Organizing the Periodic TableCross-Cutting Concepts Lesson Plan

Thursday, March 26, 2015Ms. L. Sims & Ms. J. McAuley

Grade Level & Subject

10th grade Physical Science, ages 15-18

Context Description

In previous years, in the K-8 levels, students were introduced to the concept that matter is composed of atoms and molecules that can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter (PS1.A, Structure of Matter). This year, at the high school level, students will comprehend how subatomic structures and interactions explain the structure and interactions of matter. Prior to this unit, students explored motion and Newton’s Laws, the study of matter, electricity, waves, and were exposed to inquiry as well as the nature of science. This unit will build off of previous study and add complexity, discussing subatomic particles and linking them back to previous units, e.g. exploring the nature matter and of electrons and how they flow and function in electric circuits. This unit will develop upon the classification of matter and explore atomic modeling and subatomic particles. Students will engage in inquiry based activities whereby they create their own schema for modeling and classifying and describing atoms and subatomic particles. This unit will be scaffolded to move students from talking about “matter” to discussing atoms and then exploring periodic trends upcoming unit. After this unit including atomic structure and the Periodic Table, students will move on to energy and more complex chemistry topics including: naming chemical compounds and writing chemical equations. These forthcoming topics will build upon the fundamentals introduced in this matter unit and further elaborate upon subatomic particles and chemical and nuclear reactions. These particular students display room for growth in graphing, vocabulary knowledge, and composition skills. These skills will be targeted through planned laboratory reports, vocabulary supports, and graphing instruction and practice. For this particular community, whose assets include strong social network ties, strong matrilineal ties, and resilience, students need to understand the basic nature of everything around them. The basic structure and nature of atoms can help students navigate their physical worlds and understand how to build models to help explain their surroundings.

1. Prior Knowledge Required for Lesson: Students must be familiar with the concept of atoms as taught at the middle and high school school level. Vocabulary knowledge is helpful but not requisite as it will be built upon in this unit.

2. Assessment of Prior Knowledge: This unit will assess prior knowledge through KWL chart given on day 1 and revisited on day ten. Students will also be given a vocabulary self-awareness chart on day one and again on day six. This vocabulary self-awareness chart will be used as a self-assessment tool. The instructor will analyze both the KWL and vocabulary self-awareness student responses to determine if students have the required prior knowledge and to seek out misconceptions.

-1-

Context Description (continued)

3. Prior Learning Experiences and Development: Prior learning experiences during the Newton’s Law unit revealed that this particular group of students does not have strong science recall as most score at the re-teach level on the OAA and OGT. These data prompted me to put great emphasis on analysis of prior knowledge as well as independent practice and self-assessment of knowledge.

OAA Standard 8/2013 (% Reteach, % Practice or Enrichment)Science Indicator (92, 8)Physical Science (87, 13)

OAA Indicator 8/2013 (% Reteach, % Practice, % Enrichment)S17-5 Analyzes Explanations/Predictions (91, 0, 8)

OGT Standard 11/2013 (% Reteach, % Practice or Enrichment)Science and Technology (89, 11)Scientific Ways of Knowing (80, 20)Scientific Inquiry (69, 31)Physical Sciences (57, 43)

OGT Indicator 11/2013 (% Reteach, % Practice or Enrichment)S110-4 Draws Conclusions from Inquiries (91, 9)

4. Connections between Prior Knowledge and Learning Experiences and New Knowledge: My instructional plans will build connections between students’ prior knowledge and experiences by providing frequent opportunities for self-reflection and self-analysis. Also, this lesson’s real-world connection is presences of patterns and trends and how models are constantly revised as technology advances. By linking this real world phenomena of changing technology, especially cell phones, I will provide a hook upon which students can build new knowledge and connect to prior knowledge and real life experiences.

