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Atoms and the periodic table

Each class period is 50 min long.

Day 1

Concept map: have
students make a concept
map connecting vocabulary
related to elements and
periodic table. (in partners
of 2-3)
Give students colored
squares with numbers or
dots etc. and ask them to
arrange them any way they
see fit.


Then ask them to arrange
them to show the most
patterns between each
Discuss. (take pics for

Unit Calendar

Day 2

Day 3
EQ: What do the parts

Start with the organization
of cards students came up
with. Have class rotate
around different groups and
try to determine what
criterion the cards were
organized by/ if they got all
patterns represented.
Give students cards with
element characteristics on
them. Have them
brainstorm (in groups)
different ways elements
could be organized.

of the atom tell us
about the element?
. Introduce the lesson by
cutting an apple in two, and
continue repeating.
Ask students how many
times they think you could
continue cutting the apple.
Is there a point at which the
pieces are no longer apple?
What are the smallest or
most fundamental building
blocks of matter?

If each of your paint cards
represented an element
How might the periodic
table be similar to our paint

Discuss: what is an atom?
(Student directed
Students will use

Finish, with take away that
periodic table organizes
atom of each know element.

Websites to explore atoms
and will use questions to
guide their group
investigation and serve as
notes for review.

Day 4

Students will have time to
finish their beginning
exploration of atom and
check their answers to the
guiding questions.

Day 5

Visually representing atoms
(Electron configuration,
Bohr model, valence
GRR Model, the practice

Have students discuss the
patterns they saw from their
Once we have discussed
their investigation, connect
the actual name with the
colored spheres they saw in
their online investigation.
Draw it: have students draw
a quick model of the atom
and label the parts.

Concept check: (1015min)
Students will take a quick
formative concept check
over subatomic particles, Econfig. And Bohr model.



Atoms and the periodic table

Patterns of Periodic table

EQ: How are periodic
trends related to the
structure of atoms?
EQ: In what ways can we
advance our scientific
knowledge through


Atomic # and # eStudent investigation:
(In groups students will
How does atomic number (#
of protons) and # of echange as you move
through the periodic table?
What connections do you
see between # of protons,
atomic number and # of e-?
Why do you think the
periodic table is not a single
straight line? (Think beyond
convenience or space)
Discuss results, label
significant findings of
Periodic table for notes.

Unit Calendar

Energy levels and valence

Metals, non-metals,
metalloids, transition

Do a similar student
investigation/ discussion
except this time looking at
energy levels (from Bohr
model and # of valence

Students investigate
properties/ charge and then
predict where they think
each group would be found
in the periodic table.

Talk about questions for
yesterday, why isn’t the
periodic table a straight
line?) (represents changes
in charge and energy level)

Discuss predictions,
compare to actual location.
Make sure students label
locations on periodic table
for notes.

Discuss again and record
significant findings on
periodic table for notes.

Formative: What questions
do you have about anything
we have done so far?

Trends in reactivity:

Concept check:

EQ: How does

Given descriptions of
characteristics predict
location of different

understanding periodic
trends allow us to predict
properties of different
Do demos of elements in
the first group.
Have students predict
reactivity trend. And why.
Have students record
observations after they see
each element react.
Discuss what pattern do you
see as we move down a
Why do you think reactivity
What would you predict for
other groups? Why?

What are the benefits of
organizing the elements into
the periodic table? (TPS)
Project: Students will write
a RAFT about a chosen
R: Element
A: other elements
F: biography
T: composition/ formation of
ions and predictions of
interaction with other
elements using placement
on periodic table as


Periodic trends
Attractive forces,
shielding effect.
Students investigate with
(represent protons and
electrons in atoms)


How does attraction
between protons and
electrons differ depending
on distance? What effect
might this have on an atom?
Same for adding protons
across period.
What do you predict
shielding effect is? Why?
Shielding effect is… predict
what effect this has on

Unit Calendar


EQ: What new kinds of

questions can we ask after
our investigation is
complete? How do these
questions help us advance
our scientific knowledge?
Carousel technique
Review from yesterday,
have a few questions
posted on giant sticky notes
and ask students to apply
what they learned from
previous days’ investigation.

finish periodic trends
Have students investigate
electronegativity and atomic

Raft Due.
Alien periodic table
Give students descriptions
of “alien” elements. That
mimic those of real
elements. Based on these
trends they must place the
alien elements into a
periodic table.

Atoms and the periodic table

Summative assessment
Give students the day to go
through an in class review
and ask questions if