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Teacher(s) Subject group and course

Course part Periodicity SL or HL/Year 1 or 2 Dates

and topic

Unit description and texts DP assessment(s) for unit

In this unit you will learn how to use the periodic table to predict
properties and trends.

INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

The arrangement of elements in the periodic table helps to predict their electron configuration.
• Elements show trends in their physical and chemical properties across periods and down groups.
• Application of periodicity to describe an element (physically and chemical reactions of)

Inquiry questions :
Content-based How is the periodic table arranged?

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 Skills-based How can we use the periodic table to recall trends and predict the properties of unfamiliar elements?
Concept-based How can we explain the trends in the properties of the elements in the periodic table?
Debatable Does the modern periodic table show us that we have found all the elements that have ever existed?

ACTION: teaching and learning through inquiry

Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
Students will know the following content:
Lecture
● The periodic table is arranged into four blocks associated with the four sub-levels—s,
p, d, and f. Socratic seminar
● The periodic table consists of groups (vertical columns) and periods (horizontal Small group/pair work
rows). ● The period number (n) is the outer energy level that is occupied by electrons. PowerPoint lecture/notes
● The number of the principal energy level and the number of the valence electrons in Individual presentations
an atom can be deduced from its position on the periodic table
Group presentations
● The periodic table shows the positions of metals, non-metals and metalloids.
Student lecture/leading

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 SL Interdisciplinary learning
● The periodic table is arranged into four blocks associated with the four sub-levels—s, Details:
p, d, and f.
Other/s:
● The periodic table consists of groups (vertical columns) and periods (horizontal
rows). ● The period number (n) is the outer energy level that is occupied by electrons.
● The number of the principal energy level and the number of the valence electrons in Formative assessment:
an atom can be deduced from its position on the periodic table. Students will use a database to summarise the trends in Group
● The periodic table shows the positions of metals, non-metals and metalloids. 1 and Period 3 and use these summaries to explain them.

HL
• Transition elements have variable oxidation states, form complex ions with ligands,
have coloured compounds, and display catalytic and magnetic properties.
• Zn is not considered to be a transition element as it does not form ions with
Summative assessment:
incomplete d-orbitals.
There will be an end of unit test based on past paper questions
• Transition elements show an oxidation state of +2 when the s-electrons are
removed. • Common oxidation numbers of the transition metal ions are listed in the
data booklet in sections 9 and 14.

Differentiation:
Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
Extend learning

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 Details:
Students will develop the following skills: 1. Encouraging students to practice and explain their
reasoning through discourse.
● Be able to visually recognise some of the most common elements
● Be able to analyse data to explain the organization of the elements
● Apply the organization of the periodic table to understand general trends in
properties
● Deduction of the electron configuration of an atom from the element’s position on
the periodic table, and vice versa.
● Prediction and explanation of the metallic and non-metallic behaviour of an element
based on its position in the periodic table
● Construction of equations to explain the pH changes for reactions of Na2O, MgO,
P4O10, and the oxides of nitrogen and sulfur with water
● Improving their range of practical skills

SL
● Be able to visually recognise some of the most common elements
● Be able to analyse data to explain the organization of the elements
● Apply the organization of the periodic table to understand general trends in
properties
● Deduction of the electron configuration of an atom from the element’s position on
the periodic table, and vice versa.
● Prediction and explanation of the metallic and non-metallic behaviour of an element
based on its position in the periodic table
● Construction of equations to explain the pH changes for reactions of Na2O, MgO,

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 P4O10, and the oxides of nitrogen and sulfur with water
HL
• Explanation of the ability of transition metals to form variable oxidation states from
successive ionization energies.
• Explanation of the nature of the coordinate bond within a complex ion.
• Deduction of the total charge given the formula of the ion and ligands present.
• Explanation of the magnetic properties in transition metals in terms of unpaired
electrons.
• Explanation of the effect of the identity of the metal ion, the oxidation number of
the metal and the identity of the ligand on the colour of transition metal ion
complexes.
• Explanation of the effect of different ligands on the splitting of the d-orbitals in
transition metal complexes and colour observed using the spectrochemical series.

Students will grasp the following concepts:

 The periodic table is a useful tool that allows chemists to make sense of the
elements and their myriad properties
 Vertical and horizontal trends in the periodic table exist for atomic radius,
ionic radius, ionization energy, electron affinity and electronegativity.
 Trends in metallic and non-metallic behaviour are due to the trends above.

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  Oxides change from basic through amphoteric to acidic across a period.
SL
● The periodic table is a useful tool that allows chemists to make sense of the
elements and their myriad properties
● Vertical and horizontal trends in the periodic table exist for atomic radius, ionic
radius, ionization energy, electron affinity and electronegativity.
● Trends in metallic and non-metallic behaviour are due to the trends above. Oxides
change from basic through amphoteric to acidic across a period.
HL
• The splitting of the d-orbitals results in the colour we see of the complex ion
• Transition metals form complexes that have particular properties
• A transition metal ions have incomplete d-orbitals

Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.

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 Thinking
Social
Communication
Self-management
Research
Details:
Students must think deeply about the content at IB DP level and develop their verbal and written communication skills, including using subject specific
terminology correctly in order to explain an answer. The use of a database on the elements allows them to exhibit and develop their thinking,
communication and research skills. In this unit, students may be asked to produce a timeline of the development of the periodic table together as a class
for display.

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS connections.
learning connections made during the unit. For connections made during the unit If you check any of the boxes, provide a brief
more information on the IB’s approach to language note in the “details” section explaining how
and learning, please see the guide. students engaged in CAS for this unit.

Activating background knowledge Personal and shared knowledge Creativity

Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details:
What role did inductive and deductive
reasoning play in the development of the
periodic table?

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 What role does inductive and deductive
reasoning have in science in general?
• The predictive power of Mendeleev’s
Periodic Table illustrates the “risk-taking”
nature of science. What is the demarcation
between scientific and pseudoscientific claims?
• The Periodic Table is an excellent example of
classification in science. How does classification
and categorization help and hinder the pursuit
of knowledge?

Resources

List and attach (if applicable) any resources used in this unit

Could you make sure you finish the video links I sent you and the worksheet on the work of Mendeleev by the start of next week.
Timeline periodic table and discovery of the elements

PowerPoint: 3.1 The Period table

SL Demo: samples of elements from the periodic table Draw onto a copy of the PT
(using groups numbered 1 to 18) Data booklets –
periodic tables PowerPoint: alkali metals group 1 and 2 (Aldi)
PowerPoint: trends_in_group_2
PowerPoint: trends_in_period_3

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 Labs:
chemicals and equipment listed on instruction sheets

Stage 3: Reflection—considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit

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