Standard(s) Met Ohio’s New Learning Standards: Classification of Matter: Atoms, Models of the Atom (Unit Goals 1-11)

Electrons move about in the empty space that surrounds the nucleus All atoms of a particular element have the same atomic number Atomic number, mass number, charge, and the identity of the element can

determine the number of subatomic particles

Next Generation Science Standards:Disciplinary Core IdeasUnit Goal 12: PS1.A: Structure and Properties of Matter:

Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1)

Crosscutting ConceptsUnit Goal 13: Patterns. (HS-PS1-1) and (HS-PS1-3) Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.Unit Goal 14: Structure and Function. (HS-PS2-6) Investigating or designing new

-2-

Standard(s) Met(continued)

systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.

Science and Engineering PracticesUnit Goal 15: Developing and Using Models:Modeling in 9-12 builds on K-8 and processes to using, synthesizing, and developing models to predict and who relationships among variables between systems and their components in the natural and designed worlds.

Develop a model based on evidence to illustrate the relationships between systems or between components of a system (HS-PS1-8).

Use a model to predict the relationships between systems of between components of a system (HS-PS1-1).

Obtaining, Evaluating, and Communicating Information:Unit Goal 16: (HS-PS2-6) Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats including orally, graphically, textually, and mathematically.

National Science Teachers’ Association Nature of Science Position Statement:Unit Goal 22: Understanding the Nature of Science

Creativity is a vital, yet personal, ingredient in the production of scientific knowledge.

Concept(s) Addressed

Textbook: Holt Physical Science Chapter 5: The Periodic Table, Section 1: Organizing the Elements, pp. 145-150; Section 2: Exploring the Periodic Table, pp. 151-155; Section 3: Families of Elements, pp. 156-164.

Big Idea: The Organization of the Elements

Essential Question: 1. Why is the Periodic Table organized in a particular way?2. Why is the Periodic Table useful?3.  Why and how did Mendeleev accurately predict the existence of unknown elements?

Guiding Question(s):1. What are valence electrons?2. What similarities and differences do elements with similar electron configurations exhibit?3. What trends are observed across periods (rows) and in families (columns) on the periodic table?

From the eighth grade OAA and tenth grade OGT state testing data displayed below, it is clear that the target population of students has room for growth in science knowledge, especially physical science. On the OAA, 13% of students were at the practice or enrichment level, meaning that 87% were at the reteach level. On the OGT, 43% of

-3-

Concept(s) Addressed (cont’d)

students were at the practice or enrichment level, meaning that 57% were at the reteach level. Specifically, for PS9-9, Investigates Properties of Pure Substances/Matter, tenth grade students were at a 58% reteach level, none were at the practice level, and 42% were at the enrichment level. Clearly, these students need more intensive instruction on the fundamental science topics required by the state of Ohio.

Students need to be able to understand how matter is classified and described because it is part of the world around them and helps to build critical thinking skills and will be on the state assessments.

Objective(s) At the end of this bell, students will be able to identify the big idea and answer the associated guiding questions. Guiding questions are posed in lieu of learning objectives to be more student-centric and encourage students to think like scientists. Students will work towards understanding the essential questions throughout the unit.

Key Formative Questions to Provide Feedback on Learning: 1. What trends are evident in the periodic table?2. How did Mendeleev organize his period table?3. How could Mendeleev organize his table by valence electron configuration without

knowing about valence electrons?4. How would you organize the periodic table?

Academic Language

Language Function Demands:Students must be able to read, analyze, and interpret complex scientific texts describing the history of atomic theory.Students must be able to construct and use models based on observed patterns. Students must be able to read, analyze chemical reactivity data, and make judgements and sorting decisions. This may be challenging for the student who suffers from learning disabilities. New content specific vocabulary terms will be introduced in today’s lesson as well as in tonight’s homework.

Vocabulary Demands:1. Academic Vocabulary : compare/contrast, similarities and differences, analyze,

make a rule or procedure for how to organize the elements a. Supports : teacher explains steps and gives examples, chunking of

instructions, prompts and checkpoints

2. Content Specific Vocabulary: atoms, proton, neutron, electron, valence electrons, chemical properties/reactivity, Dmitri Mendeleev

a. Supports: Cornell Notes for textbook chapter 5.1, 5.2, and 5.3, Frayer Model note cards for each new vocabulary term referenced in the text, unit vocabulary self-awareness checklist, guided notes outline.

