This unit plan outlines a unit on atoms and the periodic table for a general science class. Students will learn about the development of the periodic table and how it organizes the elements. They will study the properties of metals, non-metals, and metalloids, and how an element's properties relate to its position on the periodic table. Two lessons are described: the first introduces how elements are arranged on the periodic table, and the second has students create their own periodic table by classifying objects and identifying trends in measurements.
The document discusses web-based instruction methods for teaching. It describes how the web can be used as a source for students to access information and as a way to distribute information beyond just text by taking advantage of different media formats. The role of the teacher is to guide students in using these tools and resources, and to stay up to date with changing technologies. Some benefits of this method include enhancing learning, reducing repetitive tasks, and providing improved materials, while disadvantages can include limited bandwidth and students getting distracted.
The document discusses curriculum mapping as a process to outline learning outcomes, content, skills, instructional methods, and assessments across a program or course. It provides examples of curriculum maps for basic education and college levels that chart these elements over time or across subjects. The purpose of mapping is to ensure alignment and consistency between the formal curriculum and its implementation in the classroom.
The document summarizes the early mathematical system developed by the Sumerians in Mesopotamia between the Tigris and Euphrates Rivers. Key points:
- The Sumerians developed one of the earliest known writing systems, cuneiform script, which enabled recording of early mathematics on clay tablets.
- They used a sexagesimal (base-60) numeric system combined with a place-value notation, which was superior to later Greek and Roman systems for calculating fractions and powers.
- Much of what is known about early Mesopotamian mathematics comes from clay tablets dating to the Old Babylonian period from around 1800-1600 BCE. These included table texts and problem texts.
Distance education provides educational opportunities without increased budgets by using technology to bridge the gap between teachers and physically distant students. It takes various forms including online courses, videoconferencing, and correspondence courses. Research shows distance education can be as effective as traditional instruction when appropriate methods and technologies are used to enable student-student and teacher-student interaction and feedback. Effective distance education programs require careful planning and selecting the right mix of media like video, audio, and print to meet student needs.
The document discusses localization and contextualization in education. It defines localization as adapting the curriculum to local conditions and relating teaching and learning to the local environment. Contextualization is presenting new subject matter in a meaningful way that draws on students' previous experiences and real-world contexts. The document provides examples of how teachers can localize and contextualize lessons by using authentic local materials, accommodating student diversity, and addressing local needs and issues. The goal is to tailor instruction to build on what students already know and respect their cultural backgrounds.
This document outlines the key aspects of project-based multimedia learning. It discusses how students work collaboratively in groups over an extended period of time to design and create a multimedia product. This allows students to acquire new knowledge and skills while addressing core curriculum topics. Students are actively engaged in decision making and develop both hard skills like math and problem solving as well as soft skills such as collaboration, presentation skills, and computer literacy. The final multimedia product demonstrates what students have learned.
This lesson plan is a compliance to the course Teaching TLE in Elementary Grades under Prof. Aaron Jed Tumbali prepared by Delos Santos, Hernandez, Suarez and Bernal
This document provides an overview of ancient Egyptian mathematics and its timeline. It discusses the Egyptian numeral system, which was additive, as well as their arithmetic operations of addition, multiplication and division. The Egyptians were able to solve linear equations and used arithmetic and geometric progressions. They could also express fractions as a sum of unit fractions. Overall, the document demonstrates the Egyptians had sophisticated mathematical knowledge and methods as early as 3000 BC.
The document discusses web-based instruction methods for teaching. It describes how the web can be used as a source for students to access information and as a way to distribute information beyond just text by taking advantage of different media formats. The role of the teacher is to guide students in using these tools and resources, and to stay up to date with changing technologies. Some benefits of this method include enhancing learning, reducing repetitive tasks, and providing improved materials, while disadvantages can include limited bandwidth and students getting distracted.
The document discusses curriculum mapping as a process to outline learning outcomes, content, skills, instructional methods, and assessments across a program or course. It provides examples of curriculum maps for basic education and college levels that chart these elements over time or across subjects. The purpose of mapping is to ensure alignment and consistency between the formal curriculum and its implementation in the classroom.
The document summarizes the early mathematical system developed by the Sumerians in Mesopotamia between the Tigris and Euphrates Rivers. Key points:
- The Sumerians developed one of the earliest known writing systems, cuneiform script, which enabled recording of early mathematics on clay tablets.
- They used a sexagesimal (base-60) numeric system combined with a place-value notation, which was superior to later Greek and Roman systems for calculating fractions and powers.
- Much of what is known about early Mesopotamian mathematics comes from clay tablets dating to the Old Babylonian period from around 1800-1600 BCE. These included table texts and problem texts.
