Unit Name: The Periodic Table Lesson Plan Creator: Mary Cameron Brooks Class Time: 45 minutes Timeframe: Day 1 of 10 Course/Grade Level: Chemistry/9th, 10th grades SOLs: Ch. 2 a, c—The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. The periodic table is a tool used for the investigations of: a) average atomic mass, mass number, and atomic number, and c) mass and charge characteristics of subatomic particles Specific Daily Learning Objectives:

1. TSW define average atomic mass, atomic symbol, atomic/proton number, proton, neutron, electron, nucleus, and isotope.

2. TSW identify the average atomic mass, atomic/proton number, atomic symbol, and element name for any element when looking at a periodic table.

3. TSW calculate the electrons and protons for any element given the periodic table and atomic symbol and charge (if any charge).

4. TSW draw a basic picture of and label the nucleus, protons, neutrons, and electrons on a basic picture of an atom.

Technology Required: calculators (if students want them) Special Accommodations:

1. ELL: have important words translated in another set of notes, have pictures of important words on note sheet

2. Special Needs: completely typed notes if necessary 3. Gifted: offer them to take notes without note sheet to keep them more busy/alert

Materials Needed: Projector, dry erase marker, white board, transparency notes, handout notes for students Focus Activity/Anticipatory Set: 5 minutes—logical-mathematical, naturalistic, visual-spatial, intrapersonal—KWL graphic organizer *Written on the board when students walk into class* In your notes, make a KWL chart for the beginning of our new unit on The Periodic Table. Please fill out the “Know” and “Want to know” columns of your chart. Refer to my example below.

Know Want to Know Learned

-The periodic table shows the different elements in nature

-How is the periodic table arranged?

Direct Teaching: 10 minutes—visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal—Lecture using projector and white board: I will prepare typed notes in which students have to fill in the blanks with important words. I will fill in the words on the projector so they can see what I’m writing as they are writing. The atom. An atom is made up of three main particles: protons, neutrons, and electrons. The nucleus holds all of the atomic mass, and is made up of the protons and neutrons. The electrons essentially have no mass and surround the nucleus in different atomic shells. Mass of an electron: me = 9.10939 * 10—31 kg = 5.48580 * 10—4 amu Mass of a neutron: mn = 1.67493 * 10—27 kg = 1.00866 amu Mass of a proton: mp = 1.67262 * 10—27 kg = 1.00728 amu *students do not need to memorize these values, but students should know the relative values. i.e. me < mp < mn*

(http://nuclear-energy.net/media/definicion/atomo.gif) A proton has a positive charge. An electron has a negative charge. A neutron has no charge. Identifying elements on the periodic table. The periodic table of elements is a chart showing all the elements arranged in columns with similar properties.

(http://www.chem.qmul.ac.uk/iupac/AtWt/table.gif) Each box on the periodic table represents a single element. There is information about the atomic number, atomic mass, atomic symbol, and usually the name. *TSW will copy the picture below and define the terms*

(http://www.middleschoolchemistry.com/img/content/multimedia/chapter_4/lesson_2/periodic_table_legend_big.jpg) The atomic mass on the periodic table is actually the average atomic mass of different isotopes of that element. An isotope is an element with the same number of protons but a different number of neutrons. Therefore, the atomic mass is different from isotope to isotope for an element. Modeling: 10 minutes—visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal—I will show students how to calculate protons, neutrons, and electrons for an element. I will do this on the projector/white board and will ask students to copy this in their notes if they desire. How to do calculations. # of protons = atomic number # of neutrons = atomic mass – # of protons # of electrons = # of protons – ion charge no charge! # of protons = # of electrons positive charge! # of protons > # of electrons negative charge! # of electrons > # of protons Examples. Determine the proton, electron, and neutron numbers of Phosphorous. (𝑃!".!!!"#! ) p: 7 protons e: 7 – 0 = 7 electrons

