Course: ESS Grade Level: 9-10 Instructor: Robin Ward

Length of Lesson: estimated 45 min

New Vocabulary:
Mass number
Atomic number Concept Covered in Activity:
Periodic trend Periodic table- trends and basic organization
Valence electron
Isotope Prerequisite Knowledge:
Ion
 The Bohr model
Reflection about and  Protons, neutrons, nucleus, electrons
or teaching to:  Basic idea of what constitutes an element and an atom
Performance Objectives
Learning Styles
SWBAT:
_x_ Visual 1. Identify patterns in a data set (periodic table).
_x_ Auditory 2. Use critical thinking skills to determine organizational rules for the periodic table.
__ Kinesthetic 3. Apply general principals and rules to specific, novel problems (by using clues and
definitions to find the correct elements.)
Multiple
Intelligences
_x_ Verbal/Linguist Standards:
_x_ Logical/Math  Colorado Science Standards
__ Naturalist 2.) Physical Science- Matter has definite structure that determines physical and
__ Intrapersonal
_x_ Interpersonal
chemical properties
___ Musical  National Science Standards
__ Kinesthetic Science as Inquiry, Physical Science
Instructional
Resources/Preparation/Material Needed:
Techniques
_x_ Inquiry  Paper, pencil (students)
_x_ Student  Smart board or printed worksheets with clues and questions
Centered  Periodic table for each student
__ Direct Instruct
_x_ Discussion
 Hint jar with paper hints (optional)
__ Lab work  Final challenge questions
___Demonstration  Challenge code key
___Other  Red pens for class (optional)
 Technology Assessment:
Utilized Formative-
Smart board (for  Worksheet answers (in pen)
questions)  Worksheet notes and corrections
 Class discussion
 Analysis of Hint use
Summative
 Final challenge answers
Anticipated misconceptions:
(x)Atoms are grouped by # of electrons (ion examples) or neutrons (heavy or funky
atoms), (x) the periodic table is grouped by order of discovery, metal vs nometal
categories only, or is randomly assembled (proton question), (x) there is a disconnect
between the first and last columns/ the table is a 2-D object. (history of table)

Modification/Accommodation/Adaptations:
Levels of differentiation for worksheet questions (hints can be added for students who
need additional guidance). Students will be grouped strategically to aid students that need
more assistance.
Reflection
Brief lesson Outline:
Intro and Class worksheet ( 2-5 mins)
Check for understanding of previous concepts with quick class discussion, thumbs-up/down, or
I-clicker questions.
Instructor will give a short introduction to the task and put students into strategic groups if
necessary. Explain expectations and pass out worksheets.
Work sheet (15 min)
Students will complete worksheet and answer questions on paper. Worksheet will give examples
of Bohr models for various atoms and ask for periodic trends.
o Ordering by proton number
o Which numbers represent proton number and mass number
o Valence electron trends
Discussion (10 mins)
Instructor will facilitate class discussion about results. Students will correct papers or take notes
on worksheet.
o Results for class
o Periodic trends identified
o Points of confusion
o Vocabulary words: Isotope, ion (not in depth, but an idea for future investigation)
Students will hand in responses with the hints used in an envelope for assessment.)
Final Challenge (5-10 mins or as homework)
Instructor will hand out challenge clues and explain activity. Students will receive several
different sets. Each set of answers will spell a word that is the answer to a question (maybe about the
teacher??) Answers will be shared with the class at the end or during next class and students will turn in
worksheets for credit.
Complete Lesson Outline:
Mini lecture and Questions
Introduction and Expectations:
o Participate, help your neighbor in a PRODUCTIVE way (don’t just give answers)
o Finish the ENTIRE worksheet or ask for help from instructor. Answers do not need to be
correct, but they must be attempted.
o You will share your answers with the class and be graded on your work.
o This activity is hard and it’s ok if you think it’s hard. Try your best.
o Write in PEN ONLY.
o There is a hint jar if you feel stumped. You may ask more hints or help at any time.
Hand out the following:
o Bohr models of the 1st and 2nd rows, 3 from first column, 3 from second column.
o Periodic table for each student
o On smart board: Questions
o Hint jar at front
Students will answer questions or ask for hints/help in groups.
Class discussion (students will take notes on their paper’s in colored pens)
o What were the results for questions one (two, three, etc)?
o Write up results on board
o Does anyone have evidence that supports or contradicts this idea?
o Confirm the order of elements by proton number, separation into categories, number of
electrons, numbers of neutrons, atomic number, and mass number.
o Discuss isotopes, ions, and valence electrons briefly. Introduce idea for future work.
o What happens to an atom if it loses pieces of itself? How much can it lose and
still be itself? Think about it in another way- what parts of yourself could you lose
before you would cease to be “you”? Are some parts more essential than others?
o Isotopes: An atom can pick up or lose neutrons- kind of the same way that you
can wear a heavy jacket or change your hair style. These do change the atom a bit,
but they don’t make it a different element (much like changing your hair style
does not make you a different person.)
o Ion: Atoms can lose or gain electrons. This makes them act a bit differently (like
the haircut or jacket example) but it does not the make the atom into a different
element.
o Protons: An atom losing a proton is like you leaving your brain and personality at
home. If you could lose these things you wouldn’t really be “you” anymore.
o Briefly explain history of table and how it is rolled as a 3-D object.
o Thumbs-up/down check for understanding
Hand in papers. Hand out challenge activities.
Instructor will write code questions on the board.
Students will complete and hand in challenge activity for assessment.
Hints: (cut these out and label each with the hint number and question number. Students can pick
them in order out of a jar or envelope labeled with the question number. Students should take the
hint back to their table and discuss before getting another. The instructor should monitor how
quickly hints are used, how many are taken for each question, and collect the used hints from each
group at the end to assess the lesson plan and worksheet.)

