Unit Lesson Plan – The Periodic Table
Teacher:
Click here to enter text.
Time Frame:
10
Grade:
Subject:
11 days
School:
PSI Chemistry
Next Generation Science
Standard(s)
AP Essential Knowledge
HS-PS1-1 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 the atoms.
EK 1.B.1 The atom is composed of negatively charged electrons, which can
leave the atom, and a positively charged nucleus that is made of protons and
neutrons. The attraction of the electrons to the nucleus is the basis of the
structure of the atom. Coulomb’s law is qualitatively useful for understanding
the structure of the atom.
EK 1.B.2 The electronic structure of the atom can be described using an
electron configuration that reflects the concept of electrons in quantized
energy levels or shell; the energetics of the electron in the atom can be
understood by consideration of Coulomb’s law.
EK 1.C.1 Many properties of atoms exhibit periodic trends that are reflective
of the periodicity of electronic structure.
Essential Questions
(What questions will the student be able to answer as a result of the instruction?)
1. How is the Periodic Table derived from the 3 quantum numbers plus spin?
2. How does the placement of an element on the Periodic Table relate to its chemical and physical properties?
3. How does knowing trends on the Periodic Table help scientists predict the properties of the representative
elements?
Knowledge & Skills
(What skills are needed to achieve the desired results?)
By the end of this unit, students will know:


By the end of this unit, students will be able to:
The Periodic Table orders elements horizontally
by the number of protons in the atom’s nucleus
and places those with similar chemical properties
in columns. The repeating patterns of this table
reflect patterns of outer electron states. (HSPS1-3)
Observed patterns of forms and events guide
organization and classification, and they prompt
www.njctl.org
Chemistry

Evaluate the claims, evidence, and reasoning
behind currently accepted explanations or
solutions to determine the merits of arguments.
(HS-PS4-3)

Identify the group and period of an element and
characterize the general properties of the
following sets of elements: alkali metals, alkaline
earth metals, transition elements/metals, carbon
Atomic Structure
questions about relationships and the factors that
influence them.


Each element has properties that affect its
behavior and interaction with its environment.
These properties can be predicted using the
periodic table as a model.
Periodic trends include Atomic Number and
Atomic Weight, which increase as one moves
down and to the right on the periodic table;
Atomic Radius and Metallic Properties, which
increase as one moves down and to the left on
the periodic table; and Electron Affinity,
Electronegativity, and Ionization Energy, which
increase as one moves up and to the right of the
periodic table.

Understanding the periodic trends allows us to
make predictions about the properties of
individual elements based on their position on the
periodic table.

There are some exceptions to the rules of
periodic trends
group, oxygen group, halogens, noble gases,
lanthanides, actinides.

Connect an element’s location on the periodic
table to its electron configuration.

Describe periodic trends of atomic radius, first
ionization energy, and electronegativity, connect
these trends to Coulomb’s Law and effective
nuclear charge and explain reasons for the
variations in these trends.

Identify an element as a metal, nonmetal, or
metalloid based on its location on the periodic
table.
Assessment
(What is acceptable evidence to show desired results (rubrics, exam, etc.)?
After a brief lesson using the SMART Board to introduce concepts, students will be questioned on these concepts
using the SMART Response system. The teacher will demonstrate the problem solving skills needed for the topic and
again, students will be questioned using the SMART Response system. Students will convene in small groups to
complete problems. Then some students may volunteer to write their solutions on the board and explain their problem
solving process.
(What is the sequence of activities, learning experiences, etc, that will lead to desired results (the plan)?
Topic
Presentation and CW
HW
1
The Periodic Table
Slides 4-32
Practice Questions 1-4;
9-12
Practice Questions 5-8;
13-16
2
Periodic Table and Electron
Configurations
Magnesium Sodium Demo
Slides 33-55
Practice Questions 17-19;
23-26
Practice Questions 20-22;
27-30
Day
www.njctl.org
Chemistry
Atomic Structure
3
Electron Configurations
and Stability
Quiz 1
Slides 56-69
Practice Questions 31-34
Practice Questions 35-38
4
Effective Nuclear Charge
Slides 70-107
Practice Questions 39-42;
47-50
Practice Questions 43-46;
51-54
5
Atomic Radius
Slides 108-120
Practice Questions 55-58
Practice Questions 59-62
6
Ionization Energy
Quiz 2
Slides 121-141
Practice Questions 63-66
Practice Questions 67-70
7
Electronegativity and
Metallic Character
Slides 142-162
Practice Questions 71-74;
79-82
Practice Questions 75-78;
83-86
8
Metallic Character and
Periodic Trends Lab
Quiz 3
Lab Analysis
9
Review
Quiz 4
MC/FR
10
Review
MC/FR
11
Test
www.njctl.org
Chemistry
Atomic Structure