Index cards with prompts like: | |||
** "Describe the role of protons, neutrons, and electrons." | |||
** "Explain the difference between the isotopes you built." | |||
* '''Timer/Checklist''': | |||
** 10 min: Choose an element. | |||
** 20 min: Build the 3D model. | |||
** 15 min: Label components and practice explanations. | |||
** 5 min: Assemble isotopes for the bonus challenge. | |||
* '''Reflection Sheet''': | |||
** "What surprised you about building the atom?" | |||
** "What did you learn about isotopes?" | |||
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==== '''Kit 2: Periodic Patterns Scavenger Hunt''' ==== | |||
'''Materials''': | |||
* Laminated periodic table with element symbols and basic properties (e.g., atomic number, state at room temperature) | |||
* Question cards with scavenger hunt clues (e.g., "Find the most reactive metal" or "Which element is a noble gas?") | |||
* Dry-erase markers | |||
* '''Presentation Cards''': Prompts like: | |||
** "Which patterns in the periodic table stood out to you?" | |||
** "Explain why two elements have similar properties." | |||
* '''Timer/Checklist''': | |||
** 10 min: Review the periodic table. | |||
** 20 min: Complete scavenger hunt questions. | |||
** 10 min: Discuss findings with your group. | |||
** 5 min: Prepare answers to bonus questions. | |||
* '''Reflection Sheet''': | |||
** "What patterns did you find most interesting?" | |||
** "What questions do you still have about periodic trends?" | |||
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==== '''Kit 3: Electron Configuration Detective''' ==== | |||
'''Materials''': | |||
* Element cards with atomic numbers (five cards per team) | |||
* Blank templates for Bohr and Lewis dot diagrams | |||
* Dry-erase markers | |||
* Reference sheet on electron configuration rules (e.g., Aufbau principle, Pauli exclusion principle) | |||
* '''Presentation Cards''': Prompts like: | |||
** "What do the Bohr and Lewis diagrams reveal about bonding?" | |||
** "How do electron configurations predict element behavior?" | |||
* '''Timer/Checklist''': | |||
** 15 min: Write electron configurations. | |||
** 20 min: Create Bohr and Lewis diagrams. | |||
** 10 min: Predict bonding types. | |||
** 5 min: Discuss bonus predictions. | |||
* '''Reflection Sheet''': | |||
** "What did you find challenging about electron configurations?" | |||
** "How do diagrams help visualize atomic structure?" | |||
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==== '''Kit 4: Periodic Table Puzzle''' ==== | |||
'''Materials''': | |||
* Blank periodic table (as a puzzle, laminated or cut into pieces) | |||
* Clue cards (e.g., "This element has an atomic number of 11 and is in Group 1.") | |||
* Dry-erase markers | |||
* '''Presentation Cards''': Prompts like: | |||
** "What clues helped you assemble the periodic table?" | |||
** "What is the significance of the group you studied?" | |||
* '''Timer/Checklist''': | |||
** 10 min: Sort clue cards. | |||
** 20 min: Assemble the puzzle. | |||
** 15 min: Research and explain one group (bonus). | |||
** 5 min: Practice your presentation. | |||
* '''Reflection Sheet''': | |||
** "What strategies did you use to solve the puzzle?" | |||
** "What did you learn about the group you researched?" | |||
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==== '''Kit 5: Atomic Reactivity Exploration''' ==== | |||
'''Materials''': | |||
* Model kits for demonstrating atomic structure (e.g., magnetic pieces or diagrams to simulate reactivity) | |||
* Chart of periodic trends (e.g., reactivity, electronegativity) | |||
* Question cards (e.g., "Why is potassium more reactive than lithium?") | |||
* '''Presentation Cards''': Prompts like: | |||
** "What trends in reactivity did you observe?" | |||
** "Why does reactivity increase or decrease in a group?" | |||
* '''Timer/Checklist''': | |||
** 10 min: Review periodic trends. | |||
** 20 min: Experiment with models. | |||
** 15 min: Compare trends across two groups. | |||
** 5 min: Prepare bonus findings. | |||
* '''Reflection Sheet''': | |||
** "What trends in reactivity were most surprising?" | |||
** "How can you use this knowledge to predict element behavior?" | |||
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=== Additional Notes: === | |||
* '''Presentation Time''': Allow each group 5 minutes to present their findings to the class. | |||
* '''Teacher's Role''': Circulate between groups to provide guidance and answer questions. | |||
* '''Evaluation''': Assess based on creativity, accuracy, and how well groups explain their findings. | |||
