Instructor: Lauren Feldman
Subejct: Science
Topic: periodic table of elements
Grade: 8/9
Standards:
CA- LAUSD Science Analyzed Standards
Grade: Grade Eight
Area: Focus on Physical Science
Standards Set: Periodic Table
 Concept 7: The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept:
 Standard a: Students know how to identify regions corresponding to metals, nonmetals, and inert gases.
 (Students identify where metals, nonmetals, semi-metals are on the periodic table (7a))
Grade: Grades Nine Through Twelve Standards
Area: Chemistry
Standards Set: Atomic and Molecular Structure
 Concept 1: The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept: o Standard a: Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. o Standard b: Students know how to use the periodic table to identify metals, semimetals, non-metals, and halogens. o Standard c: Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms.
Materials:
 Pen or pencil, periodic table handout, crayons, and notebooks o Standard d: Students know how to use the periodic table to determine the number of electrons available for bonding.
Objective:
The student's will be able to explain how the periodic table was constructed by simulating what Dmitri Mendeleev went through to create the original periodic table. The student's will be able to locate the different regions of the periodic table by labeling the periodic table with corresponding colors to the name of the regions. Students will be able to analyze how scientific ideas change as new evidence becomes available by classifying how the periodic table was developed.
Language objective

Students will be able to use taught vocabulary associated with the periodic table to describe differences between different regions on the periodic table.
Vocabulary that will be analyzed include terminology based on the periodic table; alkali metal, alkaline earth metals, transition metals, halogens, noble gases, proton, neutron, electron, atomic mass/weight, atomic symbol, and atomic number
Summary:
The student's will be given different colored paint chips and will have to organize the paint chips by how they think it should be organized. The students will be simulating what Dmitiri Mendeleev went through to construct the periodic table. The student's will be given little instruction on how to organize their paint chips so that they can go through the simulation of constructing their own periodic table. The students will be given a blank periodic table to color and label during the lecture.
Learning context:
The simulation of constructing the periodic table will help student's understand how elements were found and how they are put into regions based on similarities. The student's will have to know how to read and understand the periodic table in order to progress into chemical bonding and acids and bases.
Procedure:
The student's will have no prior knowledge of the periodic table and how it was constructed. They will have paint chips on the desk and will be given instructions as to organize the paint chips in whatever way they want to. After they organize the paint chips they will be given one more color paint chip that the student's will then put into their own periodic table based on how they organized the table. The purpose of the activity is to show the student's how difficult it was for Dmitri Mendeleev to construct the periodic table of elements. There will be a short lecture on the history of the periodic table that will explain how the periodic table was constructed as well as showing the different regions of the periodic table and the students will color code their periodic table during the lecture. The student's will be given questions regarding how the periodic table was constructed and they will explain why Mendeleeve did leave blanks in the table.
Differentiated instruction:
Gate students will be expected to find the trend and pattern in the periodic table.
Learning disabilities: Students with learning disabilities will be paired with as stronger student who can support their understanding.
Disabilities: Student's with disabilities will be provided accommodations.
Assessment:
The questions that are to be asked after the activity is through:
1. What criteria did you use to choose where your paint chips belong?

2. Is there a trend in your table?
3. Why did you arrange these paint chips the way you did?
4. Are there any holes or gaps in your arrangement? Where are they? What do you think these gaps might mean?
5. How did your table change when the new paint chip was given?