Distance education provides educational opportunities without increased budgets by using technology to bridge the gap between teachers and physically distant students. It takes various forms including online courses, videoconferencing, and correspondence courses. Research shows distance education can be as effective as traditional instruction when appropriate methods and technologies are used to enable student-student and teacher-student interaction and feedback. Effective distance education programs require careful planning and selecting the right mix of media like video, audio, and print to meet student needs.
The document discusses localization and contextualization in education. It defines localization as adapting the curriculum to local conditions and relating teaching and learning to the local environment. Contextualization is presenting new subject matter in a meaningful way that draws on students' previous experiences and real-world contexts. The document provides examples of how teachers can localize and contextualize lessons by using authentic local materials, accommodating student diversity, and addressing local needs and issues. The goal is to tailor instruction to build on what students already know and respect their cultural backgrounds.
This document outlines the key aspects of project-based multimedia learning. It discusses how students work collaboratively in groups over an extended period of time to design and create a multimedia product. This allows students to acquire new knowledge and skills while addressing core curriculum topics. Students are actively engaged in decision making and develop both hard skills like math and problem solving as well as soft skills such as collaboration, presentation skills, and computer literacy. The final multimedia product demonstrates what students have learned.
This lesson plan is a compliance to the course Teaching TLE in Elementary Grades under Prof. Aaron Jed Tumbali prepared by Delos Santos, Hernandez, Suarez and Bernal
This document provides an overview of ancient Egyptian mathematics and its timeline. It discusses the Egyptian numeral system, which was additive, as well as their arithmetic operations of addition, multiplication and division. The Egyptians were able to solve linear equations and used arithmetic and geometric progressions. They could also express fractions as a sum of unit fractions. Overall, the document demonstrates the Egyptians had sophisticated mathematical knowledge and methods as early as 3000 BC.
This Daily Lesson Log or DLL shows the updated template for Teachers 3 years up of service. The DLL is designed for 1 week of class. This type of DLL uses the 7 E. This DLL is very useful especially to those teachers with overloading work and are also assigned to ancillary works. All you have to do is to edit the name of the teacher, school, date, name of the principal and now ready to print. You can also change or add something which you think are useful and meaningful during your classroom instruction.
Unit Lesson Plan – Matter and Its PropertiesTeacherTime Fra.docxmarilucorr
This lesson plan focuses on teaching 7th grade students about matter and its properties over 17 class periods. The lesson will engage students by having them brainstorm what matter is. Students will then explore matter's properties through labs on measuring matter, building atoms and molecules, and determining density. The teacher will explain concepts like the periodic table, physical and chemical properties, and states of matter. Students will elaborate on these concepts by applying them to new examples and experiments. Their understanding will be evaluated through quizzes, labs, and a unit test. The overarching goal is for students to understand matter at an atomic level and how it behaves under different conditions.
1. Students take on the roles of elements and explore the history and development of the periodic table through various online resources.
2. Students are assigned to element groups where they research their element, build a toothpick-gumdrop model, and present on their element's properties through a creative skit.
3. Students provide feedback on the periodic table to the "Periodic Table Committee" through an online survey.
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRU.docxherminaprocter
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRUCTIONS
Long Term Planning
Respond to at least two classmates’ postings.
ROSEMARY’S POST:
Of the eight instructional unit types introduced in this chapter, choose one, describe it, and tell why it is your preferred choice.
I will be using a project/problem-based learning unit. With this instructional unit, the students will play detective and help them become engaged in learning. The instructional unit focuses on the students, and more specifically, students working together in smaller groups. Hansen, Buczynski, & Puckett (2015) states, “PBL typically group students into teams to respond to real-world questions, problems, or challenges through an extended inquiry process and then to construct a presentation to share their product or findings.”
Using the formatting for a PBL unit plan provided in table 7.1 in your textbook, outline your own PBL unit.
Name of Project:
Identify the Thirteen Colonies
Subject/Course/Grade Level:
Social Studies/6-8th grade
Unit Duration & Timeline:
3-4 weeks
Teacher Team Members:
Teachers, Librarians, Parents, etc.
Goals & Objectives Necessary to Accomplish the Goals:
The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.
Similarities and differences between colonial economies, politics, and ways of life.
Physical and human characteristics of national colonial regions.
Verbally identify 3 motives for exploring the colonial regions, e.g., religion, expansion, trade, and wealth, with 80% accuracy.
Distinguish between New England, Middle, and Southern Colonies by coloring and identifying the colonial regions on a 100% map.
Understand the emergence of significant regional differences in the colonies by completing a bulleted graphic organizer based on lecture notes with 90% accuracy.
Given a graphic organizer, students will contrast the economies of the three major colonial regions: New England, Middle, and Southern with 80% accuracy.