Syntax and Discourse Demands: Students must be able to read, analyze, and interpret, complex scientific texts and apply that knowledge to today’s modeling investigation.Students must be able to read, interpret, and create their own model to make informed scientific observations and summarize their findings on Patterns following the standard conventions of English and science.

-4-

Academic Language (cont’d)

a. Supports: previous written and verbal feedback, graphic organizer for modeling warm-up, possible sentence starters for Periodic Patterns reflection.

Instructional & Learning Strategies

Cooperative learning and student-to-student discourse during the laboratory inquiry investigations.

Scientific Questioning. Hands on manipulation of element cards for kinesthetic or tactile learners. Graphic organizers (guided notes outline) for students who need extra organization

supports. Auditory explanation as well as chunking of written directions as well as

clarification, repetition, and modeling of directions. The vocabulary self-awareness checklist will be given out again in five days and will

serve as a metacognitive aide.

Materials Needed

Materials Needing Advance Preparation, Purchase, or Organizing: 1. Class set of Hold Physical Science Textbooks, 30 copies2. class PowerPoint, 3. hard copies of class PowerPoint and digital resources for students with special

needs, 20 copies4. Large poster paper5. Scissors6. Glue7. Element Cards with properties

Each student will require their laboratory notebook and a writing utensil.

Safety Needs and Instruction

● This lesson lacks a true laboratory component. General safety should be practiced during the scientific modeling phase of the lesson.

● As always, students should be aware of standard safety procedures such as: fire drills and evacuations, shelter in place drills, the location of the nearest fire extinguisher and/or fire-blanket, the location of the nearest eyewash, safety shower, and/or body drench, and location of the classroom phone and/or intercom to be able to call for help.

Instructional Outline

Engagement/Introduction/Hook:Students have been previously exposed to electron configurations and chemical properties in previous lessons. Students have also briefly used the periodic table to help answer questions. This time, students will organize their own periodic table.

Instructional Outline (continued)

Instructional

Instructional sequence:

Transition 0: Students enter the classroom, take their seats, and begin copying the warm-up activity projected on the board into their lab notebooks. Teacher greets students as they enter and reminds them of procedure.

Segment 1: Think like a Scientist… [5 minutes] Mendeleev versus Modern Periodic

-5-

Outline (continued)

Tables. Students must identify one similarity and one difference. Teacher takes attendance while students are working.

Transition 1: Students helpers pass out organizing the element activity and textbooks.

Segment 2: Announcements: [5 minutes] objectives, due dates, how students will be assessed, how activity will occur,

1. Students must turn in organizing the elements worksheet by Thursday and create a formal written report in the google classroom by Thursday.

2. Teacher will make notes of participation as well as the logic and creativity used to sort the elements

Homework: 1. Monday--5.1 Cornell Notes:  Organizing Elements2. Tuesday—no class, junior leadership conference3. Wednesday--5.2 Cornell Notes:  Exploring Periodic Table

--Formal write up via Google Classroom for how you developed a rule and criteria for organizing your periodic table--DUE FRIDAY

4. Thursday--5.3 Cornell Notes:  Families of Elements

Transition 2: [2 minutes] Student helpers pass out large chart paper, glue, and scissors.

Segment 3: Organizing the Elements Activity [35 minutes] Students will work in groups of 3-5 at their lab station.Using the cards represent the elements with atomic numbers 1-20…1. Make observations and predictions about each element’s properties.

2. Debating with your group and using evidence to support your statements, arrange the elements in a pattern that you think will be useful for our upcoming chemistry unit.

3. Write a rule or procedure for how you chose to arrange the elements.

4. Reflect, could your rule be followed for elements # 21-92? Why or why not?

5. Gallery Walk. When instructed, walk silently and evaluate other groups’ arrangements. Provide constructive feedback on the sticky notes and sign your name.

