Periodic Table Unit Plan
Inclusive Curriculum Planning/602A
Sophie Wilson
Spring 2014
Introduction
This unit plan is about the Periodic Table of Elements. It is a tabular arrangement of chemical
elements based on the configuration of valence electrons, which are the electrons in the outer most
shell, and based on chemical properties that periods and groups of elements have in common. There is
a plethora of information that can be acquired through the study of the periodic table, and that
information is invaluable in the study of Chemistry. This unit would take place in a mid-level Chemistry
course that has approximately 50 minute long classes. It would be taking place in a high school setting
for 11th grade students. These students have had Physical Science and Biology in the past, and have
seen the Periodic Table but do not know how to ‘read it.’ This unit is not only important for the study of
Chemistry, but it also is what got me interested in Chemistry. I chose this unit because I think this is the
unit where a student can start to really understand the impact elements have on the world, since they
make up everything.
Stage One – Desired Results
Established Goals/Standards
 HS-PS 1-1. 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 atoms.
 RST.9-10.7 Translate quantitative or technical information expressed in a text into visual form
(e.g. a table or chart) and translate information expressed visually or mathematically (e.g., in an
equation) into words.
Student Understandings
 The organization of the Periodic Table is intentional and much can be learned from the
arrangement of elements.
 Families of elements have characteristic properties based on their atomic structures.
 The reactivity and stability of elements are related to their atomic structure including alkali
metals, halogens, and noble gases.
 Many elements have isotopes and the existence of isotopes affect the atomic mass of that
element.
 Electronegativity of an atom is determined by valence shell electrons.
Essential Questions
 How are the trends seen in the Periodic Table evident in day to day life?
 How does the reactivity of elements affect our environment?
 What influence has the Periodic Table had on history and technology?
Students Know…
 The atomic number is used to find the number of electrons, protons, and neutrons an atom of
an element has.
 The reactivity and stability trends when going top to bottom and left to right on the Periodic
Table.
 The reasons behind the structure of the Periodic Table.
 That an isotope is a different form of an element, and they are the reason atomic masses aren’t
whole numbers.
 The valence shell of electrons determines the reactivity, stability, and electronegativity of an
atom.
Students Can…
 Determine an element based on the number of neutrons or protons given.
 Name the first elements based on their atomic symbol.
 Discuss the reactivity, stability, and electronegativity of a given element based off information
about its valence shell electrons.
 Determine if an element is an alkali metal, halogen, or noble gas and name some characteristics
of elements in these families by looking at the Periodic Table.
Stage Two: Performance Task (Explanation and Interpretation):
You have been working as a chemist for years and you have discovered a new element. Your discovery
has become big news in the scientific community and all your fellow scientists are waiting to learn more
details about this new element. You are attending a conference in two weeks to present your new
element to your professional peers. Your job is to make sure the other scientists attending understand
not only what your element is, but also the importance of your element.
You will be presenting your element to your fellow scientists in a 3-5 minute presentation, which must
include a visual component (PowerPoint, Prezi, physical model, interpretive dance, etc.). This
presentation is to prove to your fellow scientists that your discovery is the most important to the
scientific community. By including accurate, interesting, and relevant facts your presentation will shine
above all others.
Your presentation must include the following information:









Number of electrons, and their configuration
o What do the valence electrons imply for the electronegativity of your element?
Number of protons and neutrons
Atomic mass
o Are there isotopes for your element? What are they?
Reactivity of your element
Stability of your element
The family your element falls into
Where your element belongs on the Periodic Table as well as the reasons behind the placement.
Evidence of how elements are used in the body, medicine, or healthcare.
Description of what your element looks like
o What is its natural state (liquid, gas, solid)?
GRASPS:
G: Your job is to make sure the other scientists attending understand not only what your element is, but
also the importance of your element.
R: You have been working as a chemist for years and you have discovered a new element. Your
discovery has become big news in the scientific community and all your fellow scientists are waiting to
learn more details about this new element. You are attending a conference in two weeks to present
your new element to your professional peers.
A: Your fellow scientists at a scientific conference.
S: This presentation is to prove to your fellow scientists that your discovery is the most important to the
scientific community. By including accurate, interesting, and relevant facts your presentation will shine
above all others.
P: A 3-5 minute presentation, which must include a visual component (PowerPoint, Prezi, physical
model, interpretive dance, etc.).
