Atoms and Molecules: 6.E.1 Modeling Molecules: Atoms & Molecules Grade Level 6 Sessions Seasonality Instructional Mode(s) Team Size WPS Benchmarks MA Frameworks Key Words 1 approximately 70 minutes N/A Group and Independent Activity 4-5 students 06.SC.PS.09 06.SC.PS.10 06.SC.PS.11 06.SC.PS.12 06.SC.PS.13 6-8.PS.5 6-8.PS.6 6-8.PS.7 Atom, Electron, Elements, Molecule, Proton Summary Students will learn the difference between atoms and molecules and use brainstorming and engineering techniques to design and create their own molecule. Students will be given Styrofoam balls of various shapes and sizes representing different atoms. They will use these to construct various molecules to visualize molecule structure. As an activity the students will be asked to brainstorm and construct their own molecule and present it in groups. Learning Objectives 2002 Worcester Public Schools (WPS) Benchmarks for Grade 6 06.SC.PS.09 Recognize that there are more than 100 elements that combine in the multitude of ways to produce compounds that make up all the living and nonliving things that we encounter. 06.SC.PS.10 Demonstrate with atomic models (eg., ball and stick) how atoms can combine in a large number of ways. Explain why the number of combinations is large, but still limited. Use models to demonstrate the conservation of mass in the chemical reactions being modeled. 1
06.SC.PS.11 Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of a compound). 06.SC.PS.12 Use atomic models (or Lego blocks, assigning various colors to various atoms) to build molecules of water, sodium chloride, carbon dioxide, ammonia, etc. 06.SC.PS.13 Give basic examples of elements and compounds. Additional Learning Objectives 1. 6-8.PS.5 Recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 2. 6-8.PS.6 Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound). 3. 6-8.PS.7 Give basic examples of elements and compounds. 4. The students will begin to understand how atoms and molecules make up the world around them. 5. The students will begin to understand how there are so many combinations of atoms that are still left undiscovered which could help people. Required Background Knowledge Be familiar with the parts of an atom. Essential Questions What is an atom and how is it different from a molecule? Introduction / Motivation Tell the students that today they will be building molecules out of Styrofoam balls and toothpicks. Procedure The instructor will: 2
1. Have the students complete The Atom worksheet to refresh atomic structure (see attachment) (20 minutes). 2. Have the students break into small groups (at most 4 groups). o Distribute to each group the following amount of Styrofoam balls: 5: 1: 1: 3: Hydrogen Carbon Nitrogen Oxygen 1: Sodium 1: Chlorine o Tell the students that each Styrofoam ball represents an atom and which atom is designated to each size ball. Explain that the size of an atom is measured by the number of protons in the atom. (5 minutes) o Chopsticks will be used to join the atoms. When atoms are joined they will form a molecule. o Have the students attach two hydrogen balls to an oxygen ball using chopsticks as shown: o Tell the students that this arrangement of two hydrogen atoms and one oxygen atom produce one molecule of water. Explain to the students that there are more than trillions of these molecules in a single glass of water. (5 mins) o Next have the students attach two oxygen atoms to one carbon atom. As shown above. Explain to the students that this arrangement of atoms 3
produce one molecule of carbon dioxide. These are the molecules which humans exhale and plants take in. (5 mins) o Next have the students attach three hydrogen balls to a nitrogen ball. Tell the students that this arrangement produces a molecule of ammonia. Explain that these molecules make up the solution that is used to clean and sanitize. This molecule is also very deadly to humans. (5 mins) o Finally have the students attach one sodium ball to a chlorine ball. Tell the students that this arrangement produces a molecule of sodium chloride. Explain to the students that this is the everyday salt that you put on your food. (5 mins) o Make a note to the students that there are over 100 different atoms called the elements listed in the periodic table that are known which combine in a multitude of ways to produce different molecules or compounds which make up all the living and nonliving things we encounter each day. 3. As a final activity the students will brainstorm, design, and build their own molecules. Have the student brainstorm ideas for ideas for functions for their new molecules. (Possible ideas could be molecules that make vaccines for diseases or something that causes people or plants to have super abilities.) (10 mins) Next have the student draw a picture of what the molecule will look like. Tell them that they can only use the balls that are provided, but can use as many as they wish. Have the student name the molecule. (10 mins) Have the students one at a time in each group make their molecules out of the Styrofoam balls and chopsticks. Have them show their molecules to their group members and have them explain their name and function. (15 mins) This final activity can be either done in the small groups in class or as an individual homework assignment. If used as a homework assignment the students can brainstorm and produce a picture of their 4
molecule at home and in groups the next day have each student show their group or the class one at a time their molecule and what its function is. Materials List Materials per class Amount Location Styrofoam balls 48 Local craft store Chopsticks >100 Supermarket Vocabulary with Definitions (in alphabetical order) 1. Atom- The smallest component of an element having the chemical properties of the element, consisting of a positively charged nucleus of neutrons and protons that exerts an electrical attraction on one or more electrons in motion around it. 2. Electron- A negatively charged particle that whizzes around the nucleus of an atom. 3. Elements- Classifications of atoms based on characteristics such as size, weight, and composition. 4. Molecule- Combination of atoms which together produce its own set of characteristics. 5. Proton- A basic particle in an atom s nucleus that has a positive electrical charge. Assessment / Evaluation of Students The instructor may assess the students in any/all of the following manners: 1. Check The Atom worksheet used as a refresh on atom structure. 2. Evaluate individual student s creativity in the create-your-own-molecule activity. Lesson Extensions The instructor might use this lesson as an introduction to the other lessons in this unit. Attachments 1. The Atom worksheet 2. Periodic Table of Elements 5
Troubleshooting Tips None Partnerships Implementing Engineering Education Safety Issues None Additional Resources None Key Words Atom, Electron, Elements, Molecule, Proton 6
The Atom Name Date 1. Label the atom in the picture above. 2. What makes up the nucleus of an atom? What charges make up the nucleus? 3. The picture above is a/an atom. (Hint: Use your periodic table to find this answer.) 4. What is the difference between atomic weight and atomic number? 5. Out of the three components labeled above, which have the smallest mass? 6. How would you make an isotope of the atom above? 7. In the picture seen below, what is the cloud around the nucleus? Why is it drawn this way?