6. With your group, identify two helpful critiques from the gallery walk:

7. Reflect, how could you restructure and improve your periodic table?

Transition 3: [2 minute] Students clean up debate materials Segment 4: Wrap-Up and Reflection: [5 minutes] Written Exit Ticket:  Reflect...how is pattern recognition useful in chemistry? Transition 4: Teacher thanks class for their good behavior, reminds them of the homework, and dismisses class.

Instructional Closure:

-6-

Outline (continued)

Wrap-Up and Reflection: [5 minutes] Written Exit Ticket:  Reflect...how is pattern recognition useful in chemistry?

Accommodations and Modifications

● Sign language interpreter for students with hearing loss or deafness, be sure to explain to entire class the etiquette involved (do not walk between interpreter and student for whom she is signing, speak clearly and be willing to repeat yourself if the interpreter asks, etc.).

● Consult with intervention specialist on any special needs of students.● Provide enlarged printed slides of class PowerPoint and class materials for students

unable to see the board or students who require graphic organizers to stay on task.● Provide larger graph paper and amended instructions regarding scale for students

with dyscalculia (visual-spatial difficulties).● Provide audio CDs of the relevant textbook chapters for students with visual/hearing

impairment or other need.

● Specific accommodations and modifications for students far below standard:○ Offer modified assignments and exams.■ e.g. multiple choice with few choices, graphic organizers for writing assignments,

provide printed outlines for note taking or classroom activities, consult with intervention specialist as to other accommodations○ Offer small group instruction when available.○ Offer extra time for completing exams and quizzes.○ One on one instruction with intervention specialist to help develop organization ○ Offer preferential seating as necessary.

● Specific accommodations and modifications for students approaching standard:○ Offer supports as needed.■ e.g. small group instruction if struggling with specific topic, offer 1.5 time as

necessary on exams and quizzes○ Preferential seating in front of room to improve/maintain focus.○ Provide specific and positive feedback.○ Emphasize accuracy of spoken language.○ Push student to continue providing best effort in class and on homework.○ Provide student with cues to edit work upon completion and reflect.

● Specific accommodations and modifications for gifted or accelerated students:○ Offer differentiated classwork and assignments.■ e.g. higher reading levels, more in depth projects, additional practice problems that

require higher order thinking and analysis skills○ Offer students the opportunity to design a warm-up “Think like a/n

Scientist/Engineer” for this unit and then share it with their peers.

Assessments of Learning(continued)

Assessments of

Formative Assessments: Informal: Teacher will assess students’ written and oral responses, student engagement, effort, and completion of tasks. Corresponding Learning Objective(s) being Measured: (HS-PS1-1), (HS-PS1-3),

(HS-PS2-6), (HS-PS1-8), Pattern Recognition, Nature of ScienceKey Formative Questions to Provide Feedback on Learning:

-7-

Learning(continued)

1. What trends are evident in the periodic table?2. How did Mendeleev organize his period table?3. How could Mendeleev organize his table by valence electron configuration without

knowing about valence electrons?4. How would you organize the periodic table?

Formal: Class Activity: Organizing the Elementsa. Description of the Assessment: Complete the worksheet provided with the class

activity. Using the cards represent the elements with atomic numbers 1-20…1. Make observations and predictions about each element’s properties.

2. Debating with your group and using evidence to support your statements, arrange the elements in a pattern that you think will be useful for our upcoming chemistry unit.

3. Write a rule or procedure for how you chose to arrange the elements. 4. Reflect, could your rule be followed for elements # 21-92? Why or why not? 5. Gallery Walk. When instructed, walk silently and evaluate other groups’

arrangements. Provide constructive feedback on the sticky notes and sign your name.

b. Corresponding Learning Objective(s) being Measured: (HS-PS1-1), (HS-PS1-3), (HS-PS2-6), (HS-PS1-8), Pattern Recognition, Nature of Science

c. Grading Information: 10 participation points, graded upon effort and completion.

