Download Unit 3 - Youngstown City Schools

YOUNGSTOWN CITY SCHOOLS
SCIENCE: CHEMISTRY
UNIT #3 “THE PERIODIC TABLE” UNIT PLAN (2 Weeks) 2013-2014
SYNOPSIS: A focus on the contributions of individuals in the development of the periodic table. The student will recognize
the periodic trends and properties of the elements on the periodic table and use these characteristics to identify elements.
The students will learn how to write the electron configuration and orbital fill-in diagrams for elements. Students will create
a video podcast about the periodic table.
ENABLERS: Mendeleev’s periodic law, Modern day periodic law, Law of Octaves, Families of the periodic table, oxidation state,
ground state, excited state, average atomic mass, electron configuration, orbital fill-in diagram, atomic radii, electronegativity, ionization
energy, metalloids, semi-metals, periodic trends
STANDARDS
III. HISTORY OF THE PERIODIC TABLE
A. Elements are arranged in order of increasing atomic number on the periodic table such that elements with similar
properties are placed in the same column
1. Recognize the contributions of individuals in the development of the periodic table
2. Demonstrate understanding that when elements are listed in order according to atomic number, repeating
patterns of physical and chemical properties identify families of elements with similar properties
3. The periodic table is a consequence of the repeating patterns of outermost electrons
B. Periodic trends and arrangements of elements
1. Alkali metals
2. Alkaline earth metals
3. Transition metals
4. Boron family
5. Carbon family
6. Chalcogens
7. Halogens
8. Noble gases
9. Lanthanide series
10. Actinide series
C. Similarities in the configuration of valence electrons for a particular group can be predicted
1. Electron configuration can be written from the position on the periodic table
2. Repeating patterns in electron configurations explain many of the trends in the properties observed.
D. Atomic theory and bonding must be used to explain trends in properties across periods or down columns
including atomic radii, ionic radii, first ionization energies, electronegativities, and whether the element is a solid or
a gas at room temperature
LITERACY STANDARDS
RST 9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a
process, phenomenon, or concept, resolving conflicting information when possible. (with Periodic Law)
TEACHER NOTES
MOTIVATION
1. Students will perform the Start-Up Activity “What is a Periodic Table?” on page 115 of the Holt
Chemistry textbook. Students will sit in assigned desks according to Teacher’s seating chart
(designed before class based on students’ names and birthdates). On a blank chart, students
will write down information about themselves such as names, dates of birth, hair color, and
height in the spaces that represents where they are seated. Students will question each other
around them, writing the information down in the blank seating charts. Students will analyze
the information gathered and explain identified patterns used to create the chart.
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Chemistry Unit 3 – The Periodic Table YCS Science 2013-2014
TEACHER NOTES
MOTIVATION
2. Teacher shows samples of student-produced video podcasts about the periodic table:
a. http://www.youtube.com/watch?v=k5aLPkgOswU&feature=related (“The Periodic Table”)
b. http://www.youtube.com/watch?v=Apr7MdbHGQo&feature=related (“The Chemistry Rap”)
c. http://www.youtube.com/watch?v=OduTDUGeAXE&feature=related (“The Element Song”)
3. Teacher shows video “The Periodic Table” from United Streaming:
http://player.discoveryeducation.com/?guidAssetId=737ea745-d8fe-4bb1-8e95b22a27d2b7de
4. Students set personal and academic goals
5. Preview the Authentic Assessment so students know what is expected by the end of the Unit
TEACHER NOTES
TEACHING-LEARNING
1. Teacher discusses the history of the periodic table (John Newlands, Dmitri Mendeleev, and
Henry Moseley) and the periodic law. Students will perform the Group Activity on page 120 TE
of the Holt Chemistry textbook. {Students randomly choose cards numbered 1-36. They will
research and write a descriptive paragraph about the element whose atomic number they
drew. The class is divided into groups of three and given blank cards with 25 boxes in a 5x5”
square to each group. Students fill the squares with any 25 of the 36 elements in any order.