n: 14.00067 – 7 ≈ 7 neutrons Determine the proton, electron, and neutron numbers of Carbon-14 (𝐶!"! ) p: 6 protons e: 6 – 0 = 6 electrons n: 14 – 6 = 8 neutrons Determine the proton, electron, and neutron numbers of Calcium 2+. (𝐶𝑎!".!"#!" )2+ p: 20 protons e: 20 –(+2) = 18 electrons n: 40.078 – 20 ≈20neutrons Check for Understanding: 10 minutes—visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal—I will give students time to try problems on their own. They can raise their hands and ask questions. We will go over them as a class. I will call on students to tell me how they got their answers. We will write them on the board if necessary. YourTurn.Determine the proton, electron, and neutron numbers of Zirconium. (𝑍𝑟!".!!"!" ) p: 40 protons e: 40 – 0 = 40 electrons n: 91.224 – 40 ≈ 51 neutrons Determine the proton, electron, and neutron numbers of Mercury. (𝐻𝑔!"".!"!" ) p: 80 protons e: 80 – 0 = 80 electrons n: 200.59 – 80 ≈ 121 neutrons Determine the proton, electron, and neutron numbers of Manganese 7+. (𝑀𝑛!".!"#$%&!" )7+

p: 25 protons e: 25 –(+7) = 18 electrons n: 54.938045 – 25 ≈30neutrons

Determine the proton, electron, and neutron numbers of Fluorine 1—. (𝐹𝑙!".!!"! )1—

p: 9 protons e: 9 –(–1) = 10 electrons n: 18.998 – 9 ≈10neutrons Independent Practice: remainder of class—intrapersonal, logical-mathematical, interpersonal—I will give students a worksheet that will turn into homework. They can work in small groups if they wish. Handout 1. Write the symbol for each of the following elements. Aluminum Gold Silver Mercury Potassium Iron Chlorine Lead Write the name for each of the following symbols. Na Cl He Xe Br B C Sn Determine the number of protons, electrons, and neutrons in each of the following species. Cl— p:_______e:_______n: _______ Ag2+ p:_______e:_______n: _______

Fr p:_______e:_______n: _______ C p:_______e:_______n: _______ Cu3+ p:_______e:_______n: _______ H p:_______e:_______n: _______ Na+ p:_______e:_______n: _______ Al3+ p:_______e:_______n: _______ Eu p:_______e:_______n: _______ Kr p:_______e:_______n: _______ Mg2+ p:_______e:_______n: _______ He p:_______e:_______n: _______ Mg p:_______e:_______n: _______ Fe2+ p:_______e:_______n: _______ N3— p:_______e:_______n: _______ Fe3+ p:_______e:_______n: _______ Closure: last minutes of class—I will remind the students to finish the worksheet for homework. Next, I will ask students to write something they learned today on an exit slip. Unit Name: The Periodic Table Lesson Plan Creator: Mary Cameron Brooks Class Time: 45 minutes Timeframe: Day 2 of 10 Course/Grade Level: Chemistry/9th, 10th grades SOLs: Ch. 2 d, e—The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. The periodic table is a tool used for the investigations of: d) families or groups, and e) periods Specific Daily Learning Objectives:

1. TSW define families/groups, periods, valence electrons 2. TSW identify the different sections on the periodic table including Alkali Metals,

Alkaline Earth Metals, Transition Metals, Metalloids, Nonmetals, Halogens, Noble Gases, Lanthanides, and Actinides given a blank periodic table.

3. TSW define and identify oxidation numbers for different groups given a periodic table.

Technology Required: Computer to show students an interactive periodic table on the Internet, tablets, student cell phones Special Accommodations: see lesson 1/10 Materials Needed: Projector, dry erase marker, white board, student cell phones, computers, or tablets

Focus Activity/Anticipatory Set: 5 minutes—logical-mathematical, intrapersonal—Do Now: 3 questions from previous lesson Complete the following: Cl— p:_______e:_______n: _______ Cu3+ p:_______e:_______n: _______ Mg p:_______e:_______n: _______ *Transition—5 minutes—I will review the group project due on Day 8. Students will get in groups of 3-4 and choose an element to research. Students will prepare a 5-minute presentation (format of their choice) to the class. They will have to tell basic facts about the element that we have learned in all of the lessons from the unit. They will also have to research different/interesting facts and uses about/of the element. I will assign groups and get the students to exchange contact information if the students cannot choose their own groups efficiently.* Element Presentation. In groups of 3-4 classmates, students will create a 5-minute presentation (format of their choice) about an element of their choice. Each group needs to select a different element. The presentation must include the following information about the element: -name, atomic symbol, atomic number, average atomic mass -period and row -section of periodic table -visuals of atom -valence electrons -electron configuration -4 interesting facts -common uses/applications of the element Possible formats include, but are not limited to: PowerPoint, Prezi, video, iMovie, skit, etc. The presentation is due on xx/xx/xxxx. Rubric. 4 3 2 1 0 Element facts Correctly

