Periodic Table Unit
October 7-16 (2015)
Day 1: Lewis Dot Diagrams
Objectives (SWBAT):
Physical Science 9- Draw full Bohr models and Lewis Dot structures for elements on the periodic table
Evaluated by:
-Atomic Basics Worksheet
Class structure:
Do Now for non-testing classes: How many electrons does Fluorine have?
1. Engage- Students will complete parts A and B of the atomic basics worksheet alone as a review of
atomic structure.
2. Explore- The class will complete questions 12-14 together then students will finish the worksheet alone.
3. Explain- Students will explain their drawings by additionally writing out the number of protons,
neutrons, and electrons in each atom.
4. Elaborate- Students will make bonding predictions based on stability.
Summary: Two electrons can inhabit the first orbital/cloud. Up to eight electrons can in habit the remaining
orbitals/clouds. The furthest occupied shell from the nucleus is called the valence shell and its electrons can be drawn
as dots around the element symbol for a Lewis Dot Diagram.
Day 2: Color-coding the periodic table
Objectives (SWBAT):
Physical Science 9- Draw full Bohr models and Lewis Dot structures for elements on the periodic table
Evaluated by:
-Decoding the Periodic Table Worksheet
Class structure:
Do Now for 3rd and 7th: Draw the Bohr Model and Lewis Structure for Silicon.
1. Engage- Students will read section 6.1 of the textbook (P.160-162) to learn how the periodic table was
originally discovered/created and summarize this as notes.
2. Explore- Students will use the worksheet to color-code their copy of the periodic table to help learn the
names of various sections.
3. Explain- Students will use the layout of the periodic table to predict the properties of metalloids.
4. Elaborate- Students will connect Bohr models to grouping on the periodic table and use this information
to predict the properties of noble gases.
Summary: The periodic table is organized by physical and chemical properties and ordered into 18 groups and 7 periods.
Day 3: Periodic Trends
Objectives (SWBAT):
Physical Science 15- predict the physical and chemical properties of an element based on its position in the periodic
table
-identify trends in the periodic table and explain how these trends relate to the arrangement of
elements in the table
Evaluated by:
Exit Ticket: Which element has greatest ionization energy? (Be or N) Which element has the greatest electronegativity?
(Mg or Ar) Which element has the largest atomic radius? (K or Cs)
Class structure:
Do Now: Draw the Bohr Model and Lewis Dot Diagram for the element on your desk.
1. Engage- Students will place their drawings in order on the white board.
2. Explore- Students will use the drawings to form conclusions about trends in valence electrons, number
of electrons shells, atom size, reactivity (ionization energy), and bonding (electronegativity).
3. Explain- Students will use these trends to correct any mistakes seen on the class’ periodic table.
4. Elaborate- The teacher will give the students a visual of the periodic trend of reactivity:
http://www.youtube.com/watch?v=wBCmt_pJTRA.
Summary: Atoms increase in size down the periodic table because of additional energy levels. Each family has the same
number of valence electrons in its elements which causes it to have the same reactivity or chemical/bonding
characteristics.
Day 4: Preparing a Lab Write-up
Objectives (SWBAT):
Physical Science 15- predict the physical and chemical properties of an element based on its position in the periodic
table
-differentiate between metals, nonmetals, and metalloids based on periodic table position
Evaluated by:
Pre-Lab write-up
Class structure:
Do Now: What other elements are in Beryllium’s family?
1. Engage- Students will read through the lab, highlighting important information. The teacher will model
this with 2 steps of the procedure.
2. Explore- Students will prepare a lab write-up including the objective, pre-lab questions, materials list,
safety concerns, step-by-step procedure, and a blank data table for day 7’s lab.
3. Explain- Students will answer the pre-lab questions in turn-around sentences (do NOT write the
questions).
4. Elaborate- Students will use their periodic table to highlight the elements they believe to be metals in
yellow, the ones they believe to be nonmetals in blue, and the ones they believe to be metalloids in
green.
Summary: Metals have luster, are malleable, ductile, react with acids, and conduct heat and electricity. Nonmetals, on
the other hand, are dull, brittle, and do not conduct heat or electricity. Metalloids have properties of both.
Day 5: Element Lab
Objectives (SWBAT):
Physical Science 15- predict the physical and chemical properties of an element based on its position in the periodic
table
-differentiate between metals, nonmetals, and metalloids based on periodic table position
Evaluated by:
-Properties of Elements Lab
-Element Quiz #1-18
Class structure:
Do Now: Number a blank sheet of paper 1-10 for your first element quiz (elements 1-18)
1. Engage- Group members will check each other’s safety compliance.
2. Explore- Students will follow the steps of the lab and record observations of elements around the room.
3. Explain- Students will classify the elements into groups based on physical and chemical properties only
then explain the classification.
