Units / Unit A / Atomic Models and Evidence
Atomic Models and Evidence
Trace development of the nuclear atomic model and connect evidence to technologies and careers (A-GO1).
Lesson plan — step by step
- 1
Prepare
Timeline cards for Dalton, Thomson, Rutherford, Bohr.; Career list for Alberta communities.
- 2
Set purpose
Display learning-intent slide; clarify success criteria and POS tags.
- 3
Teach
Walk through 10 slides in order—use talk tracks and questions in presenter notes.
- 4
Formative check
Model-evidence match: Match experiment to model revision on mini whiteboards.
- 5
Close
Exit slide; assign optional review of student notes online.
Materials
- Timeline cards for Dalton, Thomson, Rutherford, Bohr.
- Career list for Alberta communities.
Program of Studies tags
General outcomes
Specific outcomes
- A-GO1-SO2
- A-GO1-SO3
Teacher overview
Students outline evidence for protons, neutrons, and electrons as in POS.
Before class
- Timeline cards for Dalton, Thomson, Rutherford, Bohr.
- Career list for Alberta communities.
Common misconceptions
- Electrons orbit like planets in fixed paths (Bohr is a stepping-stone, not final model).
Formative checks (classroom)
Model-evidence match
Match experiment to model revision on mini whiteboards.
Look for: Rutherford ↔ nucleus; Thomson ↔ embedded electrons.
Slide outline
- 1. [hook] How small is an atom? · ~3 min
- 2. [learning-intent] Outcomes · ~2 min
- 3. [concept] Dalton — solid sphere model · ~6 min
- 4. [concept] Thomson — plum pudding · ~6 min
- 5. [concept] Rutherford — nuclear model · ~6 min
- 6. [concept] Bohr — energy levels · ~6 min
- 7. [worked-example] Subatomic inventory · ~7 min
- 8. [sts] Careers using atomic structure · ~4 min
- 9. [guided-practice] Timeline sort · ~8 min
- 10. [exit] Bridge to periodic table · ~2 min