5E Daily Lessons Plan
Course: Chemistry
Date: Fall Semester
Things to Remember:
Periodic Table
PROMPT:
After researching science texts on how the electrons effect periodic properties and trends, write an essay of 5 or more paragraphs that compares the
properties and trends of the traditional periodic table of elements to the one provided and explains how electron configuration affects properties and
trends.
Benchmarks that are addressed throughout:
NGSS
Standards
Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atons.
HS-PS1-1
Sc.912.P.8.5
Relate properties of atoms and their position in the periodic table to their relation with electrons.
SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms
of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and
locations within the atom.
SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which
depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data
presented.
SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations.
SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science.
Lesson Sequence & Strategies
Development of the Periodic Table
DAY 1
The Teacher will…..
X - Engage
(5minutes)
Give students a bag of mixed nuts, bolts, and screws.
(2 mintues)
Debrief the organizing patterns that students identified and
explain they will be using the same skills and process as they
look at the organization of elements.
X - Explore
(10 minutes)
(Teacher should cut and prepare the element cards for the
Mendeleev lab prior to class.)
Give students element cards and explain purpose of
exploration task to identify properties to organize elements.
X – Explain
(15 minutes)
Explain that students will use this experience as the basis to
compare the different scientists’ organization of the elements
and answer the question what is the most effective way to
organize the elements.
(*Pearson - Regular textbook does not include Moseley’s
contributions, so teacher would either have students read
from Glenco textbook or direct lecture on Moseley’s
contributions as model for how to fill out the chart)
During reading, teacher circulates and observes discussion/
note-taking to identify that the t-charts are complete and
that there are no misconceptions.
The Students will…..
Materials/Resources
Sort the bolts, nails, screws in order to recognize trends.
Refer Glenco Launch
lab TE 172
Complete the Mendeleev lab of 1869. Create t-chart.
Left side of noting what physical properties the group
identified and how the group used these properties to
organize the unknown elements.
(Read and Say Something)In groups of 4, students will read
the section aloud about the development of the modern
periodic table and how Moseley and Mendeleev organized
the periodic table. Students will take turns reading. For each
paragraph, the group will come to consensus on a note to be
written for each paragraph. Each student will add the note for
the paragraph on the right side of their individual t-chart. The
note should explain how the scientist organized the
elements. After completing the entire reading, students will
write one sentence summary to compare how they organized
the elements to how the scientist categorized the elements.
(Student responses should include atomic number and atomic
mass as differences based on the fact that this information is
not provided on the explore element cards).
Honors extension: Students will also read and take notes
about Lavoisier and Newland’s organization methods.
Lab instructions -Link
to Mendeleev lab on
curriculum guide resource page
Pearson 6.1 pg 161 162
Glenco – 6.1 pg 174 176
Possible Supplement
Pg 84 The
Disappearing Spoon
excerpt
X – Elaborate
( 10 – 15
minutes)
X –Evaluate
(3 minutes)
Guide students in sharing why the methods of organization
they initially utilized differed from the ones used by the
scientist. Teacher will explain now that students understand
Mendeleev’s organization; they will make adjustments, so
their element cards match the scientist’s organization in the
modern periodic table.
During the elaborate, teacher will evaluate students’
understanding of the modern periodic table placement
criteria and grade for correct placement of each of the 9
unknowns.
In groups, students will make any adjustments to the element
cards they used in the explore part of today’s lesson and
reorganize them onto the modern periodic table. Using a
blank periodic table, students will write the information
about the elements in the correct position on the periodic
table. Include: symbol, atomic mass, and atomic number. In
addition, they will include the correct label and position for
the 9 unknowns. Student should note the unknown number
underneath the symbol on the table for each of the 9
unknowns. (Students should use textbook for this.)
Each group will turn in one periodic table for grading
Blank periodic table
The Students will…..
Materials/Resources
Lesson Sequence & Strategies
Metals, nonmetals and metalloids
DAY 2 & 3
( 20 minutes)
The Teacher will…..
Introduce the Task/prompt and the term unpacking the task.
Unpacking the task is identifying what you will need to know
and be able to do in order to complete the task or answer the
prompt.
The prompt should be posted in the room, so that it can be
referred to daily and connections made to how each day’s
work relate to the end task.