4. Elaborate- Students will answer analysis questions for the post-lab in turn-around sentences (do NOT
write the questions).
Summary: Metals, like aluminum, can be found on the left side of the periodic table. Nonmetals, like sulfur, are found
on the right side of the table. Metalloids, like silicon, are found along the stair step between the two.
Day 6: Ions
Objectives (SWBAT):
Physical Science 16- Explain how an ion forms and predict the type of ion formed for given elements using
electronegativity and ionization energy values
-Predict the stable ion an element is likely to form when it reacts with other elements
Evaluated by:
Ion Worksheet
Class structure:
Do Now: If an element is shiny, malleable, and does not conduct heat/electricity, what type of element is it
(metal, nonmetal, metalloid)?
1. Engage- The class will review Day 7’s lab and summarize the information learned in preparation for day
9’s test.
2. Explore- Students will fill in missing values for atomic number, protons, neutrons, and electrons (in
pencil) on the practice sheet as a brief refresher of this information.
3. Explain- The teacher will introduce the new vocabulary word ion (an atom with an unequal number of
protons and electrons) and demonstrate how this unbalance affects the number of electrons. The class
will then correct the numbers in the chart of the practice sheet using this new information (pair/share).
4. Elaborate- Students will explain why a loss in electrons results in a positive charge (cation) while a gain
of electrons results in a negative charge (anion). Students will then individually finish the homework
sheet to help prepare for this section of Day 9’s test.
Summary: An ion is a charged particle. This charge comes from a gain of electrons to produce a negative particle (anion)
or a loss of electrons to produce a positive particle (cation). Whether an element gains or loses electrons is based on
electronegativity and ionization energy.
Day 7: Test- Periodic Table
Objectives (SWBAT):
- demonstrate at least 75% proficiency over the material of this unit
Evaluated by:
Test- Periodic Table
Class structure:
Do Now: Take out a calculator and something to write with, open your binder to the table of contents and place
it on the back bench, move your bags to the A/C, and clear your calculator RAM
Oral Do Now: What is the oxidation number of Oxygen?
TEST
Summary: An atom of an element decreases in size when it becomes a cation because it loses an energy level. An atom
of an element increases in size when it becomes an anion because, with more electrons, the attraction of the nucleus to
individual electrons decreases.
GLE
Objective
Day(s) Addressed
Physical
Science 9
Draw accurate valence electron configurations and Lewis dot diagrams for selected
molecules, ionic and covalent compounds, and chemical equations
2, 3, 4
Physical
Science 14
Identify unknowns as elements, compounds, or mixtures based on physical
properties
7
Physical
Science 15
Predict the physical and chemical properties of an element based only on its
location in the periodic table
5, 6, 7
Physical
Science 16
Predict the stable ion(s) an element is likely to form when it reacts with other
specified elements
8
Physical
Science 17
Use the periodic table to compare electro negativities and ionization energies of
elements to explain periodic properties such as atomic size
5
Experiments/ Models
Bohr Model
Lewis Dot Diagram
Vocabulary
Alkali Metal
Alkaline Earth Metal
Transition Metal
Rare Earth Metal
Lanthanide series
Actinide series
Nonmetal
Metalloid
Halogen
Noble Gas
Atomic Radius
Electronegativity
Ionization Energy
Reactivity
Ion
Cation
Anion
Valence Electron
Assessment Design- Unit 5
Basic: 6 Questions
Standard: 12 Questions
Expanded: 6 Questions
Essential Skills and Learning Objectives
Type of
Question
(MC, CR, P)
Basic
(Remember &
Understand)
Standard
(Apply &
Analyze)
Expanded
(Evaluate &
Create)
Draw accurate Bohr diagrams and Lewis dot diagrams for
selected elements
MC/CR
2 MC
4 CR
1 CR
Describe the historical development and modern
organization of the periodic table
MC/CR
1 CR
1 MC
2 CR
Use the periodic table to compare electro negativities and
ionization energies of elements to explain periodic
properties such as atomic size and reactivity
MC/CR
Predict the physical and chemical properties of an element
based only on its location in the periodic table and identify
unknowns as metals, nonmetals, or metalloids based only
on physical properties
MC/CR
Predict the stable ion(s) an element is likely to form when it
reacts with other specified elements
CR
3 MC
2 CR
1 MC
1 MC
1 CR
3 CR
3 CR