Formal: Homework: 5.2 Cornell Notes a. Description of the Assessment: 2 Column notes on textbook chapter 4, section 1:

The Development of Atomic Theory, summarizing the main questions and supporting answers.

b. Corresponding Learning Objective(s) being Measured: (HS-PS1-1), (HS-PS1-3), (HS-PS2-6), (HS-PS1-8), Pattern Recognition, Nature of Science

c. Grading Information: 5.2 notes: 10 homework points, graded upon effort and completion as well as

scientific accuracy.

Assessments of Learning(continued)

Summative Assessments: Laboratory Report and Reflection, 50 points, due Friday via the Google Classroom.a. Description of the Assessment: Students elaborate upon their decision criteria and

the patterns they found during the organizing the elements activity.b. Corresponding Learning Objective(s) being Measured: (HS-PS1-1), (HS-PS1-

3), (HS-PS2-6), (HS-PS1-8), Pattern Recognition, Nature of Sciencec. Grading Information:

50 lab report points, rubric attached.

Assessments of Rubric for Organizing the Elements Activity

-8-

Learning:(continued)

Student Assessment Data

Assessments of

Criteria Students exceeding standard…

Students meeting standard…

Students below standard…

Ohio’s New Learning Standards: Classification of Matter: Atoms, Models of the Atom All atoms of a particular element have the same atomic numberAtomic number, mass number, charge, and the identity of the element can determine the number of subatomic particles

Next Generation Science Standards: Disciplinary Core Ideas: PS1.A: Structure and Properties of Matter:Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1)

Correctly identify the atomic number, atomic mass, and number of electrons for each element and make connections between each.

Correctly identify the atomic number, atomic mass, and number of electrons for each element.

Mis-identify one or more of the subatomic particles.

Next Generation Science Standards: Crosscutting Concepts: Patterns. (HS-PS1-1) and (HS-PS1-3) Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

Student clearly states their criteria/rule and reasoning for their organization and the criteria are logically sound and applicable to elements 21-92.

Student clearly states their criteria/rule and reasoning for their organization with one minor mistake in following or executing the rule.

Student does not state their criteria/rule and reasoning for their organization OR the rule is not followed OR the logic is faulty

Next Generation Science Standards: Science and Engineering PracticesDeveloping and Using Models.Develop a model based on evidence to illustrate the relationships between systems or between components of a system (HS-PS1-8).Use a model to predict the relationships between systems of between components of a system (HS-PS1-1).

Table is accurate, descriptive, and clearly demonstrates the relationships between all of the following: atomic number, atomic mass, and chemical properties of elements.

Table is accurate, descriptive, and clearly demonstrates the relationships between 1-2 of the following: atomic number, atomic mass, and chemical properties of elements.

Student created periodic table is not accurate nor descriptive and fails to demonstrate relationships between elements and their properties.

Next Generation Science Standards: Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information: (HS-PS2-6) Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats including orally, graphically, textually, and mathematically.

Use observational evidence, recognize patterns and relationships, and represent the technical information in an innovative way.

Use observational evidence, recognize patterns and relationships, and represent the technical information.

Student fails to represent the relevant patterns, relationships, and technical information.

National Science Teachers’ Association Nature of Science Position Statement:

Periodic table is innovative, shows creativity,

Periodic table shows creativity, thought, and care

Student work copies official periodic table

-9-

Learning:(continued)

Student Assessment Data

Understanding the Nature of ScienceCreativity is a vital, yet personal, ingredient in the production of scientific knowledge.

thought, and care and is neat, colorful, and informative.

and is informative.

and/or is sloppily or carelessly constructed.

Student Data for Organizing the Elements Activity Criteria (44 total students) # Students

exceeding standard

# Students meeting standard

#Students below standard

Ohio’s New Learning Standards: Classification of Matter: Atoms, Models of the Atom All atoms of a particular element have the same atomic numberAtomic number, mass number, charge, and the identity of the element can determine the number of subatomic particles

Next Generation Science Standards: Disciplinary Core IdeasPS1.A: Structure and Properties of Matter:Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1)

8 30 6

Next Generation Science Standards: Crosscutting ConceptsPatterns. (HS-PS1-1) and (HS-PS1-3) Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

11 29 4

Next Generation Science Standards: Science and Engineering PracticesUnit Goal 15: Developing and Using Models:Develop a model based on evidence to illustrate the relationships between systems or between components of a system (HS-PS1-8).Use a model to predict the relationships between systems of between components of a system (HS-PS1-1).