identifies atomic symbol, atomic number, average atomic mass,

Correctly identifies more than half of the following: atomic symbol, atomic

Correctly identifies half of the following: atomic symbol, atomic number,

Incorrectly identifies atomic symbol, atomic number, average atomic

Does not identify atomic symbol, atomic number, average atomic

protons, neutrons, and electrons of neutral atom

number, average atomic mass, protons, neutrons, and electrons of neutral atom

average atomic mass, protons, neutrons, and electrons of neutral atom

mass, protons, neutrons, and electrons of neutral atom

mass, protons, neutrons, and electrons of neutral atom

Period, row, section Correctly identifies period, row, and section

Correctly identifies 2 of the following: period, row, and section

Correctly identifies 1 of the following: period, row, and section

Incorrectly identifies period, row, and section

Does not identify period, row, and section

Visuals The presentation contains many visuals of the atom, element in real life, and other visuals to enhance the presentation

The presentation contains many visuals of the atom and element in real life

The presentation contains some visuals

The presentation has minimal visuals

The presentation has no visuals

Electron configuration

The student correctly shows the electron configuration

The student correctly shows 75% of the electron configuration

The student correctly shows 50% of the electron configuration

The student correctly shows 25% of the electron configuration

There is no electron configuration

Interesting facts The presentation contains at least 4 interesting facts

The presentation contains 3 interesting facts

The presentation contains 2 interesting facts

The presentation contains 1 interesting fact

The presentation contains no interesting facts

Common uses/applications

The students correctly identify at least 4 common

The students correctly identify at least 3 common

The students correctly identify at least 2 common

The students correctly identify at least 1 common

The students do not identify common uses/applica

uses/applications

uses/applications

uses/applications

uses/applications

tions

Effectiveness of presentation

Students are engaging and creative

Students are mostly engaging and creative

Students are somewhat engaging and creative

Students are minimally engaging and creative

Students are not engaging and creative

A: 28-25 points B: 24-20 points C: 19-15 points D: 14-10 points F: 9-0 points Direct Teaching/Modeling: 10 minutes—visual-spatial, verbal-linguistic—I will begin by asking the students, “From yesterday’s lesson, who remembers where electrons are found in an atom?” I will wait until someone says “atomic shells” (or I will give them hints). I will then say, “Valence electrons are the electrons in the outer most shell of the atom. They are the farthest away from the nucleus. The attraction between the negatively charged valence electrons and positively charged protons in the nucleus is weaker compared to electrons that are in shells closer to the nucleus. Therefore, the valence electrons are responsible for most chemical reactions because the nucleus can’t ‘hold on’ to them as tightly. Let’s watch this video of reactions. Now… Let’s look at some basic organizational trends in the periodic table.” I will project a periodic table on the white board. I will tell and show them the following aspects of the periodic table: Group numbers at the top, period numbers down the left-hand side, number of valence electrons at the top, oxidation numbers at the top, metals, nonmetals, metalloids, alkali metals, alkaline earth metals, transition metals, chalogens, halogens, noble gases, lanthanides, and actinides. I will make sure to say that each element in a group has similar properties because they all have the same number of valence electrons. Guided Practice/Independent Practice: 20 minutes—visual-spatial, bodily-kinesthetic, intrapersonal, interpersonal, verbal-linguistic—Students will be given a blank worksheet of the periodic table. They will have to visit www.ptable.com to fill in the information. This will turn into homework. They can work in groups for this if they choose. I will be around to answer questions. Handout 2. Use your book, notes, and www.ptable.com to fill in the blank periodic table below: 1. Number the groups at the top. 2. Number the periods on the left-hand side. 3. Write the oxidation numbers at the top.