S: Your presentation must include the following information:









Number of electrons, and their configuration
o What do the valence electrons imply for the electronegativity of your element?
Number of protons and neutrons
Atomic mass
o Are there isotopes for your element? What are they?
Reactivity of your element
Stability of your element
The family your element falls into
Where your element belongs on the Periodic Table as well as the reasons behind the placement.
Evidence of how elements are used in the body, medicine, or healthcare.
Description of what your element looks like
o What is its natural state (liquid, gas, solid)?
Other Evidence:





End of unit short answer test
Entry tickets at the beginning of every day’s class.
“But…what is it?” Lab
o Students are provided with beakers with multiple samples of elements. They must
determine what each element is using their senses and approved lab procedures.
Popcorn games
o Focusing on atomic symbols
Quick write about the essential questions at the end of the unit.
Rubric:
Excellent
All of the
required
information is
present.
All facts are
accurate and
demonstrate a
strong
understanding of
the Periodic
Table.
The visual
component
enhances the
presentation and
is engaging.
Good
Most required
information is
present.
Adequate
Some required
information is
present
Insufficient
Little required
information is
present.
All facts are
accurate and
demonstrate
some
understanding of
the Periodic
Table.
The visual
component
enhances the
presentation but
is not engaging.
A number of facts
are inaccurate
and do not
demonstrate an
understanding of
the Periodic
Table.
No visual
component is
present.
Presentation
Presentation is 35 minutes long
and portrays all
the information.
Presentation is 35 minutes long
and portrays
most information.
Proof of
Importance
A convincing
argument is made
as to the
importance of
this element.
A good argument
is made as to the
importance of the
element.
Most facts are
accurate and
demonstrate
some
understanding of
the Periodic
Table.
The visual
component is
present but does
not enhance the
presentation and
is not engaging.
Presentation is 12 minutes long or
more than 5
minutes and
portrays some
information.
An argument is
made as to the
importance of the
element.
Required
Information
Information
Accuracy
Visual
Component
Presentation is
less than 1
minute and very
little information
is portrayed.
No argument is
made as to the
importance of the
element.
Stage Three: Learning Plan
Monday (A)
Tuesday (A)
Wednesday (A)
Thursday (M)
Friday (M)
1. Do now activity:
Students list 5 things that
are periodic and what
property causes them to
be periodic.
2. Discuss answers
3. Periodic Table of
Humanity: Students
choose 5 characteristics
that describe themselves
(eyes, hair, height, noses,
dress, weight, etc.). Then I
will group them together
and they will collect
information regarding the
other students based on
their 5 characteristics.
Then they will construct a
chart/table to arrange
students based on
similarities/differences.
4. Discuss class charts
5. Creating a Periodic
Table activity (see
attached)
1. Do now activity: What
do you know about the
Periodic Table?
2. History Lecture about
the Periodic Table and the
problems surrounding its
creation.
3. Teach Chemical Symbols
for the 55 elements that
they will need to know by
the end of the unit. Also
give them mnemonics to
help remember some of
the tough ones (‘A U want
some gold?’, ‘PB and
Lead’, ‘Tin Snips’).
1. Do now activity: Why is
the Periodic Table laid out
the way it is?
2. Give students their
copies of the Periodic
Table.
3. Walk students through
the different
groups/families in the
Periodic Table, having
them color in the correct
row/column as I lecture
about them.
4. In small groups have
students list ways in which
elements are used in our
lives, follow with class
discussion.
5. Lecture about metals,
non-metals, and
metalloids.
7. Introduce Chemical
Element project.
1. Do now activity: Thinkpair-share about uses of
Al, Cl, and Si and then
share their ideas with a
partner.
2. But…What is it? Lab:
Students have a variety of
samples of elements
(including, Al, Ni,Si, S, and
Zn) and will be attempting
to determine what each
sample is through testing
their physical and
chemical properties.
3. Come back together as
a class and discuss what
was observed.
1. Do now activity: Quiz
2. Watch “Atoms and their
Electrons” video.
Structured notes handout
will be given to students
and will be checked at the
end of the video.
3. Throughout the video,
stop it and have students
identify which elements
belong in the family being
discussed.
Monday (M, T)
1. Do now activity: What
would happen if Carbon
disappeared from the
universe tomorrow?