Q1:

A.) Look at the Bohr model for O. Count all the items in the model. Do the same for other boxes and
Bohr models in the table.

B.) What parts make up an atom? If you wanted to describe an atom to someone, what would you
tell them about?

Q2:

A.) What parts make up an atom? If you wanted to describe an atom to someone, what would you
tell them about?

B.) What could you describe about an atom using a letter? Why are the letters different in every box
of the table?

C.) This helps you tell which atom is which.

Q3:

A.) Is this number written on any of the Bohr models?

B.) What do you notice about the ratio between 8 and 15? Ask this question for the two numbers in
several other boxes on the periodic table.

C.) What parts make up an atom? If you wanted to describe an atom to someone, what would you
tell them about?

D.) Could you add, subtract, multiply or divide anything to make sense of this number and relate it to
the Bohr models for each atom?

Q4:

A.) Could they be alphabetical? How would you organize a set of atoms?

B.) What changes between one box and the next?

 C.) Analyze each row from one side to the other side of the table.

D.) Look at the columns from left to right. Is there any relationship between the numbers?

Q5:

A.) What are ALL the parts of the atom?

B.) Are all the numbers different?

C.) Try counting all of the part of each atoms using your Bohr models.

D.) Look at the picture for the elements in the first column. Most of the atom has been covered with
a black dot. What do you see?

Q6:

A.) Think about number 5. See the hints for # 5 if you need more help.

Q7:

A.) Think about your answers for 5 and 6.

B.) Ignore the boxes on the table and just look at the Bohr models. Other than the numbers and the
symbols in the box, what has changed?

C.) This is a picture of an element from the first column and then from the second column. Most of
the atom has been blacked out. What do you see?
Q8:

A.) What was the trend you saw between column one and two? Look at column three (it starts in row
3 at Sc). Does this rule still apply? Try column 15-17.
Q9:

A.) Think about questions 8 and 4 again. Try to restate these in one rule.
 Li Be B C N O F Ne

Na Mg Al Si P S Cl Ar

K Ca Sc Co Br Kr

W U
Student Hints and Questions- Look at the Periodic Table and the Bohr models provided to answer the
questions.

1. Look at the periodic table and the

example to the left. What is does the
number 8 in the box represent?
8 Does it represent the same thing for every box on the table?
2. Each of the boxes represents an
element. What does the O in the
O middle stand for?
3. What does the 15.9994 represent in the box to the left?
4. Looking at the Bohr models given,
how are elements arranged in the
15.9994 periodic table. (That is, what
determines what row or side of the
table they appear on?)
5. What do all of the atoms from the
first column have in common? (Hint: a column goes up and down,
NOT LEFT AND RIGHT)
6. What do all of the atoms from the second have in common?
7. How is the second column different from the first?
(There are at least 4 answers)
8. How do you think atoms are arranged into columns?
9. Write a rule to state how atoms are arranged in rows and columns on the table.
Final Challenge (ranked in order of difficulty). Some may require guessing.

Group 1: Hint- The love of my life.

1.) Atomic mass of 10. _____
2.) Row 7, column 3._____
3.) I normally have 6 electrons. _____
4.) You breath me in. _____
5.) I have seven neutrons. _____

Group 4: Hint- Get paid.

1.) I have 32 protons. _____
2.) I have 69 electrons. _____
3.) You breath me in. _____
4.) Row 2, column 18. ______
5.) Atomic mass of 89.9. ______

Group 2: Hint- An 80’s word that describes your teacher.

1.) I have 66 protons. _____
2.) Row 2, column 15. _____
3.) Atomic mass of 243. ______
4.) I have 73 neutrons. _____
5.) I normally have 52 electrons. _____

Group 3: Hint- These better be prescription.

1.) I have 7 neutrons. _____
2.) I have an atomic mass of 39 and I have 22 neutrons. _____
3.) I am in column 9 (not a lanthanide or actinide at the bottom). Take a guess. _____
4.) I have 22 protons. _____
5.) Row 6, column 1. _____
Answer Key- Periodic Table Worksheet and challenge.

Worksheet:
1.) Protons (atomic number), Yes it does.
2.) It is the symbol that represents the name
3.) The atomic mass. (protons + neutrons)
4.) Proton number (atomic number)
5.) 1 electron in their outermost orbital or ring.
6.) 2 electrons in their outermost orbital or ring.
7.) Symbol, masses, neutron numbers, number of electrons in outermost orbital
8.) In order from left to right by the number of electrons in the outermost orbital from 1-8.
9.) By number of protons, stopping at those with 8 electrons in the outermost orbital and starting again in a
new row.
Challenge answers.
1. The love of my life- B Ac O N
2. Get paid.- Ge Tm O Ne Y
3. An 8o’s word to describe your teacher- Dy N Am I Te
4. These better be prescription- N Ar Co Ti Cs