1. Bailey Yoder and Marie Roth

2. Students’ Descriptions  High School Chemistry class- grade 11  Students aged 16-17  Various demographic backgrounds  No ELL  Few I.E.P. students

3. Curriculum Outcome(s)  Grade 11 Chemistry  Use this lesson as a prerequisite to standard “By end of the 11-12 program: B. Recognize that some atomic nuclei are unstable and will spontaneously break down.”

4. Objective  Students should understand why the Periodic Table is organized as it is and will in the future use this foundation and the concepts of atomic mass and atomic number to explain why some atomic nuclei are unstable.

5. Evaluation  Students will be evaluated by giving going around the room and each student giving an answer to fill in the table. Informal Will turn in-class work in at the end of class as participation/completion points A similar worksheet with different elements missing will be given as homework which will be collected and graded the next day.  In class questions will also be evaluated to ensure student understanding of concept. Informal Concepts will be on final unit evaluation

6. Lesson Procedures  Introduction Slideshow of different Periodic Tables from ancient Greek version to accepted modern version and other modern versions to make students interested in the table Slideshow  Connection Explain or ask students what they and everything is made of (matter, elements) and that even elements need to be organized so that people can figure out how to best use them to create new products, medicines, understand why the body works as it does, etc.

7. Lesson Procedure Cont’d  Activities/Engagement On SmartBoard show Periodic Table with half of the elements missing, give students copies and the missing elements to work individually or in pairs to decide a strategy and fill in missing elements, then work as a class to determine and reveal answer by uncovering SmartBoard Show video of reactivity of first row elements with water to explain that columns are related by reactivityvideo

8. Lesson Procedures Cont’d  Questions Higher Order ○ Why might the elements arranged by atomic number and not atomic mass unit? (Look at Tellurium and Iodine) ○ Why might the periodic table have 8 main columns and not more or less? (Think about reactivity, video we watched) Lower Order ○ Which element follows Fluorine? ○ Do you think the atoms get bigger or smaller as we look down and across the Periodic Table? How do you know?

9. Lesson Procedures Cont’d  Closure Review today’s lesson and all that was covered, relate to what we will learn tomorrow (Isotopes and reactivity)

10. Commitment to Diversity  Multiple Intelligences Visual: Video, Periodic Table displayed on SmartBoard Auditory: Video, Explaining ideas to each other when working on filling in table Kinesthetic: Filling in table, coming in front of class to expose element answers on SmartBoard  Special Needs Students Working with partners, time to answer individual questions, process time when working together and then working as class

11. Commitment to Diversity Cont’d  Background does not play much of a role in learning science, chemistry especially; instead will relate to unity of life (explain that processes in body are chemical, that everything is made from atoms-plastics, polymers, etc. )

12. Commitment to Technology  Use technology in this lesson to make the lesson more interactive (SmartBoard activity) and to involve more learning styles (video, presentation)  Learning can be made more fun and material more interesting to students by integrating technology  If technology fails: Activity can still be conducted if a large Periodic Table is hanging on wall A live demo could be done to show reactivity down a column Explain that the elements can and have been arranged different ways without showing presentation

13. Materials/Resources  SmartBoard  Handouts  Video (YouTube)  Internet pictures  Prezi  Notes packet