What would happen if
Francium disappeared
from the universe
tomorrow?
2. Student time in
computer lab to work on
presentations.
Tuesday (A)
1. Do now activity: Have
the students sketch the
trends they predict for
reactivity/stability on a
picture of the Periodic
Table.
2. Reactivity and Stability
Lecture
3. Reactivity videos
Wednesday (T)
Thursday (M)
1. Do now activity: What
chemical element do you
think is the most
important, and why?
2. Chemical Element
Presentations
3. Exit Ticket: After all the
presentations, what
chemical element do you
think is the most
important, and why?
1. Do now activity:
Students will write down
at least one question/topic
they still have questions
about.
2. Test Review using
Popcorn Game
3. Will give students a fillin-the-blank study guide
which will be scaffolded
based on student-need.
Friday (T)
1. Do now activity: quick
write answering essential
questions
2. Short answer test.
Lesson Overview
Title of Unit
Subject area
Grade level
Duration of unit
Unit Description
Unit goals
(Standards)
Knowledge & Skills
Periodic Table
Chemistry
High School (10th-11th grade most likely)
2 weeks
This unit plan is about the Periodic Table of Elements. It is a tabular arrangement of chemical elements based on the
configuration of valence electrons, which are the electrons in the outer most shell, and based on chemical properties
that periods and groups of elements have in common. There is a plethora of information that can be acquired
through the study of the periodic table, and that information is invaluable in the study of Chemistry.
HS-PS 1-1. 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 atoms.
RST.9-10.7 Translate quantitative or technical information expressed in a text into visual form (e.g. a table or chart)
and translate information expressed visually or mathematically (e.g., in an equation) into words.
Students Know…
 The atomic number is used to find the number of electrons, protons, and neutrons an atom of an element has.
 The reactivity and stability trends when going top to bottom and left to right on the Periodic Table.
 The reasons behind the structure of the Periodic Table.
 That an isotope is a different form of an element, and they are the reason atomic masses aren’t whole
numbers.
 The valence shell of electrons determines the reactivity, stability, and electronegativity of an atom.
Students Can…
 Determine an element based on the number of neutrons or protons given.
 Name the first elements based on their atomic symbol.
 Discuss the reactivity, stability, and electronegativity of a given element based off information about its
valence shell electrons.
 Determine if an element is an alkali metal, halogen, or noble gas and name some characteristics of elements in
these families by looking at the Periodic Table.
Lesson
Third day of the unit where students will be learning about the groups and families on a Periodic Table, and
Description/Overview the relationships between elements in these groups/families.
for the Day
Pre-lesson
Assumptions
These students have had Physical Science and Biology in the past, and have seen the Periodic Table but do not know
how to ‘read it.’ They have also had lessons so far to learn about periodicity, what it is and how it can be used to
create a table of related items. They have also had a lesson on the history of how the Periodic Table was created.
They have also been introduced to a number of elements, but do not have much information past what a Chemical
Symbol is.
Goals
Daily Lesson Targets
Targeted disability
area and key features
of disability for UDL
application(s)
ELL considerations
Extension
considerations for
high achieving
students
Students will be able to explain, using a Periodic Table, what a group and family are. They will also be able to
name the important groups/families as well as their most important common characteristics.
Emotional Disability (7.1, 8.3, and 9.1)
Students with an inability to develop relationships, have a tendency to isolate themselves, may show
pervasive unhappiness, aggression, or fear. These students will need to be given choice, chances for
feedback when working towards clear goals, and have them work in groups with responsibilities for each
member of the group.
There will be a lot of new vocabulary being used during this lesson, the majority of which will be new to all
students. Together the class will create a word wall of the new words that come up throughout the lesson.
This will be helpful throughout the year, as many of these terms will be used in future units so this word wall
will be displayed throughout the rest of the course.
Challenge the students to predict which groups/families I am discussing during the first lecture portion
before I tell the rest of the students which part of their Periodic Tables to color in. Also, encourage them to
pick one of the lesser known elements which will provide more of a challenge to find in-depth research
about.
Method
Lesson Section
Description
Do Now Activity (3
minutes)
Students will answer the question “Why is
the Periodic Table laid out the way it is?”
This is a review question from the day
before.
Hook (7 minutes)
Give students their own copies of the
Periodic Table. Listen to Tom Lehrer’s The
Element Song and ASAPScience’s The
Periodic Table Song.