Given a graphic organizer, students will compare geography’s impact on the three major colonial regions’ economies. Understand how settlers’ backgrounds influenced their values, priorities, and daily lives.
Create a historical fiction blog or infogram or digital (postcard) that identifies a colonial region’s unique traits and describes life in that region. Students projects will include:
Three reasons why you moved to the colonial region.
Two reasons why you did not settle in the other region.
Writing that is free of spelling and grammatical errors.
A colorful image depicting at least one of the colonial region’s best features.
Standards/CCSS/21st Century Competencies:
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Project Summary:
Students will be working together in three or four groups to research the Thirteen Colonies and how they came to be. Each team or group will choose a colony from t.
This document outlines the daily lesson log and plan for a physical science class covering the formation of elements. The objectives are to describe the formation of heavier elements during star formation and evolution, cite evidence for this, explain how the concept of atomic number led to synthesizing new elements in laboratories, and analyze nuclear reactions involved. The content will cover the formation of elements during stellar formation and evolution and the synthesis of new elements. Learning activities include discussing stellar formation, the life cycles of stars, subatomic particles, making a periodic table, nuclear reactions, and relating star evolution to the human life cycle. Students will be evaluated through activities identifying terms, demonstrating learned concepts through projects, and answering questions about stellar element formation and the synthesis of new elements
This document provides information about atoms in the periodic table. It begins with background on the development of the periodic table by scientists like Döbereiner, Newlands, and Mendeleev. Mendeleev organized the elements in a table based on atomic mass, leaving spaces for undiscovered elements. The periodic table arranges elements in rows (periods) and columns (groups) according to atomic structure. Elements in the same group have the same number of outer shell electrons and similar properties. The document defines key terms and explains how elements are named, grouped as metals/nonmetals/metalloids, and classified into groups based on their location in the periodic table.
Next Generation Science Standards (NGSS) Infographic PosterWilliam Gadsby Peet
A free infographic poster designed to teach kids the Next Generation Science Standards (NGSS) in a fun and informative medium. Print it out and hang it on the classroom wall.
This document provides a yearly teaching plan for chemistry for Form 4 students in 2013 at SMK Seri Keramat. It outlines the themes, learning objectives, suggested learning activities and outcomes for each week. The plan covers topics such as the structure of the atom, isotopes, electronic structure, chemical formulae, equations and the mole concept. Learning activities include experiments, discussions, simulations and quizzes. The objectives are for students to understand key chemistry concepts and develop scientific skills through engaging lessons and assessments.
DLP- DEV. OF PT.docxWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW...IrishDelaCruz8
The document provides a detailed lesson plan for an 8th grade science class on the development of the periodic table. The objectives are for students to be able to identify scientists who contributed to the periodic table, create a timeline of its development, and understand the importance of the periodic table. The lesson plan outlines activities for students to review the previous lesson, engage with a treasure hunt activity to introduce the topic, explore the concepts through a group activity to rebuild cut pictures, and discuss the development of the periodic table by identifying scientists and their contributions.
This document outlines a lesson plan about planets for a 5th grade class. The learning outcomes are for students to organize information into structured paragraphs, compare previously learned information about planets, and interact with others to identify similarities and differences between planets. Students will learn about the characteristics of planets in the solar system. They will complete an activity where they compare and contrast the features of two planets in graphic organizers and pairs. Finally, students will write an expository text comparing and contrasting the two planets with an introduction, paragraph on similarities, paragraph on differences, and conclusion.
This document outlines a lesson plan about planets for a 5th grade class. The learning outcomes are for students to organize information into structured paragraphs, compare and contrast information about planets, and express planet characteristics with coherence. Students will brainstorm planets, research a planet's traits, compare planets in groups, and write a text comparing two planets with an introduction, comparison paragraph, difference paragraph, and conclusion. The lesson will be assessed based on student communication skills, following instructions, and the quality of their written text.
The document describes 12 ICT tools that can be used to engage students in science learning. Survey Monkey, Letterpop, and Mindmeister allow students to assess their knowledge, create newsletters on science topics, and make mind maps to visualize information. Simulations on natural selection, frictional force, atoms, the greenhouse effect, and particle motion allow interactive exploration of science concepts. Other tools like Prezi, Dabbleboard, Wordle, and Storybird give students creative ways to research and present information on topics like classification, cell division, the origin of the universe, and states of matter.
This document outlines a 5th grade science unit on matter and its interactions. Students will learn about solids, liquids, gases and their particle nature through hands-on activities. They will conduct a group investigation and present their findings. The unit aims to develop students' understanding of physical science concepts while encouraging curiosity, questioning and multiple forms of communication. It incorporates various teaching strategies to engage different learning styles and develop key skills like critical thinking, collaboration and creativity.