4. Write the number of valence electrons for each group at the top. 5. Draw a heavy line between the metals and nonmetals. Label metals, nonmetals, and metalloids. 6. Color the sections of the periodic table based off of the following key:

Halogen Blue Noble gases Yellow Alkali metals Red Alkaline earth metals Purple Transition metals Green Lanthanides Orange Actinides Grey

7. Know the following terms (define them if necessary): group/family period valence electrons oxidation number

Closure: 5 minutes—I will ask the students to get in their presentation groups. They will tell me what element they want to do for their project. I will make sure that no two groups have the same element. I will tell them their homework is to finish the worksheet form class and to start talking to their group members about collecting and presenting information about the element. Also, I will ask students to write something they learned today on an exit slip. Unit Name: The Periodic Table Lesson Plan Creator: Mary Cameron Brooks Class Time: 45 minutes Timeframe: Day 3 of 10 Course/Grade Level: Chemistry/9th, 10th grades SOLs: Ch. 2 g—The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. The periodic table is a tool used for the investigations of: g) electron configurations Specific Daily Learning Objectives:

1. TSW write electron configurations for an element given the periodic table. 2. TSW identify the s, p, d, and f blocks when given a blank periodic table.

Technology Required: Computer for PowerPoint and showing students an interactive periodic table on the Internet Special Accommodations: see lesson 1/10 Materials Needed: Projector, dry erase marker, white board, student cell phones, computers, or tablets Focus Activity/Anticipatory Set: 5 minutes—intrapersonal—Do Now: 3 questions from previous lesson For each of the following elements, state the group name and number, period, metal/nonmetal/metalloid, valence electron number, and oxidation number. 1. Barium 2. Sulfur 3. Iodine 4. Cobalt 5. Neon

Direct Teaching/Modeling: 10 minutes—visual-spatial, verbal-linguistic—Lecture using projector and white board: I will prepare typed notes in which students have to fill in the blanks with important words. I will fill in the words on the projector so they can see what I’m writing as they are writing. Electron Configurations. An electron configuration is the arrangement of electrons in the orbitals of an atom. Atomic orbitals are regions of space around the nucleus of an atom where an electron is likely to be found. There are four orbitals we will focus on: s, p, d, and f. Know the following chart:

Orbital # of electrons it can hold s 2 p 6 d 10 f 14

http://study.com/cimages/multimages/16/800px-periodic_table_structure.svg.png

We will almost always focus on s, p, and d. S-orbitals are shaped like a sphere. P-orbitals are shaped like a dumbbell. F-orbitals are shaped like a four-leaf clover.

(http://image.slidesharecdn.com/5-orbital-shapes-covalent-bonding1811/95/5-orbital-shapes-covalent-bonding-2-728.jpg?cb=1185371921) There are three main rules for writing electron configurations:

1. Aufbau’s Principle—electrons enter orbitals of the lowest energy first 2. Pauli exclusion principle—an atomic orbital may describe at most two

electrons. To occupy the same orbital, electrons must have opposite spin. Two electrons in one orbital are an electron pair. Orbitals with one electron are unpaired electrons.

3. Hund’s rule—when electrons occupy orbitals of equal energy, one unpaired electron enters each orbital, then second electrons are added with opposite spins.

Here is the electron configuration for Neon: 1s2 2s2 2p6

!The first number represents the energy level. !The letter represents the sublevel for that particular energy level. !The superscript number represents the number of electrons in the sublevel of that energy level.

(http://chem.libretexts.org/@api/deki/files/52073/=2.2_Ne.png?revision=1) Modeling: 5 minutes—verbal-linguistic, visual-spatial, logical-mathematical—I will physically write electron configurations on the board. I will do this as I describe the three main rules. It is easier to understand as I explain the principles while I write the diagrams. I will also tell students that they can use www.ptable.com to help them with electron

configurations. They need to go to the “orbitals” tab. The website shows the written electron configuration, the diagram, and a visual of the atom. Practice. Write and draw the electron configuration for (drawings would need to be drawn out on the board… they can be seen at ptable.com in the orbitals tab when you click on a certain element): He: 1s2 P: 1s2 2s2 2p6 3s2 3p3 Cu: 1s2 2s2 2p6 3s2 3p6 4s1 3d10 Xe: 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d10 5p6

Guided Practice: 15 minutes—visual-spatial, logical-mathematical, verbal-linguistic—I will give the students problem to try and we will review them as a class. Your Turn. Write and draw the electron configuration for: Li: 1s2 2s1 Ca: 1s2 2s2 2p6 3s2 3p6 4s2 Fe: 1s2 2s2 2p6 3s2 3p6 4s2 3d6

Independent Practice: will be done in tomorrow’s class. Closure: 10 minutes—interpersonal—students get in groups to gather information for group presentation. I will announce there is no written homework, but to come prepared to class to write electron configurations. I will ask students to write something they learned on an exit slip. Unit Name: The Periodic Table Lesson Plan Creator: Mary Cameron Brooks Class Time: 45 minutes Timeframe: Day 4 of 10 Course/Grade Level: Chemistry/9th, 10th grades

