Unit 4: The Periodic Table


Unit Essential Question: How can the periodic table be used to predict physical and chemical changes of elements?


Concepts:

  1. History of the Periodic Table
  2. Periodic Trends

Summative Assessment


Concept 1: History of the Periodic Table


Instructional Activities:

Pre-Instruction
Instruction
Post-Instruction
Clicker Activities:First response / identification questions - students will use the periodic table to identify various elements according to their group number and/or period number. Students will work in groups to complete this activity
Clicker Activities:Concept / identification questions - students will answer embedded concept questions explaining why the periodic table is constructed in the manner that it is and what information is found on the table. In addition, students will identify various elements by applying their knowledge of how the periodic table is constructed. Engagement is increased as students work individually or in groups to answer questions throughout the lesson
Clicker Activities:Concept / identification questions - students will use their knowledge of how the periodic table is constructed to identify various elements based on what group or period they are in. Students will also identify how the periodic table has changed over time. The questions will serve as a formative assessment and should be worked on individually. Students' study habits are positively affected when clicker questions are pre-assigned 1-3 days before a known clicker activity is administered
Supporting Activities:Instructions on how to use the periodic table to determine an element's group number and period number
Supporting Activities:Lesson on the history of the periodic table and the significance of its construction, in addition to homework and/or practice worksheets where students identify elements based on their location on the periodic table
Supporting Activities:Lesson on the history of the periodic table and the significance of its construction, in addition to homework and/or practice worksheets where students identify elements based on their location on the periodic table

What students must know:
  • Students will know why the periodic table is constructed in the manner that it is and what information is found on the table
  • Students will know the major advancements in the construction of the periodic table

What students must understand:
  • Students will understand the importance of the periodic table and how it is used by chemists

What students must be able to do:
  • Explain the historical development of the periodic table
  • Use the periodic table to find information about different elements
  • Explain the relevance of the structure of the periodic table

Lesson Essential Questions:
  • How has the set up of the periodic table changed over the past 100 years?
  • What information can I find on the periodic table?
  • How are the average atomic masses of atoms reported on the periodic table?

Vocabulary:
  • Periodic Table
  • Periodicity

Concept 2: Periodic Trends


Instructional Activities:

Pre-Instruction
Instruction
Post-Instruction
Clicker Activities:First response game - students will work in teams to play a first response game using key terms and definitions for periodic trends. Student engagement is increased as peer instruction and clickers are combined to learn new vocabulary
Clicker Activities:Concept questions - students will answer embedded, predictive questions during a lesson on periodic trends. They will work in groups to predict the properties of elements based on their position on the periodic table
Clicker Activities:Laboratory experiment predictions - students will work individually or in groups to make predictions about chemical reactions based on their knowledge of periodic trends. This activity will serve as a formative assessment on periodic trends as students apply what they have learned. The activity will also positively affect students' study habits as they prepare for the upcoming lab experiment on periodic trends
Supporting Activities:Working individually, students will use their chemistry texts to look up key vocabulary terms for periodic trends
Supporting Activities:Lesson on periodic trends, periodic trends graphic organizers
Supporting Activities:Lesson on periodic trends, periodic trends graphic organizers

What students must know:
  • Students will know what is meant by atomic radius, ionization energy, electron affinity, and electronegativity
  • Students will know the trends in physical and chemical properties according to the structure of the periodic table

What students must understand:
  • Students will understand the role that the structure of the periodic table has in the prediction of physical and chemical properties

What students must be able to do:
  • Predict properties of elements based on their position on the periodic table
  • Compare properties (atomic radius, ionization energy, electron affinity and electronegativity) of different elements to each other

Lesson Essential Questions:
  • How can the periodic table be used to predict information about atoms?
  • How can the properties of matter be explained by its atomic structure?
  • How can you predict physical and chemical properties of elements by using the periodic table?

Vocabulary:
  • Ionization Energy
  • Electron Affinity
  • Electronegativity

Summative Assessment


Clicker Activity: A multiple choice summative assessment, designed for students to complete individually, will test students on each of the major concepts from unit four. The assessment will include vocabulary, identification, classification and concept questions
Supporting Activities: Lessons, practice worksheets and clicker activities on each of the major concepts from unit four