Monday, December 1, 2014 14 Week 14 Agenda 14 Week 14 + 15 Catalyst Homework: Finish In-Class Worksheet, if not done Objective: We will understand how valence influences placement on the periodic table. Catalyst Answer Choices: A. more seeds were removed from Species A than B B. more seeds removed from Species B than A C. the amount of seeds removed was the same D. cannot be determined from the data provided 14 Week 14 Agenda 14 Week 14 + 15 Catalyst 14 Classwork: Valence Electron Trends

Announcements Tutoring today after Wednesday! Week overview -Pipe cleaners represent valence electrons -Multiple atoms have the SAME # valence electrons -Draw Bohr Model of what you THINK it is -TAKE CARE OF THE PING PONG BALLS Check Bohr model BEFORE giving them the next one Raise hand to get new one – make sure they draw ALL electrons ***COLOR SIGNIFICANT! Finish Bohr Models, explain what happens next

Agenda Catalyst Announcements Valence Electron Activity Worksheet -Pipe cleaners represent valence electrons -Multiple atoms have the SAME # valence electrons -Draw Bohr Model of what you THINK it is -TAKE CARE OF THE PING PONG BALLS Check Bohr model BEFORE giving them the next one Raise hand to get new one – make sure they draw ALL electrons ***COLOR SIGNIFICANT! Finish Bohr Models, explain what happens next

Valence Activity Each ping pong ball represents an atom. The pipe cleaners represent the valence electrons of the atom. Your job: draw an atom of the element you think your ping pong ball could be, based on the valence electrons. When you finish, raise your hand and Miss Kline will bring you another “atom” to draw. -Pipe cleaners represent valence electrons -Multiple atoms have the SAME # valence electrons -Draw Bohr Model of what you THINK it is -TAKE CARE OF THE PING PONG BALLS Check Bohr model BEFORE giving them the next one Raise hand to get new one – make sure they draw ALL electrons ***COLOR SIGNIFICANT! Finish Bohr Models, explain what happens next

Where do they go? When you think you know where your “atom” goes, bring it up to the periodic table and stick in on. You MAY NOT move anyone else’s “atom” and all atoms must go on to the table. -Put atoms on the periodic table. -You CANNOT move ANYONE’s atom, even if you think they are wrong! Call by row to minimize a million people at board? -REMIND to not move atoms -Go back to seat when you are done Go through one at a time to determine if atom is in correct spot -Randomly moving balls from other spot to correct spot? -Are you seeing a pattern, after the first two rows? -(should be colors by column)

What’s wrong? Which atoms need to move? Which atoms are in the right place? Which are we 100% sure of? Go through this initially together, then ask kid volunteers to change the rest of them (only doing it by color and NOT by number) Need to give the kids more ownership here – kid to fix at front

What do you notice now? How is the periodic table organized? Solidify that it is not only organized by COLOR, but REALLY by valence electron NUMBER!!

Complete the WS Answer each question based on the valence activity. You will turn this in before you leave today. -What do you notice as you move from left to right? -What do you notice as you move down? -

Tuesday, December 2, 2014 14 Week 14 Agenda 66 Homework: Finish In-Class Worksheet, if not done Objective: We will investigate trends in the periodic table through organizing elements. Standard: SIN 403 Catalyst Answer Choices: F. The number of ants in each site G. The number of seed dishes placed in each site H. The mass of the elaiosome of each seed J. The type of seeds taken by the ants in each site 14 Week 14 Agenda 66 14 Week 14 + 15 Catalyst 67 14 Classwork: Valence Electron Trends 68 14 Intro: Periodic Table 69

Announcements Tutoring tomorrow after school Finish today’s worksheet if you do not finish in class Go through this initially together, then ask kid volunteers to change the rest of them (only doing it by color and NOT by number) Need to give the kids more ownership here – kid to fix at front

Agenda Catalyst Announcements Periodic Table Introduction and Trends Go through this initially together, then ask kid volunteers to change the rest of them (only doing it by color and NOT by number) Need to give the kids more ownership here – kid to fix at front

Review What trend did we notice from the activity done yesterday? Are there any other trends you think might exist? Go through this initially together, then ask kid volunteers to change the rest of them (only doing it by color and NOT by number) Need to give the kids more ownership here – kid to fix at front

Periodic Table Activity Partner read Answer questions Determine trends Go through this initially together, then ask kid volunteers to change the rest of them (only doing it by color and NOT by number) Need to give the kids more ownership here – kid to fix at front

Ionization Energy The minimum energy required to remove an electron from an atom in the gaseous state. Go through this initially together, then ask kid volunteers to change the rest of them (only doing it by color and NOT by number) Need to give the kids more ownership here – kid to fix at front