Third Level Science
SCN 3-15a: I have developed my knowledge of the Periodic Table by considering the properties and uses of a variety of elements
relative to their positions.
Significant Aspect of Learning
Knowledge and understanding of scientific ideas,
principles and concepts related to materials.
Scientific analytical thinking skills
Learning Statements
The Periodic Table of elements; properties and uses of
elements relative to their positions in the table.
Apply understanding of science concepts to solve
problems and provide solutions.
The pupils had to solve the puzzle of the alien Periodic
Table and provide the solution for it. They then used
these skills to create further clues for the remaining
spaces.
Apply scientific analytical thinking skills through
working with increasingly complex contexts.
The context of the Periodic Table is an unfamiliar one and
stimulates thoughtful discussion as well as encourages
the learners to think critically. This was demonstrated in
the learner comments.
Learning Intention
We are learning about the Periodic Table, what the Periodic Table is and how it is
arranged.
Success Criteria
In order to demonstrate secure knowledge of the Periodic Table and it’s
properties at third level, learners should demonstrate a knowledge that the
Periodic Table:
• is split into metal and non-metal elements by a zig zag line
• is made up of periods (horizontal rows) and groups (vertical columns)
• has a group of elements called the noble gases, which are in group 8. These
are unreactive gases
• has a group of elements called Alkali Metals, which are in group 1. These are
very reactive metal elements
• has a group of reactive non metal elements, which are in group 7. These are
called the Halogens and that
• The group 1 elements get more reactive as they go down the group
• The group 7 elements get more reactive as they go up the group
• Lighter elements are at the top of groups and heavier elements are located at
the bottom
• Elements are arranged by atomic number
• The symbols for elements are written as a capital letter e.g. O or as a capital
followed by lower case letter e.g. Mg
Context of Learning
Learners investigated elements as the simplest substances and their arrangement in the Periodic Table. They learned about:
• common elements - sorting sample elements and matching them to their appropriate uses.
• element symbols - using the symbols to spell words; simple element bingo, and researching element name origins.
• their relative positions - colouring the Periodic Table to show metals/non-metals; experiments to show reactivity of elements;
and watching ‘Element Blind Date’ as a stimulus to create element blind date scripts.
• properties of elements – reactions of alkali metals and halogens to describe trends within the groups; reactivity of the noble
gases; uses of the transition metals.
Figures 1 and 2:
The first drawing is a superhero designed around carbon. This learner
appreciates that diamond is a form of carbon. They have correctly identified
diamond’s strength, hardness and low reactivity as assets.
This drawing shows a learner’s interpretation of the element helium. They
have recognised that he’s light because he is at the top of the group. They
have also understood that they are unreactive elements in group 8 and so
will not bond to any other elements i.e. have no friends.
Figure 3:
This learner has shown that caesium is a very reactive element as
it’s position is far down group 1, the alkali metals. They have
described some of it’s properties e.g. soft and unpredictable due
to it’s reactivity.
Teacher Feedback: The learner has been posed the question ‘how
would Captain Caesium work as part of a team?’, encouraging the
learner to think further about caesium’s reactivity and possibly its
ability to bond with other elements.
Going further:
Learners could go on to create a story board or cartoon showing how these or other elements would interact with each other, they could also include
radioactive elements. They could predict their reactivity based on their electron arrangement and position within the Periodic Table.
Si
I
N
Fr
Na
Kr
He
K
W
S
P
O
Figure 4:
This learner has applied their knowledge of the Periodic Table to
create a series of clues for ‘Element Bingo’. The questions have
demonstrated that the learner has learned about:
• common elements and their uses
• their symbols
• their relative positions
• properties of elements
• their groupings
The symbols have been correctly written and learners can recognise
elements from their symbols in order to complete the grid. Note that
learners constructed their own grids by selecting symbols from a group
of twenty elements previously selected by the teacher.
Figure 6 - Learner Feedback
Learners were asked to give feedback on what similarities the alien
Periodic Table has to Earth’s Periodic Table. This highlighted their
knowledge of the patterns of element arrangement and how they
applied them to work out the alien Periodic Table.
Figure 5 – Alien Periodic Table
This learner has used all the clues given to methodically arrange
the unknown elements given in the text. They were able to use
the patterns they had learned about during the teaching of the
concept and apply them to a new situation. They
have achieved all the success criteria mentioned overleaf.
Using the data book, learners created names/symbols and
clues to form other ‘alien’ elements which would complete the
spaces in the table. They then swapped and completed a
partner’s clues to fill the table.
Figure 7 - Next steps – for the learner
Learners who had completed the alien periodic table then went on to
coach another learner (who had been working on another task)
through the task of arranging the alien Periodic Table. This meant the
learner had to explain how to apply the rules for arranging the Periodic
Table and made for better knowledge retention.
Next Steps – for teaching
SCN 3-15a
At this level, learners explore the Periodic Tab le and it’s arrangement as exemplified. Using the concept development paper, at fourth level
(SCN 4-15a) learners develop their understanding of the elements further. They will begin to learn about the sub atomic particles of atoms:
protons, neutrons and electrons. They will be able to calculate the number of each sub atomic particle from their atomic and mass number.
They will also begin to learn about electron arrangement and how that contributes to their position in the Periodic Table i.e. number of
outer electrons is equal to their group number. This is followed by the concepts related to covalent and ionic bonding and resulting
structures. They begin to understand how observation of properties can lead to models of possible structures at the atomic level.