1. How are elements organized on the Periodic Table?
Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements
Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question

2. Activating Strategy Find the Pattern
Instructional Approach(s): The teacher should make a seating chart before the class period. If you already have a seating chart, create a different one using another organization method. Possible organizational ideas for the arrangement include placing students by birth date, by height, or alphabetically by their first names. Create a blank seating chart template that can be used by the students to fill in the student information they gather. Or, use the table on the student section of the Placement Pattern Activity sheet [linked on the matter resource page]. The teacher should facilitate the activity while the students follow the direction on the Placement Pattern sheet to complete the activity. The teacher should discuss the analysis questions with the class.

3. What is the pattern?
The princesses are ordered by the color of their dresses
in visible spectrum range: red, pink, yellow, green, blue, purple

4. What is the pattern?
The princesses are ordered by the color of their hair
from lightest to darkest: blondes, red-heads, brunettes, black-haired

5. What is the pattern?
The princesses are ordered by the color of their hair
from lightest to darkest: blondes, red-heads, brunettes, black-haired

6. What is the pattern?
The princesses are ordered by the length of their hair
from shortest to longest.

7. The Pattern
While going through this PowerPoint you have to be able to recognize how the periodic table is organized. Its classified and organized by 3 different ways

8. Background Information
Scientists in the early 1860s had a similar problem like the mixed up DVDs when looking at Elements. Dmitri Mendeleev discovered a pattern to the Elements in Mendeleev found that when elements were arranged by similar properties, the pattern was “periodic” (repeating every seven elements). Therefore, the name The Periodic Table of Elements.
Instructional Approach(s): The teacher should present the information on the slide

9. During the lesson, use the “Elements on the Periodic Table Notes” to record your information.
Instructional Approach(s): The teacher should give each student a copy of the notes sheet to record important information during the lesson

10. What is the Periodic Table?
It represents our understanding of the structure and usefulness of the atoms that have been identified in our environment
Elements are organized on the Periodic Table based on similar properties
Instructional Approach(s): The teacher should present the information on the slide while the students record important information on their notes
Picture from

11. The Periodic Table contains over 100 different Elements
Instructional Approach(s): The teacher should present the information on the slide

12. What do the numbers and Letters mean?
Instructional Approach(s): Transition slide leading to the answers on the next slide

13. What do the numbers and Letters mean?
Element Name
Atomic Number:
The number of protons in its atom.
Atomic Number
Element’s Chemical Symbol
Instructional Approach(s): The teacher should present the animated slide while the students record the important information on their notes. With each click of the mouse, the following information is shown: element name, atomic number (with definition), chemical symbol, and atomic mass (with definition)
Atomic Mass
Atomic Mass:
The mass of one atom of the element

14. The Atomic Mass Increases
What do you notice about the Atomic Number of Elements as you move Left to Right and Up to Down on the Periodic Table of Elements?
The Atomic Mass Increases
Instructional Approach(s): The teacher should pose the question to the class. The teacher can call on students or ask for volunteers to answer the question. When ready, the teacher can click the mouse to show the answer

15. So how is the Periodic Table arranged?
The Periodic Table is organized like a big grid.
The properties of an element can be predicted from its location in the Periodic Table
There are rows (left to right) and columns (up and down). Each row and column mean something different.
Instructional Approach(s): The teacher should present the animated slide while the students record the important information on their notes.

16. Complete #13 on your Notes Sheet
The Periodic Table can also be divided into three main types of Elements: Metals, Metalloids, and Nonmetals
Complete #13 on your Notes Sheet
Instructional Approach(s): The teacher should present the animated slide while the students record the important information on their notes.

17. Metals Metals are shiny Metals are solid at room temperature
Metals have high conductivity
Metals can be flattened and not shatter (malleable)
Instructional Approach(s): The teacher should present the animated slide while the students record the important information on their notes.

18. Nonmetals Nonmetals are not shiny
Nonmetals are mostly gaseous at room temperature
Nonmetals are poor conductors
Nonmetals are brittle and will shatter easily (not malleable or ductile)
Instructional Approach(s): The teacher should present the animated slide while the students record the important information on their notes.