SOLs: Ch. 2 g—The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. The periodic table is a tool used for the investigations of: g) electron configurations Specific Daily Learning Objectives: 1. TSW write and state electron configurations while looking at a periodic table/playing Battleship. Technology Required: See Materials Needed. Special Accommodations:

1. ELL: pair them with patient students 2. Special Needs: pair them with patient students and/or instructional aid 3. Gifted: challenge them to use more than 5 “ships”

Materials Needed: Two periodic tables laminated in a manila folder for each student, dry erase markers for each student, scrap paper, pen/pencil. Focus Activity/Anticipatory Set: 5 minutes—logical-mathematical, intrapersonal—Do Now: 2 questions from previous lesson Write and draw the following electron configurations: B: answer ! 1s2 2s2 2p1 Au: answer ! 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d10 5p6 6s1 4f14 5d10

Transition: 10 minutes—We will go over the Do Now. Then I will ask students to get in groups of two. Students will play “Electron Configuration Battleship”. Here are the rules:

The game is played like traditional battleship in groups of two students. Each student has the manila folder open so that the opponent cannot see either of his/her periodic tables.

• Each player puts a line through the appropriate number of elements to indicate an aircraft carrier (5 elements), a battleship (4 elements), a submarine (3 elements), a destroyer ( 3 elements), and a PT boat ( 2 elements). Note: the number of ships can be increased which will create more "hits" and more fun! • The first player calls a valence configuration for an element of his/her choice. For example, Carbon would be 1s2 2s2 2p2. The other player states the name of the element called (in order to verify understanding of the “code” between the players), and then says “hit” or “miss”

• The player stating the configuration marks the top periodic table to note shots taken, and the player being "shot at" marks hits and misses on the bottom periodic table.

• Play continues until all ships are "sunk." (game from http://nobel.scas.bcit.ca/chemed2005/tradingPost/TUPM_S2_4_15ChemFunGames.pdf) Independent Practice: 20 minutes—visual-spatial, verbal-linguistic, logical-mathematical, interpersonal, intrapersonal, bodily-kinesthetic—students will play “Electron Configuration Battleship”

Closure: 10 minutes—verbal-linguistic, logical-mathematical, intrapersonal—I will remind students that they have a quiz tomorrow. It will be based off of everything we have learned this week. Questions will be in similar format as the Do Nows. I will open the floor to any questions students have. The only homework is to study their notes, review their Do Nows, and practice on their own. They can check their answers on www.ptable.com. On the exit slip today, I will ask students to generate and answer a question about an electron configuration that they will think stump their peers

Unit Name: The Periodic Table Lesson Plan Creator: Mary Cameron Brooks Class Time: 45 minutes Timeframe: Day 5 of 10 Course/Grade Level: Chemistry/9th, 10th grades SOLs: Ch. 2 a, c, d, e, g Specific Daily Learning Objectives:

1. TSW complete a quiz about the previous lessons from this unit. 2. TSW work on their group projects.

Technology Required: Computer for interactive periodic table online. Special Accommodations:

1. ELL: verbal/picture assistance on quiz if needed 2. Special Needs: verbal assistance on quiz if needed 3. Gifted: challenge them if they finish quiz early by asking them to generate more

difficult quiz questions

Materials Needed: quiz, notes, pen/pencil, paper

Anticipatory Set/Focus Activity: 5 minutes—intrapersonal—Students study quietly to themselves until the bell rings. I will allow them five minutes to study before we take the quiz. On the board: You may study for the first 5 minutes of class. When I prompt you, please clear your desks of all of your materials except for a pen or pencil. Quiz: 15 minutes

For each of the following elements, state:

1. Atomic symbol 2. Atomic number 3. Proton number 4. Electron number 5. Neutron number 6. Average atomic mass 7. Group number 8. Group name 9. Period 10. Metal/nonmetal/metalloid 11. Valence electron number 12. Oxidation number 13. Electron configuration

1) Bromine 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

2) Magnesium 1. 2. 3. 4.

5. 6. 7. 8. 9. 10. 11. 12. 13.

