Interactive STEM Model: Atomic Structure for Primary Science

This assignment presents an interactive STEM model designed for primary science education, focusing on the fundamental molecular structure of atoms. It outlines a hands-on learning activity where students, organized into groups, construct Bohr's model using colored beads and straw baskets to re...Read More

Running head: INTERACTIVE STEM MODEL
Interactive STEM Model
Student’s name
University
Author’s note

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INTERACTIVE STEM MODEL
Key scientific concept associated with your model. Link to the Victorian Primary Science Curriculum /
Early Years Learning Framework (EYLF) and a Big
Idea in Science.
The key scientific concepts embedded in the learning
program are the understanding of the fundamental
Victorian Curriculum Descriptor: VCSSU122
Levels 9 & 10: All matter is made of atoms which are
composed of protons, neutrons and electrons; natural

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model of molecular structure of atoms. radioactivity arises from the decay of nuclei in atoms
(Victorian Curriculum and Assessment Authority
2020).
Elaborations:
 describing and modeling the structure of atoms in
terms of the nucleus, protons, neutrons and
electrons
 comparing the mass and charge of protons, neutrons
and electrons
Big Idea of Science Descriptor: All matter in the
Universe is made of very small particles.
Interactive Models

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Model 1: Plum Pudding Model
Model 2: Orbital Model (Bohr’s model)

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Model 3: Solar System Model
Description of the Interactive and Inquiry Based Learning Activity
The rationale of this specific learning activity is to inform students regarding the fundamental molecular structure of atoms,
and familiarize them with the past theories of atomic structures. The learning activity will further intend to encompass the rudimentary
ideas of molecular properties, i.e. electrons, protons and neutrons, and their behaviours and characteristics within the molecular
structure.
The students will be engaged in the activity through an objective introduction of the learning model. Further, the students will
be organized into groups of six and will be encouraged to develop Bohr’s model of the molecular structure using coloured sorting
beads and straw baskets on orbital diagrams predawn on cardboard sheets. Then they will be asked to demonstrate the structure of

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their atomic models and identify the different sub-atomic particles, along with their positions and electric charges. Then I will conduct
a group discussion where every group will take part in a debate to share their understanding of the evolution of atomic theory and why
electrons, protons and neutrons behave within a molecule in a particular way. I will use cue cards to support the students
understanding the mass, electric charges and construction of the nucleus during the discussion. This argumentative approach will
encourage critical thinking and healthy competition among students. At the same time, it will promote practice of weighing evidences,
assessing alternatives and evaluating the potential viability of scientific claims. (Driver, Newton and Osborne 2000). The Primary
Connections resource “What’s the matter” information sheets and equipment list will help students complete this learning activity. The
use of this Primary Connections resources fits well within the AITSL standard- understand the relevant and appropriate sources of
professional learning for teachers. (AITSL 2020).

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Specific Advantages of Using the Model Specific examples of key questions
1. Students can learn the specific structure of atoms and
molecules.
2. Students can learn about the specific electrical charges,
masses and locations of electrons, protons and neutrons,
e.g. electrons carry negative charge and are responsible
for chemical reactions, neutrons carry neutral charge
and constitute the mass of the atom etc.
3. They will also be able to identify the central role of
neutrons in identifying the identity of particular
elements.
This links to VCSSU122--All matter is made of atoms
which are composed of protons, neutrons and electrons; natural
radioactivity arises from the decay of nuclei in atoms
1. What is the structure of an atom?
2. What are the sub-atomic particles?
3. Can these sub-atomic parts be seen easily?
4. How has the atoms been demonstrated by early
scientists?
5. What constitutes the nucleus of an atom?
6. Which particle carries the positive/negative charge?
Developing specific questions to evaluate the depth of their
understanding helps teachers plan for further lessons. This
links to AITSL standard 2.1 on knowing the content and
how to teach it. (AITSL 2020).

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(Victorian Curriculum and Assessment Authority 2020).

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Alignment with 5E Learning Model
Engage: Watch a video of the Atom Song
https://www.youtube.com/watch?v=oFLH_0B4ZLg
Explore: Groups discussing understanding of the arrangements
of molecular particles and their masses and electric charges
Explain: Groups explain behaviours of electron, proton and
neutrons along with why neutrons make the masses of atoms
Elaborate: going on an excursion to the STEM workshops at
Scienceworks’ to participate in the Beyond Perception: Seeing
the Unseen program, followed by a discussion session on how
the molecular structure is understood in the particle accelerators
facility.
Evaluate: ANCQ practice quiz for intermediate years compiled
questions for assessing students’ knowledge on atomic
Specific Limitation of the Model
 Many students may fail to grasp the
difference between atoms and molecules
 This model does not include the
representation of periodical table, which may
affect student’s understanding of atomic
structures of different elements.
 Students may find it difficult how the electric
charges vary in same atoms.

