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Students will:
● STSK 1.1
● STSK 1.2
● In what ways has chemistry been important in the past?
● What does matter consist of?
● How do we know what matter consists of?
● Review: how do we classify matter?
● Check-in questions (formative)
● Observe student engagement (formative)
● Check for understanding by completion of Flippity (formative)
● Jigsaw Activity (formative)
● Check workbooks (formative)
● Load PowerPoint presentation PowerPoint presentation
● Set up mixture experiments Class set of student laptops
● Set up Gas discharge tube Jigsaw Activity Sheet
Gas discharge tube
Electric amplifier
Three cups
Salt and water
Oil and water
Coffee grounds and water
Introduction Time
As students walk in and become seated, prompt them to begin answering the bell work questions by reading
the first bell work questions out loud and reminding them that they can work in partners to come up with the
answers. Use a stopwatch to keep track of time. After about 2.5 minutes, give a verbal reminder to the class
that they should be moving on to the second bell work question. After about another 2.5 minutes bring the
class together to go over the answers to the bell work questions. Ask students to share their answers. Mix
the salt and water to talk about solutions (Homogenous mixtures) and how composition is constant
throughout and you cannot see the individual components. Mix the oil and water to demonstrate a
suspension (heterogenous mixture). Mix the coffee grounds and water to demonstrate a mechanical mixture
(heterogenous mixture). For the second bell work question, ask students to share their answers again. Let
students know which classifications were correct and why.

Body Time
Inform students that they will be doing a Jigsaw activity to learn about significant ways chemistry has been
used in the past. Explain to students that they will be divided into four different groups which will cover four
different ways chemistry has been used. In that group, students will use the notes and their laptops to Jigsaw:
research and understand that method for using chemistry. Students will get approximately 5 minutes to 20mins
research. After students have researched, students will get approximately another 5 minutes to discuss their
findings and clarify the content with members of their own group. After students have clarified their findings History of
with one another, they will then be numbered off into different groups where they will teach each other atomic
their topic and others will teach them their topic. Circulate the room as students perform the jigsaw, asking theory: 30
questions, checking for student understanding, and student engagement. -35min

Introduce Atomic Theory to students: talk about how before the scientific method, Democritus reasoned that Work time:
matter had to be made up of tiny particles. After the Law of Conservation of Mass, John Dalton thought his 10min
model of the atom was correct – draw a diagram to represent how he thought of the atom. However, with
advancements in technology, a man named J.J. Thomson was able to perform an experiment with a gas
discharge tube. Perform the ​same​ experiment Thomson did at the front. Explain what is happening, then ask

students to take 3-5 minutes and investigate, using their notes, what Thomson concluded from this
experiment. Circulate the room and ask students if this makes sense. Bring students back together and clarify
what Thomson concluded from the experiment. Draw a diagram to represent what his new idea of the atom
looked like. Next, introduce Rutherford’s experiment. Describe Rutherford’s experiment using the picture on
the PowerPoint slide. After describing Rutherford’s experiment, have students think about what he might
have concluded and investigate his actual conclusions using the notes. Circulate the room and ask students if
this makes sense. Bring students back together and clarify what Rutherford concluded. Draw a diagram to
represent what his new idea of the atom looked like. Finally, introduce the objections to Rutherford’s
experiment. Draw a diagram of how Bohr thought of that atom and introduce how to construct these
models, and determine proton #, electron #, and neutron # via the periodic table.

Pass students out a worksheet to complete on the Bohr model. The expectation is that you complete the
worksheet and hand it in when done (does not have to be fully completed today). If students finish before
closure, have students work on their Work books or flippity.

Closure Time
Briefly relay the important historical figures we looked at: Dalton, Thomson, Rutherford, and Bohr. Let
students know that next class we will be looking at how the periodic table of elements is organized. 3-5min

Sponge Activity/Activities Students can work on Flippity and Workbooks if they finish any of the content early.

Reflection: I thought the lesson went better than my last. I improved at keeping distracted students on
task and holding them accountable during the lesson. However, as a result, I’ve ignored the more quiet
students. I need to find a balance between holding both the “problem” students and the “flying under
the radar” students accountable. I also need to make sure ​all​ students are addressing the key questions
that I’m asking. Most of the time, the same students will answer the questions. I might try whiteboards
next time as a way to check for understanding of those other students.