3) Extra credit: Write and draw the electron configuration for Br1— and Mg2+. Br1—: Mg2+:

Direct Teaching/Modeling/Guided Practice: 10 minutes—verbal-linguistic, visual-spatial, logical-mathematical, interpersonal—review quiz answers on the overhead projector/board. I ask students the answers. They will answer by raising their hands. I will write the answers on the transparency of the quiz that is projected on the board. Bromine (answered) 1. Br 2. 35 3. 35 protons 4. 35 electrons 5. 79.9—35 = 45 neutrons 6. 79.9 amu 7. 17 8. Halogen 9. 4 10. nonmetal 11. 7 valence electrons 12. –1 13. 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p5

Magnesium (answered) 1. Mg 2. 12 3. 12 protons 4. 12 electrons 5. 24.3—12 = 12 neutrons 6. 24.3 amu 7. 2 8. Alkaline Earth metals 9. 3

10. metal 11. 2 valence electrons 12. +2 13. 1s2 2s2 2p6 3s2

Extra credit: Write and draw the electron configuration for Br1— and Mg2+. (answered) Br1—: 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 Mg2+: 1s2 2s2 2p6

Independent Practice: 15 minutes—interpersonal—students will work in their groups to work on group presentation. They should have collected all of the information from previous lessons. The information that is missing from the presentation should be about information we have not learned yet (i.e. trends)

Closure: last minute of class—I will wish students a good weekend. There will be no homework except to study for the upcoming test in one week. Students are encouraged to work on their group project over the weekend, but there will be class time next week to finish the project.

Unit Name: The Periodic Table Lesson Plan Creator: Mary Cameron Brooks Class Time: 45 minutes Timeframe: Day 6 of 10 Course/Grade Level: Chemistry/9th, 10th grades SOLs: Ch. 2 f—The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. The periodic table is a tool used for the investigations of: f) trends including atomic radii, electronegativity, shielding effect, and ionization energy. Specific Daily Learning Objectives:

1. TSW identify different trends on the periodic table including atomic radii, electronegativity, electron affinity, ionization energy, and shielding effect.

2. TSW apply these trends to at least two elements in order to compare and contrast the characteristics of each element when given a periodic table.

3. TSW draw these trends when given a blank periodic table. Technology Required: projector, computer to show students a website Special Accommodations: see lesson 1/10 Materials Needed: Projector, dry erase marker, white board, transparency notes, handout notes for students Focus Activity/Anticipatory Set: 10 minutes—logical-mathematical, verbal-linguistic, interpersonal, intrapersonal—before class I will select one, two, or three of the student’s answers to last week’s exit slip that asked for an electron configuration question that will stump other students. Once students complete them, I will ask a general question, “Would anyone who created these questions like to explain the answer?” If I get no response, I will ask, “Would anyone who thinks he/she has the right answer like to explain?” If I still get no response, I will start completing the problems on the board. I might purposefully make a mistake to see if students catch my mistake and want to tell me what I should do. Direct Teaching: 10 minutes—visual-spatial, verbal-linguistic, intrapersonal, interpersonal—I will give students a blank note packet. Students will draw the trends on the periodic table as I tell them about the trends and we discuss them as a class. I will fill out the notes as they fill out the notes.

(http://image.tutorvista.com/content/feed/tvcs/PERIODIC_TRENDS2.jpg)

*We will fill out the periodic table so it looks like this at the end* Trends Atomic radius: How big an atom is. Atomic radius increases as you go right to left across a period and down a group. As you move across a period, protons are added to the nucleus and hold onto the electrons more tightly causing the radius to be smaller. The largest atom is Francium. The smallest atom is Helium. Ionization energy: the amount of energy required to remove one electron from an atom. IE increases as you move left to right across a period and up a group. As you move left to right across a period, more protons are added to the nucleus, therefore, the nucleus holds onto the electrons more tightly making it harder to remove and electron. Electron affinity: the change in energy of a neutral atom when an electron is added to for a negative ion. EA increases from left to right across a period and increases from bottom to top in a group. Electronegativity: very similar to electron affinity. Electronegativity is how strongly attracted an electron is to an atom. It increases left to right and bottom to top. Francium is the least electronegative. Fluorine is the most electronegative. As you move left to right in a period, the proton number increases and the positive charge attracts electrons more strongly. Shielding Effect: the reduction in nuclear charge on the electron cloud due to inner electrons shielding valence electrons from being as attracted to the nucleus. It factors into atomic radius and explains why valence electrons are more easily removed from the atom. This website (http://www.rsc.org/periodic-table/trends) might help when you are studying trends. Modeling/Guided Practice/Check for Understanding: 10 minutes—visual-spatial, verbal-linguistic, intrapersonal, interpersonal—I will go over examples and then ask students to perform examples on their own. We will review as a class. Practice. Place the following elements in order of increasing atomic radius: Ag, F, B, Cs. F<B<Ag<Cs Place the following elements in order of decreasing electronegativity: Ag, F, B, Cs. F>B>Ag>Cs Place the following elements in order of increasing ionization energy: Ca, Rb, O, Ga Rb<Ca<Ga<O Your Turn.

