2. Arranged/developed/modified by the fabulous IMSS team of Anja Crickmore, FUSD Susan Lemke, FUSD Hollie Stark, FUSD Karina Rizk, FUSD

4. 5 Day Unit: This instructional case is presented over the course of 4-5 days. Prior to this lesson, students should not have any previous periodic table education (in the school year) and should not be made aware of any connection to periodic table until Day 3. Day 1: Paint Chip Activity Day 2: Electron Dot Diagrams Day 3: Direct Instruction Day 4/5: Practice and Assessment

5. Day 1: Paint Chip Activity Focuses on concept of classification and organization Introduces prediction using deductive reasoning

6. Please open envelope with paint chips. Please find the light orange chip. Please find a medium-hued yellow. Organize/sort your paint chips two ways: rows and columns.

7. Organize your paint chips two ways: rows and columns

8. Describe your organization as you go across each row and as you go down each column. What changes as you go across and as you go down? Did you appear to have missing colors? For each of your missing colors, describe where it was located and predict what color you think it should be. If you want to paint your room the color of the sky where in your chart would you look for that color? Explain your rationale. Why was it more helpful to have your cards organized than to have them just in the envelope when you were finding your color of the sky?

9. CALENDAR CONNEXNS

10. Day 2: Electron Dot Diagrams Students analyze a calendar to discern patterns and predictability. Students refine organizational skills using two criteria to sort electron dot diagram cards. 14

11. Day 2: Electron Dot Diagrams Students analyze a calendar to discern patterns and predictability. Students refine organizational skills using two criteria to sort electron dot diagram cards. Using the pieces in the envelope, please arrange the cards in your group now. Now draw your finished product on the gold paper and predict what the next cards will look like and where they should go. Draw them. 14

12. Day 3: Direct Instruction Teacher presents the periodic table to the students. Connections to Day 1 and 2 discoveries of the periodic table are made via power point presentation or lecture.

13. Day 4/5: Practice and Assessment Find the Missing Elements activity Students are challenged to discover missing elements on a periodic table using clues

14. Day 4/5: Practice and Assessment Periodic fill-in activity This activity requires the student to “code” the periodic table as well as fill in blanks.

15. Lesson Outcomes Increased student engagement Decreased student anxiety about periodic table content Students make deeper connections to the underlying structure of the periodic table leading to greater understanding of the properties of elements and later topics such as bonding.