Teacher reads the student-made clues and allows each group of students to mark an X
through each element they identify. The first group to correctly complete a vertical, horizontal,
or diagonal row is the winner.} [IIIA]
2. Teacher discusses properties and characteristics of the families on the periodic table. This is
an introduction to using properties to identify elements. Teacher performs demonstration
“Orange-Yellow Light of Sodium” from Holt Chemistry textbook on page 125. Teacher
performs demonstration “Reactivities of Mg and Ca” on page 126 TE. Students will observe a
display of elements from each of the families. Students are to observe, take notes and focus
on physical properties of the samples. [IIIA; IIIB]
3. Students will be divided into eight groups (or more depending on the number of students in
the class; 13, 14, and 15 may be used if class size is larger, but these will not be included on
the test) and assigned one chemical family to each group - - be sure to cover 1, 2, 16, 17, 18,
lanthanides, actinides, transition elements. Students will use the textbook, the CRC handbook,
the Merck Index, the Internet, and other references to determine six characteristic properties
for their assigned group. Students will list each property on separate sheets of paper. The
information will be collected by the Teacher who will mix up the students’ papers, and pass
out an equal number of slips to each group. Students will place each property on the periodic
table projected on the board with the correct group number and explain the thinking behind
their choices. Class will hold discussion about why things are placed where they are and
justify their reasoning. [III.B.1 and 10, IIIC, IIID]
4. Teacher discusses periodic trends on the periodic table: ionization energy, atomic radii,
electronegativity, ionic radii, electron affinity, melting and boiling point. Teacher performs
demonstration “Size of an Oleic Acid Molecule” on page 135 of Holt TE Chemistry textbook.
Students take notes and they will construct a graphic organizer (foldable) to compare and
contrast the periodic table trends. [IIIC.1; IIIC.2]
5. Teacher reviews writing electron configurations using the periodic table. Students take notes
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Chemistry Unit 3 – The Periodic Table YCS Science 2013-2014
TEACHER NOTES
TEACHING-LEARNING
and ask questions. Students will identify elements with a flame test, write electron
configurations, and graph atomic diameters from atomic numbers to interpret trends in the
periodic table by performing the either the Lab “Electron Configuration and Periodic Properties
(Traci)” or the “Flame Test Lab (Tim) [IIIC.1; IIIC.2; IIID]
