Illustration of Understands and applies knowledge of the structure of atoms in the ICLE's Rigor and Relevance Framework
Quadrant C

Students will construct a model of the atom to human-scale that would allow them to compare and contrast the relative size and distance between component particles

*Evidence, Models and Explanation

 Quadrant D

Students will use the internet and other resources to construct a time-line that traces the historical development of the model of the atom including John Dalton, J.J. Thomson, Ernest Rutherford, and Neils Bohr with the scientific and technological developments of the time that may have contributed to the development of these models

*Evidence, Models and Explanation
Quadrant A
Students will use tools including microscopes to investigate the physical and chemical properties of various materials that provide evidence for the existence and structure of atoms (e.g., crystalline structure of various minerals). 		Quadrant B

Students will model the importance of indirect evidence in identifying the existence and structure of atoms by determining the size and shape of an unknown object inside a closed container without direct observation (e.g., obscertainers). They will then make connections to how this is related to modern science tools (i.e. scanning tunneling microscope and atomic force microscope) that are used for imaging atoms on a surface

*Evidence, Models and Explanation

*Unifying Concept (NSES) represented in this activity. Unifying concepts cross curricular areas and provide students with productive and insightful ways of thinking about and integrating basic ideas that explain the natural and designed world.