Warm Up You Decide on which one you want to do! You have a half sheet of paper on your desk and a pink “Warm Up Options” paper. Put your name on the half sheet of paper and read your options. Decide which warm up you want to do and complete it on the half sheet of paper. Date Session # Activity Page # 9/10-11 5 Bohr Model & Lewis Dot Practice (35%) 11 Bohr Model & Lewis Dot Directions 12 Periodic Table Organization LINK 13 Periodic Table Text 1 & 2 14 Homework: Finish Bohr Model & Lewis Dot w/s (35%) Atoms Family Album (35%)

8.P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed container. 8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements. 8.P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements.

TLW Students will explain the organization of the periodic table by drawing and finding patterns in Bohr Models and Lewis Dot structures, completing the first part of a LINK activity and answering an inquiry question using evidence from text read in class.

How are subatomic particles arranged? Bohr Model of the atom: All of the protons and the neutrons The 3rd ring can hold up to 8 e- 10P 11N The 1st ring can hold up to 2 e- The 2nd ring can hold up to 8 e- The outermost ring/level of electrons are the valence electrons

Draw Bohr models (atomic models) for Page 11 Draw Bohr models (atomic models) for As a class: “get ye to a white board” B (Boron element 5) Na (Sodium, element 11) On your own: O (Oxygen, element 8) Li (Lithium, element 3)

Page 11 Complete the first two rows, the rest is homework.

Determine it’s reactivity (how easily it bonds with other elements.) Valence electrons Determine the how an atom bonds with other atoms (or if it will bond at all). Determine it’s reactivity (how easily it bonds with other elements.) Atoms with a complete set of valence electrons are stable. They don’t bond with other atoms: menaing they don’t gain/lose electrons, don’t share electrons. Word origin/stem late Middle English: from late Latin valentia ‘power, competence,’ from valere ‘be well or strong.’ P 12

(because the other e- are in full rings and aren’t going anywhere) Lewis Dot Structures The behavior of an atom is determined by the VALENCE ELECTRONS…so wouldn’t it be easier to just draw those?? (because the other e- are in full rings and aren’t going anywhere)   Write the symbol for the element Calculate the number of valence electrons (Use dots to represent the electrons.) Place electron “dots” around the symbol, starting on the left and moving clockwise. Begin by placing only one electron dot per side of the element symbol. More than 4 valence electrons? Add the second dot to each side (clockwise) Max of two electron dots per side

Lewis Dot Side…complete the first two rows, the rest is homework. Page 11 Lewis Dot Side…complete the first two rows, the rest is homework.

LINK List, Inquire, Note, Know P 13 Organization of the Periodic Table List You have 3 minutes to individually list ideas, words or phrases you associate with “Organization of the Periodic Table” Inquire Note Know List: students have 3 minutes to individually list ideas, words or phrases they associate with the key word or phrase. Without commenting on students’ contributions, compile a class list of ideas (associate group # with list item)

LINK List, Inquire, Note, Know P 13 Organization of the Periodic Table List Inquire Note Know Inquire: Students inquire/question each other’s ideas on the list. Group #’s encouraged to respond to their list items. Compile a class list of questions to drive the reading and learning….”We are going to use this list to create an Inquiry Question that we will use to guide our reading of different texts..” IQ = How are the physical properties of elements and their reactivity reflected in the current model of the periodic table?

LINK List, Inquire, Note, Know P 13 Organization of the Periodic Table List Inquire Note How are element physical properties & reactivity shown the periodic table? Know IQ = How are the physical properties of elements and their reactivity reflected in the current model of the periodic table?

Periodic Table Organization LINK part 1 Talking to Text 1 I model first half, you take notes and pay attention to strategies I use Paragraph 3: 1 partner Reads/Thinks aloud, the other LISTENS Paragraph 4 and diagram: other partner Reads/Thinks aloud, the other LISTENS Add to NOTE based on reading and Inquiry Question

Periodic Table Organization LINK part 1 Talking to Text 2 Paragraph 1 and diagram: 1 partner Reads/Thinks aloud, the other LISTENS Paragraph 2 and diagram: other partner Reads/Thinks aloud, the other LISTENS Paragraph 3: Talk to the text on your own, mark up your reading. (Be prepared to share strategies and/or struggles you had with your partner when you are finished.) Add to NOTE based on reading & Inquiry Question: How are element physical properties & reactivity shown the periodic table? ?

LINK List, Inquire, Note, Know P 13 Organization of the Periodic Table List Inquire Note How element physical properties &reactivity shown on periodic table? Share notes with your group Share out as a class and add to your notes. Know Using the Inquiry Question to guide your answer, summarize what you now know into one or two sentences. IQ = How are the physical properties of elements and their reactivity reflected in the current model of the periodic table?

Turn & Talk Talk to your seat partner about everything you have learned about: Atoms Periodic table Subatomic particles Atomic Models

Warm Up Option 1: Metacognitive reading of the standard. Copy the standard and objective onto your half sheet of paper, as well as the table below it: Understand the properties of matter and changes that occur when matter interacts in an open and closed container. Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements. Read and annotate the standard (“talk to the text”). Complete the table while or after you have read and annotated the standard. Warm Up Option 2:  Organizational Brainstorm Copy the table onto your half sheet of paper In each column, list the different ways each type of item can be organized:  (clothing in a closet or food in the kitchen.)  Be sure to include WHY you have organized the items that way I thought, noticed, inferred Connections, questions I have Clothes in the closet Food in the kitchen