Lecture about Periodic Table
structure (15 minutes)
Walk students through the different
groups/families in the Periodic Table, having
them color in the correct row/column as I
lecture about them.
Small Group Discussion
(10 minutes)
In small groups have students list ways in
which elements are used in our lives, come
back together or a full class discussion
POTENTIAL
BARRIER FOR
LEARNING: The
student has
challenges
with…
UDL Principles & Guidelines addressed
including rationale for selection
Multiple means of
 Representation
 Action and Expression
 Engagement
ELL
Provide Multiple Means of
Representation – 2.1 Clarify vocabulary
and symbols
Emotional
Disability –
student has
challenges
incorporating
The vocabulary will be new for all
students, as a class we will be creating a
word wall that will be posted in the class
for the rest of the year. It will be
available for students to refer to
throughout the subsequent lessons.
Provide Multiple Means of Engagement
– 8.3 Foster collaboration and
community
During this exercise, students will each
themselves
into the class
Lecture about metals,
non-metals, and
metalloids. (10 minutes)
Introduce Chemical
Element Project (10
minutes)
Discuss the differences between metals,
non-metals, and metalloids on the Periodic
Table.
Introduce the project. Walk through the
directions and the rubric. Let students pick
which element they are interested in
researching.
ELL
be given a role to play in the group. By
giving the students responsibility, it will
encourage their participation in the
activity and will help garner a sense of
belonging with their peers.
Provide Multiple Means of
Representation – 2.1 Clarify vocabulary
and symbols
The vocabulary will be new for all
students, as a class we will be creating a
word wall that will be posted in the class
for the rest of the year. It will be
available for students to refer to
throughout the subsequent lessons.
Provide Multiple Means of Engagement
– 7.1 Optimize individual choice and
autonomy
By giving the students a choice for which
element they will be researching the
students will feel more involved and will
have a higher chance at really diving
deep into the project.
Provide Multiple Means of Engagement
– 9.1 Promote expectations and beliefs
that optimize motivation
I will be providing the students work
time the following Monday after
assigning this project to work on their
presentations in class. I will take this
time to give them actionable feedback,
both positive and constructive, so they
can make any adjustments before
receiving their final grade. I will discuss
this opportunity for feedback when I
introduce the project.
Assessment
Description
Formative/on-going
assessment method
Summative
assessment/closure
activity/exit pass
I will ask questions throughout the lectures
to ensure they class is processing the
material.
At the end of the class I will point to each
group and family on the Periodic Table and
have the class tell me what each one is
called, I will pay attention to how many
students are responding and adjust my
plans for the next day accordingly.
POTENTIAL
BARRIER FOR
LEARNING:
The student
has challenges
with…
UDL Principles & Guidelines addressed
including rationale for selection
Multiple means of
 Representation
 Action and Expression
Engagement
Co-Teaching Structure to be used and rationale
Structure
One Teach and one
model
Rationale
During the first lecture about periods and families, the co-teacher will model which elements will be
colored in as we discuss each one. The co-teacher will then lead the metals, non-metals, and metalloids
lecture and I will keep an eye out for students who seem confused so we can adjust as necessary the
next day.
Materials (adaptations and regular materials): Attach
Creating a Periodic Table
Materials:
Prep:
For each group of students, assemble a collection of 20 objects (Five sets of four objects) in a bag.
Provide a bag containing 19 of these objects. A collection of objects includes sets of coins (penny, nickel,
dime, quarter), sets of buttons that are similar but vary in diameter, and washers that vary in diameter.
Other objects, such as nuts, bolts, and paper circles will work and are easily obtainable. The difference in
masses should be large enough for a beam balance to detect. Ideally, each set (one column on the table)
should be of the same material and thickness and vary only in diameter.
Each group of students receive:





bag of objects
20 squares of paper, each 3x3cm
metric balance
metric ruler
2 sheets of graph paper
Procedure: In this lab students will develop their own classification system for a collection of ordinary
objects. They will analyze trends in their system and compare their system with the Periodic Table.
1. Groups will receive a bag of objects. Each bag is missing one item.
2.
Instruct the students to examine the items carefully, and identify the missing object. Students will
describe the missing object and explain why they believe the object has these characteristics.
3.
Lay the paper squares out on the table so that you have a grid of five rows of four squares each.
4.