Place the following elements in order of decreasing atomic radius: Cl, Sn, Ba, I Ba>Sn>I>Cl Place the following elements in order of increasing electronegativity: O, Sn, Se, K K<Sn<Se<O Place the following elements in order of increasing electron affinity: Ba, Hg, B, N Ba<Hg<B<N Independent Practice: worksheet from http://cdn.slidesharecdn.com/ss_thumbnails/periodictrendsworksheet1-130210082811-phpapp02-thumbnail-4.jpg?cb=1361701355

Closure: 3 minutes—visual-spatial—Show students the video (https://www.youtube.com/watch?v=HvVUtpdK7xw) we have already watched last week. The reactions in the video become more explosive because they are moving down the Alkali metal group. Francium is the most reactive element because of the trends we studied.

Unit Name: The Periodic Table Lesson Plan Creator: Mary Cameron Brooks Class Time: 45 minutes Timeframe: Day 7 of 10 Course/Grade Level: Chemistry/9th, 10th grades SOLs: Ch. 2 a, c, d, e, f, g Specific Daily Learning Objectives: TSW finish their group projects. Technology Required: Computers for students to present projects Special Accommodations: see lesson 1/10 Materials Needed: Students bring their group project materials if they need them Focus Activity/Anticipatory Set: 5 minutes—logical-mathematical, intrapersonal—Written on the board: Answer the following question: Why is the atomic radius of Fluorine smaller than the atomic radius of Nitrogen? Direct Teaching/Check for Understanding: 10 minutes— Review the Do Now with the class. I will ask a student to answer. We will also review homework and I will answer any questions. Independent Practice: 25 minutes—interpersonal—students finish working on group projects. I will be there to answer any questions and review their projects. Closure: 5 minutes—intrapersonal—I will ask student to write an exit slip of a difficult extra credit question they want to see on the upcoming test. I will also give students a test review guide as homework (due day 9/10) The Periodic Table of Elements Study Guide. 1) Know the following terms (define if necessary).

1. element 2. periodic table 3. average atomic mass 4. atomic symbol 5. atomic number

6. proton number 7. proton 8. neutron 9. electron 10. nucleus 11. isotope 12. families/groups 13. periods 14. oxidation number 15. valence electron 16. atomic radii 17. electronegativity 18. electron affinity 19. ionization energy 20. shielding effect

2) On the following image, label the electrons, neutrons, nucleus, and protons. What element is this?

3) On the following image, label groups, periods, oxidation numbers, valence electron numbers, metals, nonmetals. Make a key and color in the seven sections of the periodic table we colored in class. Draw a thick line that separates metals and nonmetals.

4) On the following image, make a key and color in the four different blocks we discussed in class.

5) On the following image, draw arrows and label the trends we discussed in class.

6)Completethefollowingtable

Element Helium Zinc Potassium Xenon Aluminum Atomic symbol Atomic number

Protons

Electrons

Neutrons

Avg. atomic mass

group

Period

Valence number

7) Write the electron configurations for the following:

