Periodic Table and Periodic Trends

Student Friendly Learning Objectives:

SC.HSP.3.1.A 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. The assessment does not include a quantitative understanding of ionization energy beyond relative trends.

I will model the development of the periodic table.

I will predict the properties of elements based on their position in the periodic table.

I will explain how the structure of an atom influences the atomic radius, electronegativity, and ionization energy.

I will compare and contrast elements according to the atomic radius, electronegativity, ionization energy, and metallic reactivity.

SC.HS.5.3.F Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

3a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

I can use effective research strategies to locate information for my projects.

3c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

I can gather and organize information that show connections and conclusions from that research.

6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

I can choose an appropriate platform to create and publish my message.

6b Students create original works or responsibly repurpose or remix digital resources into new creations.

I can create original work or remix resources to create a new work.

6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

I can communicate complex ideas using a variety of visual products.

6d Students publish or present content that customizes the message and medium for their intended audiences.

I can publish and present information effectively for my audience.

Student Friendly Learning Objectives:

SC.HSP.3.1.A 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. The assessment does not include a quantitative understanding of ionization energy beyond relative trends.

I will model the development of the periodic table.

I will predict the properties of elements based on their position in the periodic table.

I will explain how the structure of an atom influences the atomic radius, electronegativity, and ionization energy.

I will compare and contrast elements according to the atomic radius, electronegativity, ionization energy, and metallic reactivity.

SC.HS.5.3.F Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

1. Students will complete the  March Madness Chemistry Game  in pairs to serve as a self-assessment of before-unit content knowledge. In this activity, elements will be arranged in a tournament-style bracket and students will be given rules to determine which element will be moving on to the next round. The rules given will be based on a timeline of discovery, atomic radius, ionization energy, electronegativity, and characteristics of the elements. Brackets will be scored similarly to a regular March Madness bracket.

2. After the March Madness activity, students will use the website SOWNTOGROW to reflect on their initial abilities with the unit objectives.

Description:  Students will choose one type of periodic table to create using the same ideas that the first periodic table was built under.

Must Do’s:

At least one option from the choice board

May Do’s:

Multiple options from the choice board

Resources: 

Choice Board

Description:  Students will choose one activity from the choice board to discover each of the periodic trends.  They will take what they learned and summarize it according to the task they choose.

Must Do’s:

At least one option from the choice board

May Do’s:

Multiple options from the choice board

Resources: 

Link to Choice Board

Description:  After discovering how the trends apply to the elements on the periodic table, students will practice applying the rules to compare various elements.

Must Do’s:

At least one option from the choice board

May Do’s:

Multiple options from the choice board

Resources: 

Link to Choice Board

Learning Path

Day #

Description

BlendEd Model

Resources

1

Periodic Table Madness - Students will complete the Elements March Madness Activity.  The instructor will lead the students through scoring their brackets and will then hold a group discussion about why the elements were scored the way they were. The instructor will introduce key terms during this discussion such as trend, atomic radius, electronegativity, and ionization energy.

Students will choose an article to read that pertains to Element naming. They will post to an online discussion with their ideas. The instructor should monitor and 

Students will use SOWNTOGROW to evaluate their initial understanding.

Flipped - Hybrid

Four New Elements Named Article (PDF in Resources)

A Prank in the Periodic Table Article (PDF in Resources)

2

The instructor will highlight the word “trend” and complete a demo that elicits student ideas about the word and how it might work with elements. A demo with alkali metals and water (or a video of it) will be shown and “trend” will be operationally defined among the class.

This demo will start the formation of ideas around different groups of the periodic table.  Students will watch flipped notes about the groups of the periodic table to gain information about the different sections.

Students will complete a Periodic Table Group Review Quizizz to review their knowledge.

The instructor should meet with small groups of students throughout the class in order to question and confirm the understanding of the information.

Flipped - Flex - Hybrid

3/4

The instructor will review the definitions of the Periodic Trends. (PDF available in Resources)

Students will complete the Discover the Trends Choice Board Activity.

To confirm and enforce the discovered trends, students will watch the Periodic Trend flipped notes.

The instructor should meet with small groups of students throughout the class to question and confirm the understanding of the information.

5

Students will Complete the Practice the Trends Choice Board.

The instructor should meet with small groups of students throughout the class to question and confirm the understanding of the information.

6/7

Students will complete the Explain the Trends Project