Arrange objects on the grid in a logical order, students will be determining what is logical to them.
There will be a blank square for the missing object in the location in the grid where it belongs.
In lab journals, students will write a justification to explain their arrangement.
5.
6.
Measure the mass (g) and the diameter (mm) of each object, and record results in the appropriate
square. Each square (except the empty one) should have one object and two written
measurements.
7.
Examine arrangement; does the arrangement still make sense? Explain.
8.
Rearrange the squares and their objects, if necessary, to improve arrangement. Describe the basis
for the new arrangement in lab journals.
Working across the rows, number the squares 1 to 20.
9.
10. Copy grid onto a piece of paper. In each square, be sure to list the type of object and label all
measurements with appropriate units.
11. Make a graph of mass (y-axis) versus object number (x-axis). Label each axis, and put a title on the
graph.
12. Discuss the graph with classmates. Try to identify any important features of the graph. For example,
does the graph form a line or a curve? Is there anything unusual about the graph? What do these
features tell you? Write answers down
13. Now make a graph of diameter (y-axis) versus object number (x- axis).
Repeat step 11.
14. Draw conclusions:
How is your arrangement of objects similar to the periodic table provided?
How is your arrangement different from that periodic table?
Look back at your prediction about the missing object.
Do you think it is still accurate?
Try to improve your description by estimating the mass and diameter of the missing object. Record
your estimates.
Reflection
When I finish writing a unit plan using backwards design I look back and say to myself ‘well, that
wasn’t as bad as I thought it was going to be.’ Then I start another unit plan, and say to myself, ‘what
was I thinking? I’m never going to finish this!’ But, I eventually finish it, look back on my finished
product and am really happy with what I have ended up with. This way of finishing a unit plan makes
the most sense to me. Although I can see the temptation to begin planning a lesson based around an
activity and trying to make the unit fit around that activity, it just doesn’t make sense for ensuring
students walk away with the essential learnings for a lesson or unit. As a whole, this process is one that
I want to take the time to walk through with each unit, but that might take me a couple of years.
Hopefully the process will become smoother with practice, but until then, I still will be walking through
the process step-by-step.
The most difficult part of the process is Stage One. It feels like I’m trying to get a boulder rolling,
but that bolder is more of a cube than a sphere. I can get it to go, but in big chunks, it doesn’t go
smoothly. Unpacking the standards alone could cause me to get tripped up. I start to read too much
into the standard, making more work for myself. Once I have unpacked the standards the process
through Stage One goes a bit smoother. Having learned the beginning statements for each section
(students can do, students will know, etc.) helps me to categorize where each statement belongs. I
really enjoy coming up with the essential questions, and am aspiring at this moment to always
incorporate essential questions into at least every unit, if not every day’s lesson. I think another reason I
have trouble slogging through completing Stage One is that I know it will shape what the rest of my unit
will look like. Since it is the all-mighty foundation of the rest of my plan, I want to get it right. I know I
can go back and revise it later if I need to, but somehow I still feel like that’s cheating somehow.
I thoroughly enjoyed writing Stage Two. I feel like I got a glimpse of the fun-side of teaching, the
creative side, and the innovative side. I could really dive deeply into coming up with a performance task
that would hit all of my goals of what I was trying to teach the students, but also incorporate some fun
into the task as well. Honestly, before learning about the performance task I assumed that most (if not
all) of my summative assessments would be tests. That’s usually the procedure for Science classes,
lecture, problem sets, test, and repeat. By thinking about how else to summarize my unit, I think I came
up with a pretty good summative assessment, but I found myself still thinking I need a test to verify that
every student understands the material. I hesitate from using it as the one and only summative
assessment for a unit.
Stage Three felt like it took forever, but I think that was due to the unit I chose, and not the
process itself. For this unit I didn’t have a good idea of how each day would progress. For the previous
unit plan I had an idea of what I wanted to do every day before I started working on the learning plan,
but for this one I started from scratch. Because of that it felt a little sluggish going through each day’s
activities and trying to come up with a cohesive-seeming product. Then, once I finished my learning
plan, picking a single day to do my lesson plan focusing on took me a long time. I kept switching which
day I wanted to focus on, but I believe the one I ended up with was the most appropriate to work on.
Overall, I enjoy working through unit plans using this process, but it still feels cumbersome. I
think this will improve with practice, but until then it is still a bit of a tedious process.