Download Organizing the Periodic Table

Organizing the Periodic Table
Anja Crickmore, Susan Lemke (FUSD Hopkins)
Hollie Stark (FUSD Centerville)
Karina Rizk (FUSD Thornton)
Generative Question
This case begins with the generative question
about the periodic table:
How does the organization of the periodic
table help identify the properties of the
elements?
Students often memorize aspects of the periodic table
without having an understanding of the properties and
patterns it reveals.
This question is
designed to help
students construct
meaning from the
organization of the
periodic table.
Scientific Investigation
In 1869, a Russian scientist, Dmetri Mendeleev
discovered a set of patterns that applied to all the
elements. He noticed a pattern of properties that
appeared when he arranged the elements in order of
increasing atomic mass.
The periodic table is an
arrangement of elements
showing repeating patterns
of their chemical and physical
properties.
Unlike Mendeleev’s table, the modern periodic table is
arranged in order of increasing atomic number instead
of atomic mass.
The usefulness of this arrangement is that the
properties of an element can be predicted from its
location on the periodic table.
Learning Objectives
The organization of the periodic table is based on the
properties of the elements and reflects the structure of
atoms. As a basis for understanding this concept:
•Students can identify regions corresponding to metals,
nonmetals, and inert gases.
•Students know elements can be classified by their
properties.
Process Skills used during this lesson:
Observing
Communicating using charts and diagrams
Classification
Formulating explanations from evidence
Connecting explanations to scientific knowledge
Predicting
Recognizing patterns
Collaboration
Instructional Strategies
•The paint chip activity provides realia for English
language learners.
•Probing questions allow for deeper thinking.
•Coloring the periodic table helps EL and resource
students recognize the different regions of the periodic
table.
Students should be able to answer the following
question after completion of the lesson sequence:
Is there a pattern to be observed in the periodic table?
What does the periodic table reveal about element
properties?
Students should also be able to predict the location of
elements on the periodic table based on their
properties.
Rationale
A common misconception is that the periodic table is a
random set of letters and numbers to be memorized.
By having students recognize the underlying patterns
they will better understand the periodicity of properties
that will be discussed later in the chemistry unit.
In preparation of this lesson you will need to prepare
enough paint chip sets and print/copy/cut organization
cards for each pair of students.
It is useful to have a large calendar to show students
during the anticipatory set.
Assessments
Lesson Overview
Assessment/ Paint Chip Activity: Assess students’
ability to predict colors based on a pattern of paint chips
conducted at conclusion of Day 1.
Formative Assessment/ Organizing Cards: Describe
the logic they used to determine the organization of the
cards during the Organizing Cards Activity.
Paired Formative Assessment/Periodic Table Fill-In
Activity: Students fill-in and color the periodic table
based on families and type of element.
Formative Performance Assessment/Find the
Missing Element Worksheet: Students attempt to
identify unknown elements using given properties of
those elements.
Research Lesson
Day Two: Organizing Cards Activity
14
The Anticipatory Set (5 minutes):
Discuss ways in which organization can make
students’ lives easier. Show the students a calendar
and have them pair-share how it is useful - all the days
in a column and then in rows by increasing number.
Activity (20-30 minutes):
Students will organize the first 20 elements based on
their atomic number and their valence structure,
following the details in the handout. They should, after
some trial and error, end up with a structure that looks
like the top 3 rows of the periodic table.
During the activity, do not tell the students that they'll be
building the periodic table! Emphasize that the students
must use both criteria to create their organization. You
should try to avoid any mention of the periodic table.
Students should duplicate their organization onto poster
paper and justify their thought process.
Assessment (10 minutes):
As an assessment, students then predict the structure
of the remaining elements in row 4.
Elements of Inquiry
Students engage in a question provided by the teacher
and are given data to analyze. They formulate
explanations based on evidence, give possible
connections, and form reasonable argument to
communicate explanations.
The lesson comprises 3-4 days of increasingly complex
activities that will lead the learner to the desired
outcome. In all lessons, the teacher engages the
students using the five essential elements of inquiry.
Day 1: Students are introduced to the idea that things
can be organized in a pattern based on their
properties. They do this by organizing paint chips in a
“logical” way. Day one concludes with students
recognizing missing colors and predicting where they
belong.
Day 2: Students are asked to consider the organization
of a monthly calendar and discuss what characteristics
determine the organization. Students discuss the
benefits of the calendar format. Students are asked to
conduct an investigation wherein they are provided a
set of “elements” cards depicting the electron
configuration and are asked to determine a method for
organizing the cards. Students create a chart and
share the rationale for their method. Students predict
the structure of the remaining elements in the final row.
Day 3-4: Students receive direct instruction to fill in the
“gaps” of their knowledge regarding organization and
function of the periodic table. A power point
presentation is followed by an activity that allows the
students to create a visual representation of the
different groups in the periodic table. Lastly, in a
formative assessment, the students predict the location
of missing elements based on their properties.
New Learnings
•The lesson was revised to include more prediction.
We asked students to predict the final row of elements.
•Students thinking changed during this process as they
developed a greater understanding of the patterns of
the periodic table.
•During the collaboration process, the teachers
involved had a renewed enthusiasm for applying
inquiry based lessons. This process enhanced our
skills for improving student learning and engagement.