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Interactive Atomic Structure Learning Activity for Students, Slides of Community Health

University of Saint Mary of the LakeCommunity Health

A hands-on activity for students to determine the numbers of protons, electrons, and neutrons in specific elements based on their atomic mass and atomic number. Using tennis balls, golf balls, and whiffle balls as representations of protons, electrons, and neutrons respectively, students create elements by arranging the balls in the correct configuration within a hula hoop. The activity is designed for 5th grade students and aligns with the matter 5.4 science sol. The document also includes teaching suggestions and modifications for larger classes or smaller playing areas.

What you will learn

  • How many protons, electrons, and neutrons does each element have, as determined by its atomic mass and atomic number?
  • What materials are used to represent protons, electrons, and neutrons in this activity?
  • How does this activity help students understand the concept of atomic structure?

Typology: Slides

2021/2022

Uploaded on 09/27/2022

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PROTONS, ELECTRONS AND NEUTRONS, OH MY!
Purpose: Students will determine the numbers of protons, electrons and neutrons in specific
elements based on their atomic mass and atomic number.
Suggested Grade Level: 5
Science SOL: Matter 5.4
Equipment/Materials Needed:
1. About 60 each of 3 different types of balls (tennis balls, golf ball, whiffle balls)
2. Index cards (see/print attached cards)
3. Four copies of the periodic table (Use for modification #3 below)
4. Four cones and 4 hoops (you may use fewer hoops/cones if you only want 2 or 3 teams)
Advance Preparation:
1. Write down different elements of the periodic table on index cards as they would appear on
the periodic table. Write 8 different elements (choose elements that have 20 or less for their
atomic number).
2. Place 4 cones at one end of the playing area and a hula hoop by each cone, as well as two
index cards per hoop.
3. Place boxes or crates of balls on the opposite side of the playing area.
Directions:
1. Divide students into 4 groups.
2. Assign each group a starting hoop and cone.
3. Explain to students that they will be creating an element of the periodic table using the
equipment available and the index cards at their cones.
4. Tell the students that the fleece balls represent electrons, the golf balls represent neutrons and
the tennis balls represent protons. Have them repeat for understanding.
Page 1 of 2
10
NE
Neon
20.1797
12
MG
Magnesium
24.3050
Cones
Hoops
Boxes of Balls
pf3

Partial preview of the text

Download Interactive Atomic Structure Learning Activity for Students and more Slides Community Health in PDF only on Docsity!

PROTONS, ELECTRONS AND NEUTRONS, OH MY!

Purpose: Students will determine the numbers of protons, electrons and neutrons in specific elements based on their atomic mass and atomic number.

Suggested Grade Level: 5

Science SOL : Matter 5.

Equipment/Materials Needed:

  1. About 60 each of 3 different types of balls (tennis balls, golf ball, whiffle balls)
  2. Index cards (see/print attached cards)
  3. Four copies of the periodic table (Use for modification #3 below)
  4. Four cones and 4 hoops (you may use fewer hoops/cones if you only want 2 or 3 teams)

Advance Preparation:

  1. Write down different elements of the periodic table on index cards as they would appear on the periodic table. Write 8 different elements (choose elements that have 20 or less for their atomic number).
  2. Place 4 cones at one end of the playing area and a hula hoop by each cone, as well as two index cards per hoop.
  3. Place boxes or crates of balls on the opposite side of the playing area.

Directions:

  1. Divide students into 4 groups.
  2. Assign each group a starting hoop and cone.
  3. Explain to students that they will be creating an element of the periodic table using the equipment available and the index cards at their cones.
  4. Tell the students that the fleece balls represent electrons, the golf balls represent neutrons and the tennis balls represent protons. Have them repeat for understanding.

Page 1 of 2

10 NE Neon

12 MG Magnesium

Cones

Hoops

Boxes of Balls

  1. Explain that they will choose one of their index cards at their cone and create that element using the hula hoop and the equipment.
  2. Tell students that they are only allowed to retrieve one piece of equipment at a time and they need to take turns retrieving equipment. They should have the protons and neutrons inside the hoop and the electrons on the outside. Check to see that only 2 are directly touching the hoop (shell of the atom).
  3. When they believe they have the element correct have them sit around their hoop.
  4. Check for correctness and return equipment to its proper box.
  5. Play again using next index card.
  6. Using Neon (NE) as an example the hoop should look similar to this at the end:

10 electrons on the outside - 10 protons on the inside - o 10 neutrons on the inside - ^

Teaching Suggestions:

  1. Make sure you have enough equipment that if each team needs 20 of something you have at least 80. You can use things other than balls, i.e. manipulatives from math class, or bingo chips.
  2. If you are in a smaller playing area students will need to walk or jump to get the protons, neutrons and electrons.
  3. Use elements with lower atomic numbers or it will take a very long time and you could run out of equipment.
  4. Remind students that they are NOT allowed to retrieve the equipment and throw it to their teammates. They must individually place them in their hoop– safety first!!

Modifications/Variations:

  1. Spread out all equipment in the playing field instead of having them in boxes or crates.
  2. Let more than one person from a group go at a time.
  3. Don’t give students index cards. Give each group a copy of the periodic table. Call out an element. They will have to find it on the table, and figure out what they need. They will all be working towards the same answer, so you can actually have a “winner” that finishes and gets it correct first.
  4. If you need to have another shell layer you may be able to use jump ropes or string (depending on the length) to represent another layer of the shell.

Page 2 of 2

ooo ^^^ ooo ^^^ oooo ^^^^

This lesson was developed by the School Health Initiative Program (SHIP) for the Williamsburg James City County Public Schools (WJCCPS), Williamsburg, VA. SHIP is funded by the Williamsburg Community Health Foundation (WCHF). Parts or all of this lesson can be used and reproduced without permission provided that SHIP, WJCCPS and WCHF are credited.