6. Students will perform the Lab “The Periodic Law.” [IIIB; IIIC]
TEACHER NOTES
TRADITIONAL ASSESSMENT
1. Unit Test: Multiple-Choice
TEACHER NOTES
TEACHER CLASASROOM ASSESSMENT
1. Lab reports or practical reports, using rubrics for quality points.
2. Assignments/worksheets
3. 2- 4-point questions
AUTHENTIC ASSESSMENT
TEACHER NOTES
1. Students evaluate their goals for the Unit.
Rubric for Podcast on
pages 4-5
2. Students create a video podcast about the periodic table or write a script for a
podcast that explains the periodic table. [RST.9]
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Chemistry Unit 3 – The Periodic Table YCS Science 2013-2014
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Chemistry Unit 3 – The Periodic Table YCS Science 2013-2014
PODCAST RUBRIC
CONTENT OF PODCAST
Outlines the history of the
Periodic Table
Arrangement and order of
elements
Includes Groups 1, 2, 16, 17,
18, lanthanides, actinides,
transition elements
Outlines properties and
characteristics of each
family
Periodic trends
PRESENTATION
Introduction
Delivery
Interview (Q & A)
Graphics, music, and
special effects
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1x2
History is incomplete and overall
progression is incomplete
Arrangement and order of
elements is incorrect
The presentation of the Periodic
Table has less than half of the
families
Does not have properties and
characteristics for any of the 8
families
Does not address direction of the
trend: electronegativity, atomic
radii, ionization energy
1
Introduction does not serve as
organizer for Podcast
Delivery is unclear and does not
help to make key points
understandable
Not able to address most
questions asked at the end of the
presentation
There were no enhancements to
help the viewer understand the
Periodic Table
2x2
History missing several details, and
overall progression is incomplete
Arrangement and order of
elements has some parts correct,
but more is incorrect
The presentation of the Periodic
Table has five of the eight required
families
Has properties and characteristics
for four of the 8 families
3x2
History missing a few details, but
overall progression is outlined
Arrangement and order of
elements has most parts correct,
but a few are incorrect
The presentation of the Periodic
Table has six of the eight required
families
Has properties and characteristics
for six of the 8 families
4x2
History complete with relevant
people and progression outlined
Arrangement and order of
elements is complete and correct
Addresses 2 of the following:
electronegativity, atomic radii,
ionization energy
2
Introduction provides organizer for
Podcast, but is still missing key
points
Delivery is difficult to follow and
understand the key points
Addresses 3-4 of the following:
electronegativity, atomic radii,
ionization energy
3
Introduction provides organizer for
Podcast, but is missing one key
point
Delivery has some strong qualities
that allow the viewer to
understand most of the key points
Able to address most questions
asked following the presentation
Addresses all of the following:
electronegativity, atomic radii,
ionization energy
4
Introduction serves as organizer
for Podcast
The enhancement helped the
viewer understand most of the key
points about the Periodic Table
The enhancements helped the
viewer understand all of the key
points about the Periodic Table
Able to answer only a few
questions following the
presentation
The enhancements used did not
help the viewer understand the
Periodic Table
Chemistry Unit 3 – The Periodic Table YCS Science 2013-2014
The presentation of the Periodic
Table has the eight required
families
Has properties and
characteristics for all 8 families
Delivery is clear and allows the
viewer to understand the key
points
Able to address all questions
asked following the presentation
5
PREPARATION OF FINAL
PRODUCT
1
2
3
4
Participation with group in
development of Podcast
Student did not contribute to the
development of the Podcast
Creativity
 How to “hook”
listener/viewer to
watch/listen
 Format for information
Preparation of script
There was no “hook” to draw in
the viewer and the format of the
information was confusing
Student made only minor
contributions to the development of
the Podcast
There was either no “hook” to draw
in the viewer or the format of the
information was clear
Student made several
contributions to the development
of the Podcast
There was a “hook” to draw in the
viewer and the format of the
information was overall clear
Student made significant
contributions to the development
of the Podcast
There was a strong “hook” to
draw in the viewer and the
format was very clear
There was no evidence that a
script was developed
The volume is poor for both
music and voice, there is
considerable background and
other distracting noise, and there
are several technical glitches.
There was a partial script
developed, but it was not followed
The volume is fair for both music
and voice, there is background and
other distracting noise, and there
are some technical glitches.
There was a partial script that was
followed
The volume is good for both
music and voice, there is little
background or other distracting
noise, and there are no technical
glitches.
There was evidence that a
complete script was developed
The volume is good for both
music and voice, there is no
background or other distracting
noise, and there are no technical
glitches
1
2
3
4
Offered weak explanations for
why information / data in one
Podcast might contradict
information in another Podcast.
Was able to answer most
questions about the information in
the Podcast when asked
questions by the teacher or other
students
Able to analyze reasons why
data in one Podcast might
contradict information in another
Podcast
Was to answer any question
about the information in the
Podcast when asked questions
by the teacher or other students
Technical Production
(volume, length, transitions)
FOLLOW-UP TO
PODCAST
Analysis of conflicting
information with another
group’s podcast
Answer questions about the
information in the podcast
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Not able to identify differences in
their Podcast with
data/information in another
Podcast
Was not able to answer any
questions about the information
in the Podcast when asked
questions by the teacher or other
students
Not able to analyze why data in
one Podcast might contradict
information in another Podcast
Was able to answer only a few
questions about the information in
the Podcast when asked questions
by the teacher or other students
Chemistry Unit 3 – The Periodic Table YCS Science 2013-2014
6