The Periodic Table By Victoria Saksa and Katherine Young

Calendar:  Day 1: Pre-assessment activity  Day 2: Organization of the Periodic Table  Day 3: Family Poster Activity  Day 4: Analyzing Periodic Trends  Day 5: Post-assessment activity

Day 1  Pre-assessment- The students will be putting in order a series of cards, trying to find the pattern to them. They will get a score based on how many they put in the correct order.  Periodic Table Rap-The Periodic Table (Rapping the elements!) - YouTubeThe Periodic Table (Rapping the elements!) - YouTube

Day 2  Organization of the periodic table brochure and worksheets. Teaching students to find things in the periodic table and point out certain trends in the table.

Day 3  Each student will be placed in a group where they will make a poster of one family in the periodic table.

Day 4  Show PowerPoint over trends in the periodic table. Have students take notes on an accompanying study guide and draw trends on a blank periodic table.  Have students complete a worksheet reviewing all covered concepts on the periodic table.

Day 5  Post assessment activity – Students will use information about families and trends to create a periodic table on alien elements.  Students who finish early can then play the “atom game.”

Practices  Asking questions- “How was it developed?” “Why is it organized this way?” “How can I use it to understand the elements?”  Developing and using models- using the periodic table to understand elements and using “non-science” models to sequence and understand the organization of the periodic table.

Practices (cont.)  Analyzing and Interpreting data- there is data in all of the activities that the students must either organize or pick out important information from  Engaging in argument from evidence- students must explain why data goes where they put it and argue why it belongs or doesn’t belong to the data set.

Crosscutting Concepts  Patterns- Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for cause.  System and System models- seeing why things are easier to find and interpret once they are put into a model  Energy and Matter- In nuclear processes atoms are not conserved but the total number of protons plus neutrons is conserved

Crosscutting Concepts (cont.)  Structure and Function- Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem

Disciplinary Core Ideas  PS1.A Structure and Properties of Matter  Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.  The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

Connections to English/ Language Arts  RST Translate quantitative or technical information expressed in words in a text into visual form and translate information expressed visually or mathematically.  RST Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Connections to English/ Language Arts  WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.  WHSY Draw evidence from informational texts to support analysis, reflection, and research

Connections to Technology and Society  Students will see that the elements have uses when we go through characteristics

Connections to Mathematics  MP.4 Model with mathematics  HS-Q.A.1 Use units as a way to understand problems and to guide the solution of multi- step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays  HS-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling

Connections to Mathematics  HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Connections to Art and Social Science  Students can see how Mendeleev had to work through a problem and the challenges he faced.

Accommodations for individualized or group learning  Most activities are completed in groups but could be completed individually  Extended time  Minimizing the cards to be sorted

Safety Precautions  All activities are paper based.

Materials Required  Copies of worksheets  PowerPoint presentations  Poster board  Art supplies  Computer with internet connection  Projector  The Atom Game

Additional Resources  You Tube  STEM resource center