19. Metalloids
Metalloids have characteristics between metals and nonmetals
Metalloids are solid at room temperature
Metals are semi-conductors
Instructional Approach(s): The teacher should present the animated slide while the students record the important information on their notes.

20. Distributed Summarizing
Turn to a seat partner and discuss the following questions [without looking at your notes if possible]:
Give a general description of the location of Metals, Nonmetals, and Metalloids on the Periodic Table
Most Elements are of which type?
What are some of the differences and similarities between them?
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

21. Periods Each horizontal row of the table is called a period
Each row represents the number of energy levels present in an atom of the element
Instructional Approach(s): The teacher should present the slide while the students record the important information on their notes.

22. Groups (Families) The Columns are called Groups There are 18 groups
The Elements in a group have the same number of electrons in their outer energy level
Groups are often “grouped” together to form Families because of similar properties
Instructional Approach(s): The teacher should present the slide while the students record the important information on their notes.

23. Groups (Families)
You probably know a family with several members who look a lot alike. The Elements in a group or family in the periodic table often-but not always-have similar properties.
Instructional Approach(s): The teacher should present the slide while the students record the important information on their notes.

24. Complete #14 on your Notes
Instructional Approach(s): The teacher should present the slide while the students record the important information on their notes.

25. Groups (Families)
Although you are not expected to know the names of the similar “family (groups)”, here is a quick glance. [Names vary depending on source]
Instructional Approach(s): The teacher should present the slide introducing the next few slides. Once again, the students do not have to know the actual names of each family (group). Just introduce the information to them.

26. Hydrogen
The properties of Hydrogen do not match the properties of any single group, so it is set apart. It is above Group 1 because it has 1 electron in its outer energy level like Group 1.

27. Alkali Metals

28. Alkaline-Earth Metals

29. Transition Metals

30. Boron Group

31. Carbon Group

32. Nitrogen Group

33. Oxygen Group

34. Halogen Group

35. Noble Gases

36. Rare Earth Elements

37. Distributed Summarizing
It is tough to remember the difference between a Period and a Group on the Periodic Table. With a partner, come up with a strategy for remembering the difference between a Period and a Group. Keep in mind the similar properties of each.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

38. Periodic Table and States of Matter
Most Periodic Table models also indicate whether an element is a solid, liquid, or gas.
Instructional Approach(s): The teacher should present the slide while the students record the important information on their notes.
Complete #15 on your Notes

39. Let’s Review the Basics of the Periodic Table
Instructional Approach(s): The teacher should show the video to reinforce the Periodic Table

40. Reactivity of Elements
Atoms will often take, give, or share electrons with other atoms in order to have a complete set of electrons in their outer energy level. Elements whose atoms undergo such processes are called Reactive and can combine to form compounds. Since “Groups” [columns] are similar because they have the same number of electrons in their outer energy level, the Periodic Table is also organized by degree of reactivity.
Instructional Approach(s): The teacher should present the slide while the students record the important information on their notes.

41. Reactivity of Elements
Instructional Approach(s): The teacher should present the slide while the students record the important information on their notes.

42. Reactivity of Elements
In general, Elements located on the left of the Periodic Table are most reactive metals, least reactive metals in the middle, and nonmetals on the right.
Instructional Approach(s): The teacher should present the slide while the students record the important information on their notes.

43. Distributed Summarizing
Elements whose atoms take, give, or share electrons are called Reactive and can combine to form compounds. How could you compare Reactive Elements to people who are active on social media [Facebook, Instagram, Twitter, Snap Chat, etc]? Using those thoughts, identify an Element that would be very active on social media. Identify an Element that would not join in social media. Explain Why.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

44. Complete #16 on your Notes
*Gas **Liquid
Instructional Approach(s): The students should complete their notes while the teacher walks around and checks student work.

45. 3-2-1 Summarizing Strategy
Name at least 3 ways the Periodic Table is organized
Identify the 2 numbers given for each element
Identify the main purpose of the Periodic Table
Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.