DE High School

Chemistry Techbook

5-Minute Prep for

The Structure of the Periodic Table

3. Objectives4. Essential Questions5. Prior Knowledge and Remediation7. Common Misconceptions8. Connecting to S.T.E.M.9. Formative Assessment Ideas10. Modifications for English Language Learners11. Modifications for Struggling Learners

Table of ContentsSlide # Slide Title

Objectives• By the end of this lesson, students should be able to:

– Distinguish between metals, metalloids, and nonmetals.– Recognize that the columns of the periodic table are called groups or

families and contain elements that have similar properties.

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Essential Questions• How do scientists distinguish between metals, metalloids, and

nonmetals?• How are the columns of the periodic table organized, and what

do the elements in each group have in common?

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Prior Knowledge and Remediation

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• Prior to studying the Structure of the Periodic Table, students should be able to define the terms matter, element, and atom, describe the basic structure of an atom using the terms proton, nucleus, neutron, electron cloud, and electron, and explain the basic configuration of electrons in energy levels, including the role of valence electrons.

• Remediation Strategies:– Students learn this content by exploring the resources associated with

the Concepts Chemical and Physical Properties and Changes, Physical Behavior of Matter, Parts of the Atom, and Arrangement of Electrons in the Atom in Discovery Education’s high school Chemistry course.

Prior Knowledge and Remediation

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• Remediation Strategies:– Reviewing the relevant glossary terms can provide a good overview of

the structure of atoms.– The video segment Characteristics of Matter relates atomic structure to

chemical and physical properties.

Common Misconceptions

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• Students may believe the placement of elements is based on randomly assigned atomic numbers. – Reality: In fact, the position of an element on the periodic table

and its atomic number are based on atomic structure, which is related to many properties of the element.

• Students may believe that atomic radii always increases as atomic number increases.– Reality: In fact, for representative elements the inverse

relationship occurs within a period because nuclei with more protons exert a stronger pull on the atoms’ outer electrons, bringing these electrons closer to the nuclei. Atomic radius does increase as atomic number increases down a group for representative elements. The variation in atomic radius is more complicated for transition elements.

Connecting to S.T.E.M.

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• Students will explore the common occurrence of elements in world around them by finding samples of as many elements as possible to display in class.

• Students learn how the properties of elements make them useful in particular applications. Students will watch the video segments Silicon and Silicon Transistors to learn how the properties of silicon make this element especially important to in computer technology applications.

Formative Assessment Ideas

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• Students will practice constructing scientific explanations by creating a model of the periodic table using a variety of Web 2.0 tools. They may then present their models to their classmates, and revise their posters based on their classmates’ feedback.

• To evaluate students’ mastery of the learning objectives, assign them the Constructed Response (CR) items for The Structure of the Periodic Table. You may also wish to assign the online student self-assessment and use the results in the student reports to guide you in assigning remediation to students.

Modifications for English Language Learners

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• To help English Language Learners solidify the concepts presented, provide examples of what elements look like in various forms, such as pure metals and alloys, using real elemental samples or presenting videos.

• When students are working in small groups or pairs, encourage students who speak the same native language to work together. They can read in English, and summarize in their native language. When needed, have them complete assignments in their native language, then translate responses into English before turning them in.

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Modifications for Struggling Learners

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• Instruct students to keep a “dictionary” of vocabulary words, including drawings, sample sentences, and mnemonic devices for each term. For example, students might note that luster means shiny or that malleability is the property of an element to be molded into another shape without breaking or cracking.

• When students are reading the Core Interactive Text, have them work in pairs. Each student can read the text individually, then students can explore the Discovery Education resources and write summaries of each section together.