1. Cl— 2. Ne 3. Al 4. Sr2+

8) Write the elements in order of increasing atomic radii: Zn, P, F, O, Kr, Co, Cr, Li, Cs 9) Write the elements in order of increasing electronegativity: Rb, Cd, Sn, Te, Cl, F, Ra, Ba, Be 10) Describe the shielding effect. Unit Name: The Periodic Table Lesson Plan Creator: Mary Cameron Brooks Class Time: 45 minutes Timeframe: Day 8 of 10 Course/Grade Level: Chemistry/9th, 10th grades SOLs: Ch. 2 a, c, d, e, f, g Specific Daily Learning Objectives: TSW present their group projects to the class. Technology Required: Computers for students to present projects Special Accommodations: see lesson 1/10 Materials Needed: Students bring their group project materials if they need them Focus Activity/Anticipatory Set: 5 minutes—Written on the board: Please sit in your presentation groups. You have the next 5 minutes to wrap up any last minute details. Direct Teaching/Check for Understanding: 35 minutes—possibility of all intelligences depending on students’ presentations—Students inform classmates about the elements they chose to present. I will see if students have questions after each group presents. I might ask basic questions about the element to the presenters. Closure: 5 minutes— I will ask students to write down something they learned from

another group’s presentation on an exit slip. I will remind students to finish the study guide and that it is due tomorrow. We will review it in class. Unit Name: The Periodic Table Lesson Plan Creator: Mary Cameron Brooks Class Time: 45 minutes Timeframe: Day 0 of 10 Course/Grade Level: Chemistry/9th, 10th grades SOLs: Ch. 2 a, c, d, e, f, g Specific Daily Learning Objectives: TSW ask any questions they have about the entire unit to prepare for the test tomorrow. Technology Required: Computers if we need to use the interactive periodic table Special Accommodations: see lesson 1/10 Materials Needed: Review guide worksheet, previous homework, notes, calculators, etc. Focus Activity/Anticipatory Set: 5 minutes—Written on the board: Please get out your KWL chart from the beginning of the unit. Write what you have learned. Think about the questions you still have regarding the content we covered. We will begin reviewing our study guide in 5 minutes.

Direct Teaching/Check for Understanding/Guided Practice: 37 minutes—verbal-linguistic, visual-spatial, logical-mathematical, interpersonal, intrapersonal—We will have a class discussion about the review guide and anymore questions students have about the test. I will work out problems on the board as needed. If there is time, I will allow students to work out problems. However, if there are a lot of questions, I will dominate answering them due to time constraints. Closure: 3 minutes— I will ask students to write down the amount of time they will devote to studying tonight for the test tomorrow. I will collect them at the end of class. I hope this will hold them accountable for studying tonight.

Unit Name: The Periodic Table Lesson Plan Creator: Mary Cameron Brooks Class Time: 45 minutes Timeframe: Day 10 of 10 Course/Grade Level: Chemistry/9th, 10th grades SOLs: Ch. 2 a, c, d, e, f, g Specific Daily Learning Objectives: TSW complete the test in the class period. Technology Required: none Special Accommodations: see lesson 5/10 Materials Needed: Tests, pen/pencil Focus Activity/Anticipatory Set: 1 minute—Written on the board: Please sit quietly at your desks. Remove everything from your desk except a pen or pencil and 4-function calculator. Notes, textbooks, and study materials should be zipped in your book bag under your desk. When you are done with the test, please read a book, complete other homework, or sit quietly at your desk. When the bell rings, I will begin passing out tests (face down), scrap paper, and a basic periodic table. Once all of the tests are distributed, I will tell them to begin the test.

Test: 44 minutes (next page)

The Periodic Table of Elements Test 1) Complete the following table. (45 pts.) a. b. c. d. e. Atomic symbol Po Atomic number

Protons

55

Electrons

38

Neutrons

Avg. atomic mass

35.453 g

group

2

Period

Valence number

Element Name Tin 2) Write the electron configurations for the five elements in the table from Question 1. (10 pts.) a. b. c. d. e. 3) On the following image, label the electrons, neutrons, nucleus, and protons. What element is this? (5 pts.)

4) On the following image, label groups, periods, oxidation numbers, valence electron numbers, metals, nonmetals. Make a key and color in the seven sections of the periodic table we colored in class. Draw a thick line that separates metals and nonmetals. (15 pts.)

5) On the following image, make a key and color in the four different blocks we discussed in class. (5 pts.)

6) On the following image, draw arrows and label the following trends: atomic radii, electronegativity, ionization energy, and electron affinity. Describe these trends below the image. (20 pts.)

7) Make a Venn diagram to compare and contrast the following pairs of elements. Include as much information about each element as you can think (i.e. symbol, proton number, group, valence electrons, electron configuration, electronegativity, etc.). Include sentences below your Venn diagram that summarize your thoughts. a. Potassium vs. Bromine (25 pts.) b. Oxygen vs. Lead (25 pts.) Extra Credit: Write the electron configuration for Uranium.