Chart paper
Copy of the task
Guide students in reading the task/prompt and as a class
create a T chart of what they need to know and be able to do
in order to complete the task:
Task Prompt
After researching science texts on how the electrons effect
periodic properties and trends, write an essay of 5 or more
paragraphs that compares the properties and trends of the
traditional periodic table of elements to the one provided
and explains how electron configuration affects properties
and trends.
 Address electronegativity
 Address ionization energy
 Atomic Radius
 Reactivity and families of elements
 Metals, nonmetals and metalloids
 S-,p-,d-,f-block (set-up of the periodic table)
Students will take notes on “What we need to know and
“What we need to be able to do.”
Unpacking the task
handout
(Make sure to give
this handout to
students, so students
have copy of the full
prompt and notes on
what to include for a
complete response. It
would be beneficial
to have a copy of the
rubric on the back of
this sheet)
Present the rubric and writing expectations to students
– Students will respond to the above prompt using the
claim, evidence, reasoning framework for constructing a
scientific explanation. Students should support their
claim with evidence and explain how the evidence
supports the response. Students should address all
items on the bullet list within their response.
X - Engage
(5 -7 minutes)
Conduct demo with Hydrochloric Acid and Nickel (It is
suggested that the teacher collect the hydrogen gas, using a
½ of a 2 liter bottle. Teacher will be able to ignite the
hydrogen gas, so the teacher can unscrew the cap and ignite
it as it escapes )
Refer to Pearson T.E.
pg 171 for demo
Hydrocholoric acid
Nickel
Alternative - Lithium and water
X – Explore
(25 minutes)
(If time is a factor, have students in each lab group test
different elements. Teacher will need to refer to lab and
prepare materials lab)
Students will conduct the metals and non-metals lab.
On a blank periodic table, students will write the
properties of the elements tested in the corresponding
boxes for the elements.
Lab Instructions
Lab notetaking
Day 3
X – Explain
Students will independently read the textbook sections on
metals, nonmetals and metalloids to classify the elements.
Students will add notes from the reading on the general
properties of metals, nonmetals, and metalloids categories in
the spaces on the periodic table.
(25
minutes)
Give brief direct lecture on families, alkali metals, alkaline
earth metals, halogens, noble gases, transitional metals, and
inner transitional metals. (reactivity – connect to the
As direct instruction is being provided, students will add
labels to their periodic table the families, alkaline metals,
alkali earth metals, halogens, noble gases, transitional metals,
and inner transitional metals.
model the explosive property of the hydrogen) For those
who have not discussed block structure, discuss s-, p-, d, and f- block structure.
(Optional – provide colored highlighters, so students can
X- Extend
(20 -25
minutes)
Assigned each student an element from the periodic table.
X – Evaluate
(5 minutes)
No grading should be necessary as tables should be
accurate as students should have corrected during the
teacher’s lecture. Teacher will review completed
periodic table markings to determine what needs to be
reviewed and/or re-taught in future classes.
Pearson 6.1 pg 165 –
166
Glencoe 6.1 pg 177
pg 180 - 181
blank periodic tables
for marking the
properties observed
in the lab (reactivity,
conductivity,
malleable; metals,
nonmetals, . . .)
highlight sections and create key for the various families and
parts of the periodic table)
Students will research their element by information from the
periodic table and write a description of the element by its
properties. Other students listen to element description and
identify the described element by utilizing the periodic table
as a resource.
Refer to Pearson TE
168-169
or Glenco TE 178-179
Lesson Sequence & Strategies
Periodic trends within periods and groups
DAYS 4, 5,
and 6
The Teacher will…..
X – Engage
(3—5
minutes)
Demonstrate the Dancing Gummy
Day 4
X - Explore
(Teacher should prepare before class if using clay or two 24well plates instead of 96-well plates. Teacher would score
clay or attach two 24-well plates together to mimic the 96well plate.)
(45 minutes)
The Students will…..
Materials/Resources
Refer to
Bit.ly/dancinggum
mi for directions
96-well plates or
two 24-well plates
clay
Straws
Teacher will explain that students will be discovering
periodic trends (ionization energy, electronegativity, atomic
and ionic radii) by making 3-D models. Teacher will connect
back to the task, so students understand that they will need
to use this knowledge and notes when they are writing for
the task.
