# Bohr model - Task cards

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This set includes element 1-20 (Hydrogen through Calcium) students can practice a few different skills with these cards.
-Identify the atomic number given an element symbol.
-Identify the # of protons, neutrons and electrons for the element using the periodic table.
-Identify the correct location of the subatomic particles in an atom and place them there.
-Add electrons to the correct energy levels in an atom using simplified energy level information (2, 8, 8, 2)
-Correctly draw a bohr model with helpful scaffolds.
- Apply the bohr model to be able to determine the valence electrons in an atom
-Place the cards in order like you see them on the periodic table and determine the trend in valence electrons and shielding across and down the periodic table.

How I use them. depending on the size of the class and the time I want to allow for this, I will print out my pages in order, and aim to give each child 5 cards. I ask them to complete 1 item for each card before moving on to the next part because I have found that my students get lost in directions pretty fast, but how you do that is up to you.

I will do small bits of instruction between new directions just to check that at least a few students know where they are looking for the information and will be able to help others while I go around checking in with groups.

Once the cards are complete the kids organize the cards like the periodic table. They see if they can find a pattern and if any cards stick out as not following the pattern, they go back to check it. (H and He always tend to bother people)

Shielding usually is discussed later when we go over periodic trends in more detail.

As an exit ticket to this lesson I either give my students another card, and ask them to complete it, or use the pattern discovered to find the number of valence electrons of an element outside of element 1-20 and ask them to explain their reasoning.

Last year used index cards and quickly wrote element symbols on the card and found that the time and effort and confusion that went into having students draw their own cards was draining and not time efficient. I made these for summer school and collected them from my students and now they always ask me to use them as a resource!

I hope you find these equally as useful in your classroom!
Total Pages
5 pages
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Teaching Duration
55 minutes
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