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structures.
excursion to the at Scienceworks to participate in the Beyond
Perception: Seeing the Unseen program links to AITSL
standard 7.4 - understand the role of external professionals and
community representatives in broadening teachers’ professional
knowledge and practice

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Feedback Assessment
Performing Below Level: Provide students with peer support
to develop the understanding the structure of atoms
Performing at Level: Encourage students to take up leading
role in group discussions, e.g. demonstrating the different
electric charges of the sub-atomic particles
Above Level: Encourage students to explore the periodical
tables to identify different elements with different atomic
structures.
Alignment with the principles of STEM
education
Science: The fundamental scientific structure of atoms and
its place in chemical science
Technology: Can be placed in demonstrating chemical
reactions to develop different compounds
Engineering: Can be linked with understanding the
development of electronic gadgets such as smartphones,
LED lights etc.
Mathematics: The idea of atomic mass as well as the
chemical bonding depending on free electrons (Victorian
Curriculum and Assessment Authority 2020).

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References
< https://www.ase.org.uk/bigideas/>
Association for Science Education 2020, Principles and Big Ideas of Science Education, viewed 4th April 2020,
Australian Institute for Teaching and School Leadership (AITSL) 2020, Australian Professional Standards for Teachers, viewed 4th
April 2020, https://www.aitsl.edu.au/teach/standards/
Driver, R, Newton, P, and Osborne, J 2000, ‘Establishing the norms of scientific argumentation in classrooms’, Science Education,
84(3), 287-312.
https://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCSSU122/
Museums Victoria 2020, Scienceworks, Beyond Perception: Seeing the Unseen
https://museumsvictoria.com.au/scienceworks/learning/school-programs-and-resources/beyond-perception-seeing-the-unseen/
Primary Connections 2020, What’s the Matter viewed 4th April 2020
Victorian Curriculum and Assessment Authority (VCAA) 2020, Content Description VCSSU122 - Victorian Curriculum, viewed 29th
January 2020,
YouTube 2020, The Atom Song https://www.youtube.com/watch?v=oFLH_0B4ZLg

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Appendix 1: Recommended Primary Connections teaching resources on Scootle
Year Name Description
Foundation Growing well This comprehensive teacher resource
focuses on the needs of living things,
particularly the water, sunlight and nutrient
needs of plants. Students observe and
describe how conditions of the
environment affect the features, behaviour
and survival of plants and animals
Foundation On the move Explores push and pull forces used to
move objects, in ways such as sliding,
bouncing and spinning, through a series of
collaborative inquiry-based learning
activities.
Year 1 Bend it! Stretch it! This comprehensive teacher resource
focuses on how everyday materials can be

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physically changed in a variety of ways
including bending and stretching. Students
explore ways that every day materials and
objects can be changed, they experiment
with bending and folding, stretching and
scrunching, wetting and drying out
Year 2 All Mixed Up We are surrounded by mixtures — the air
we breathe the food we eat and drink, and
our personal grooming products. Chefs try
mixing ingredients in different ways to
make tasty combinations and interesting
textures.
Year 6 Chemical detectives What makes things change and what
affects how fast they change? Why do
some things burn more fiercely, rust more
quickly or smell more strongly? The whole

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world is made up of particles that are
constantly moving and reacting with one
another in fascinating ways.
Year 4 Material World New materials have revolutionised modern
life. Plastics have been used instead of
glass in bottles and windows, and even
instead of metals in aeroplanes. Lighter,
stronger, warmer fabrics have made
extreme weather conditions more
comfortable. Designers incorporate new
materials in clothes and bags to better suit
our needs.
Foundation What’s it made of All around us are things made from
interesting materials. Who would once
have imagined things like CDs, self-
adhesive notes or floppy silicone

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ovenware? Materials that we now take for
granted are the products of imagination
and exploratory science.
Year 5 What’s the matter This comprehensive teacher resource
focuses on demonstrating the fundamental
constitution of the material world as made
of miniscule particles, and all that we
experience, including all living and non-
living things as made of particles.

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