11 29 4

Next Generation Science Standards: Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information: (HS-PS2-6) Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats including orally, graphically, textually, and mathematically.

8 30 6

National Science Teachers’ Association Nature of Science Position Statement:Understanding the Nature of ScienceCreativity is a vital, yet personal, ingredient in the production of scientific knowledge.

11 29 4

Student Work and Feedback

Please See Attachments

-10-

Analyzing Teaching

Reflection:

This lesson went better than expected. It was taught on the last two days of class before spring break. Students were engaged and seemed to truly enjoy creating their own periodic tables.

1. Before I taught the lesson, I was most concerned about….Why?I was most concerned that students would not be engaged because of the upcoming spring break. I was pleasantly surprised to the contrary.

2. During the lesson, I was most concerned about….Why?I was most concerned that some students would not finish on time. Several students processed at slower rates than their peers and need to be given extended time to devise a plan and pattern for organizing their elements.

3. Describe how the lesson went.The lesson went very well, students were engaged, applied their knowledge of the study of matter, the structure of atoms, and their critical thinking skills in an innovative manner.

4. What went wrong that surprised me?I was surprised that some students were unwilling to compromise with their group mates when disagreements arose over the activity.

5. What I would do differently next time.In the future, I would be sure to more clearly express my expectations for group work and social interactions so that students know what type of behavior is appropriate and how to maturely handle disagreements within their groups, especially during the gallery walk portion.

6. What went surprisingly well?Students were distraught when class ended; they wanted more time to perfect their tables. This indicates to me that student engagement was high.

7. What did I like most about the lesson?I liked that students had control over the lesson and could take charge of their own learning. They also made great comments about what it must have been like for Mendeleev to organize his periodic table.

8. How did the activities and class dynamics reflect my teaching principles?Student led inquiry activities and a healthy classroom power balance are two of my guiding teaching principles. This lesson was teacher facilitate and student led. The power also shifted to the students as they had the autonomy to create and express their own learning how they saw fit.

9. I feel like the students met the learning outcomes of this lesson because…Student engagement was high, I saw many interesting patterns and arrangements I had not thought of, students were able to articulate the importance of atomic number, atomic mass, and chemical reactivity and how those are all related to atomic structure.

-11-

10. What did I learn about myself as a teacher in as a result of this micro-teaching?I learned that I have an excellent relationship with my students, they were able to regulate their own learning throughout the course of the activity with little redirection. I also learned that with the proper supports coaching, inquiry activities are highly effective teaching and learning strategies.

-12-

Name____________________________________________ Physical Science Bell_____ Date__________

Organizing the Elements Activity

Using the cards represent the elements with atomic numbers 1-20…1. Make observations and predictions about each element’s properties.

2. Debating with your group and using evidence to support your statements, arrange the elements in a pattern that you think will be useful for our upcoming chemistry unit.

3. Write a rule or procedure for how you chose to arrange the elements. __________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________.

4. Reflect, could your rule be followed for elements # 21-92? Why or why not? __________________________________________________ ___________________________________________________________________________________________________________________.

5. Gallery Walk. When instructed, walk silently and evaluate other groups’ arrangements. Provide constructive feedback on the sticky notes and sign your name.

6. With your group, identify two helpful critiques from the gallery walk:a. __________________________________________________________b. __________________________________________________________

7. Reflect, how could you restructure and improve your periodic table?_____________________________________________________________________________________________________________________________________________________________________________.