Task Prompt: After researching science texts on how the
electrons effect periodic properties and trends, write an
essay of 5 or more paragraphs that compares the
properties and trends of the traditional periodic table of
elements to the one provided and explains how electron
configuration affects properties and trends.






Address electronegativity
Address ionization energy
Atomic Radius
Reactivity and families of elements
Metals, nonmetals and metalloids
S-,p-,d-,f-block (set-up of the periodic table)
Assign groups of students to a particular periodic properties
atomic radius, ionic radius, ionization energy, or
electronegativity.
Create a three dimensional periodic table that
satisfactorily illustrates the assigned periodic property of
the elements.
Instructions:
 Use the 96 well-plate as a base to support
drinking straws.
 Determine a reasonable scale for the length of
straws to correspond to the needed values:
o atomic radii (1cm = 10pm)
o ionic radii (1cm = 10pm)
o ionization energy (1 cm = 100 kJ/mol;
example 1312 kJ/mol = 13.1 cm)
o electronegativity (1 inch = 1
electronegativity value)
 Cut the straws to the appropriate length for each
element in Table I (Part I).
 Place straws in sequence in the well plate to
create a 3-D graph of the trend. Use the
illustrations chart for placing the straws in the
well plate.
Day 5
X - Explain
(50 minutes)
Explain that every student will complete the graphing trends
on all the properties, noting that students will need to
reference these trends and use the vocabulary in their task/
end of unit essay.
Today’s Essential Question:
How would you describe the trend in ionization energy,
electronegativity, atomic radii, and ionic radii as it relates to
the periodic table?
Construct a graph that answers the essential question and
shows the periodic trends for atomic radius, ionic radius,
ionization energy, and electonegativity.
Part II: Graphing Trends
1. Define ionization energy, electronegativity, atomic radius,
& ionic radius using glossary in back of textbook.
2. Using the data in Table 1:
 Graph ionization energy (y-axis) vs. atomic number
(x-axis). Identify each data point with the
element’s symbol. Connect your data points in a
“dot-to-dot” manner.
 Graph electronegativity (y-axis) vs. atomic number
(x-axis). Identify each data point with the
element’s symbol. Connect your data points in a
“dot-to-dot” manner.
 On the blank periodic table, indicate the trends for
atomic radius, electronegativity , and ionization
energy by placing arrows on the table to indicate
the direction the trends occur from smaller to
larger.
3. Using the 3-D model created in Part I, compare your graph
to your model. Exchange your model with a group that
has a different periodic trend. Continue exchanging until
you have compared all 4 models to your graphs.
Graph paper
Blank Periodic
Table
Lesson Sequence & Strategies
Preparing for Writing and Writing
(DAY 6 & 7) The Teacher will…..
The Students will…..
Day 6
X - Explain
Present their models to the class and explain the trends using
their models and graphs. All students will be adding to their
notes on the periodic table.
(20 minutes)
X – Elaborate
(30 min.)
Explain the importance of these questions as a pre-writing
and focusing tool.
Answer questions, providing claim, evidence, and reasoning
as appropriate.
Materials/Resources
Worksheet:
5 Analysis
Questions
Day 7
_X_ Evaluate
(50 minutes)
Review task, rubric, and making a claim or argument.
Distribute the teacher modified periodic table.
Monitor and provide feedback as students are writing (These
drafts do not need to be collected and graded, but students
will need verbal feedback as they are writing draft in order to
write the final paper and the drafts should be turned in with
the final paper).
Review notes and determine the influence of the
electron configuration adjustment.
Write an essay, addressing all of the bullet points and
meeting the requirements of the rubric.
After researching science texts on how the electrons effect
periodic properties and trends, write an essay of 5 or more
paragraphs that compares the properties and trends of the
traditional periodic table of elements to the one provided
and explains how electron configuration affects properties
and trends.






Due date
_X_ Evaluate
Address electronegativity
Address ionization energy
Atomic Radius
Reactivity and families of elements
Metals, nonmetals and metalloids
S-,p-,d-,f-block (set-up of the periodic table)
TBD by teacher, but should not exceed a week from the Students submit final essay with the prompt and selfdraft writing.
completed rubric attached.
Teacher modified
periodic table
Previous work –
unpacking the task
handout, notes,
and graphs