Including organizational ideas and labels. To close and evaluate the lesson, students turn their page over to answer the "ticket out" question, “If you were to design your own table, how would you arrange the elements?” Students should be encouraged to draw a mock representation of their ideas. In the elaborate section of the lesson, as a class, list some answers to the first two sections of the “Patterns Found in All Tables” to ensure all students have identified the common characteristics before moving on to the next questions. In teams, students will then answer the last two sections “Patterns Found in All Tables” asking how the organization of different tables may be beneficial to students and why Mendeleev's version is the primary table used around the world. A few students may be asked to volunteer ideas they have that may answer these questions. Why do you think the standard tables are preferred by most scientists and educational faculty? How can these alternative tables help students learn the periodic properties of elements better than the standard tables? What properties are most often used by the tables? Provide examples.Īre similar elements grouped? How so? Provide examples. Each team will need 1-2 minutes to report out. While the speaker is explaining their table, all other students should take notes in the first two sections “Patterns Found in All Tables” of their handout including the properties that are commonly used to organize the elements and how similar elements are grouped. In the explain section of the lesson, each team will take turns explaining the commonalities and unique properties of their table. What makes your table unique? Give specific examples. ![]() How is your table similar to the standard periodic table? Give specific examples. How is your table different than the standard periodic table? Give specific examples. How are the elements arranged on your table? What properties were used to organize the elements? Have volunteers report out a few of those ideas to the class.įigure 2: Curled Ribbon Periodic Table, by Rezmason - Own work, CC BY-SA 4.0, Link 1 Observe Your Periodic Table To warm up and engage the students in this lesson, students individually answer the two “Do Now” questions at the top of the handout (this student document is available in the Supporting Information below) to define periodic in their own words and then turn to a partner to share ideas. Prior to this lesson, my students learned ways to identify types of elements in terms of metallic character, reactivity, group and period numbers, and atomic radii in class and then watched video tutorials at home that I created. This lesson was designed to fit the NGSS performance expectation HS-PS 1.1 but can be used for any first year chemistry course or modified at your discretion. Students will also work on their process skills including critical thinking, asking questions, constructing explanations, and engaging in arguments from evidence. Students will be prompted to use trends in subatomic particles, valence electrons, atomic radius and metallic properties. Students will identify trends that are consistent from one table to the next in order to understand why the tables they are working with and Mendeleev's version are organized in the manner that they are. ![]() The periodic table that most of us use in our classrooms was originally developed by Dmitri Mendeleev, but thousands of alternate versions of the table have been devised over time. In this lesson, students are offered a variety of alternative versions of the periodic table.
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