-13-

Atomic # 1Hydrogen

H

1s1

GasHighly reactive

Atomic # 2Helium

He

1s2

[He]

GasNon-reactive/inert

Atomic # 3Lithium

Li

1s22s1

[He] 2s1

Alkali MetalHighly ReactiveForms salts with Halogens

Atomic # 4Beryllium

Be

1s22s2

[He] 2s2

Alkali-Earth MetalReactiveForms ionic bonds with Group VIA elements

Atomic # 5Boron

B

1s22s22p1

[He] 2s22p1

Semiconductor/MetalloidRare, not found naturally on Earth

Atomic # 6Carbon

C

1s22s22p2

[He] 2s22p2

Non-metalWidely occurring, forms 4 bonds, basis of organic molecules

Atomic # 7Nitrogen

N

1s22s22p3

[He] 2s22p3

Gas77% of Earth’s AtmosphereUsed in fertilizers

Atomic # 8Oxygen

O

1s22s22p4

[He] 2s22p4

Non-metalForms ionic bonds with Alkali-Earth metals

Atomic # 9Fluorine

F

1s22s22p5

[He] 2s22p5

Non-metal, HalogenHighly reactiveForms salts with Alkali metals

Atomic # 10NeonNe

1s22s22p6

[Ne]

GasNon-reactive/inert

Atomic # 11Sodium

Na1s22s22p63s1

[Ne] 3s1

Alkali MetalHighly ReactiveForms salts with Halogens

Atomic # 12Magnesium

Mg1s22s22p63s2

[Ne] 3s2

Alkali-Earth MetalReactiveForms ionic bonds with Group VIA elements

-14-

Atomic # 13Aluminum

Al

1s22s22p63s23p1

[Ne] 3s23p1

MetalWhite, soft, ductile, malleable, very reactive metal rarely found in its pure form naturally

Atomic # 14Silicon

Si

1s22s22p63s23p2

[Ne] 3s23p2

Semiconductor/MetalloidSimilar properties to Carbon, likes to form 4 bonds

Atomic # 15Phosphorous

P

1s22s22p63s23p3

[Ne] 3s23p3

Non-metalReactive

Atomic # 16Sulfur

S

1s22s22p63s23p4

[Ne] 3s23p4

Non-metalFound as a pure element naturallyForms ionic bonds with Alkali-Earth metals

Atomic # 17Chlorine

Cl

1s22s22p63s23p5

[Ne] 3s23p5

Non-metal, HalogenHighly reactiveForms salts with Alkali metals

Atomic # 18Argon

Ar

1s22s22p63s23p6

[Ar]

GasNon-reactive/inert

Atomic # 19Potassium

K

1s22s22p63s23p6

[Ar] 4s1

Alkali MetalHighly ReactiveForms salts with Halogens

Atomic # 20Calcium

Ca

1s22s22p63s23p6

[Ar] 4s2

Alkali-Earth MetalReactiveForms ionic bonds with Group VIA elements

-15-

Name _____________________________________________ Physical Science Bell _____

Organizing the Elements Laboratory Report (50 points)Due Friday, 3/27/15 by 11:59 pm via the Google Classroom

Introduction to the Periodic Table (5 points)Outline the history of the development of the periodic table, citing references from textbook chapter 5 sections 1 and 2.

Explanation of the Class Activity: Organizing the Elements (5 points)In your own words, explain the procedure (3 points) for organizing the elements and why we devoted class time to the activity (2 points).

Written Rule/Procedure for how your group chose to arrange the elements in your periodic table (10 points)Elaborate upon the criteria/rules/procedures your group came up with to organize and group the elements. Elaborate upon any disagreements or changes to the procedure and why they occurred.

Pattern Recognition (10 points)Identify and explain which patterns and/or trends you observed in your own periodic table. Identify at least 3 patterns or trends and provide specific evidence for each (3 points per pattern, 1 point for overall logic)

Reflection (5 points)Could your above rule be followed for elements #21-92? Why or why not? Cite evidence from the activity, chapter 5, and/or the modern periodic table.

Future Revisions (5 points)Identify at least two helpful and constructive comments from the gallery walk. Reflect and cite evidence on how you could restructure and improve your own periodic table.

Conclusion (10 points)Summarize your findings from the class activity (2 points)Identify what patterns are found in the periodic table and why those patterns are useful (8 points).

-16-