Grade 8, Quarter 3.pdf lesson plan thirdgmail227828
This document contains a science lesson plan for an 8th grade class on the topic of matter. The lesson plan spans one week and covers key objectives such as explaining the particle nature of matter, distinguishing matter from non-matter, and explaining the properties of solids, liquids, and gases. The daily lessons include activities such as classifying pictures as matter or non-matter, exploring the composition of matter through experiments, and investigating physical changes like evaporation. The plan outlines learning objectives, resources, tasks, assessments, and reflections for each day's lesson.
1. The document discusses four key steps in planning science lessons: selecting content aligned with standards, writing learning objectives, developing learning activities, and planning assessments.
2. It also covers writing learning objectives that specify the audience, behavior, conditions, and criteria. Objectives should address cognitive, psychomotor and affective domains using action verbs.
3. The document provides examples of hands-on learning activities like building straw airplanes and balloon rockets to teach scientific concepts, as well as the importance of formative and summative assessments.
This presentation is about the writing lesson plan for science classes, with few examples(bio,phy,chem) with reference to the CBSE curriculum, and also based on CCE method of assessment.
This lesson plan introduces 2nd grade students to plane and solid geometric shapes over two weeks. In week one, students will learn to identify and classify basic 2D shapes like triangles, squares, rectangles, circles through activities cutting out shapes from magazines and manipulating attribute blocks. They will also begin to learn about 3D shapes like spheres and cubes by comparing them to 2D shapes. In week two, students further explore solid shapes and learn new vocabulary like prisms and pyramids. Formative assessments include daily quizzes and homework. The performance task is a student-created "Math Museum" displaying real-world examples of shapes.
1. The document discusses planning science lessons by selecting content aligned with standards, writing learning objectives, developing learning activities, and planning assessments. It covers writing objectives that specify the audience, behavior, and conditions of learning.
2. Various teaching strategies are described, including introducing lessons to engage students, using discrepant events to reveal student conceptions, and designing activities to develop conceptual understanding and inquiry abilities.
3. Managing instruction involves grouping students, establishing safety rules, and preparing for and monitoring activities. Formative and summative assessments should be used to evaluate learning.
PERIODIC TABLE OF ELEMENTS and QUANTUM MECHANICS lesson proper NO RECORDED AU...wed_adams
The document provides an overview of a lesson plan on the periodic table of elements and quantum mechanics. The lesson objectives are to familiarize students with the periodic table, atomic structure, and quantum numbers. The lesson includes reviewing matter and its phases, an activity where students work in groups to fill in and present their periodic tables, and explanations of the history and components of the periodic table including atomic particles, electron configuration, and periodic trends.
This document summarizes a chemistry lesson plan on the shapes of molecules. The lesson aims to teach students how to draw Lewis structures of molecules, determine their shapes, and label bond angles. Key activities include having students practice drawing structures like CO2, CH4, and H2O, with plasticine models used to help visualize difficult ones. Formative assessment involves the teacher floating around the class to check student work and understanding. The lesson plan is evaluated as meeting its goals, with plasticine models effectively helping students grasp molecular shapes visually. Opportunities for improvement include deepening the teacher's background knowledge on exceptions to octet rules.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This Daily Lesson Log or DLL shows the updated template for Teachers 3 years up of service. The DLL is designed for 1 week of class. This type of DLL uses the 7 E. This DLL is very useful especially to those teachers with overloading work and are also assigned to ancillary works. All you have to do is to edit the name of the teacher, school, date, name of the principal and now ready to print. You can also change or add something which you think are useful and meaningful during your classroom instruction.
Unit Lesson Plan – Matter and Its PropertiesTeacherTime Fra.docxmarilucorr
This lesson plan focuses on teaching 7th grade students about matter and its properties over 17 class periods. The lesson will engage students by having them brainstorm what matter is. Students will then explore matter's properties through labs on measuring matter, building atoms and molecules, and determining density. The teacher will explain concepts like the periodic table, physical and chemical properties, and states of matter. Students will elaborate on these concepts by applying them to new examples and experiments. Their understanding will be evaluated through quizzes, labs, and a unit test. The overarching goal is for students to understand matter at an atomic level and how it behaves under different conditions.
1. Students take on the roles of elements and explore the history and development of the periodic table through various online resources.
2. Students are assigned to element groups where they research their element, build a toothpick-gumdrop model, and present on their element's properties through a creative skit.
3. Students provide feedback on the periodic table to the "Periodic Table Committee" through an online survey.
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRU.docxherminaprocter
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRUCTIONS
Long Term Planning
Respond to at least two classmates’ postings.
ROSEMARY’S POST:
Of the eight instructional unit types introduced in this chapter, choose one, describe it, and tell why it is your preferred choice.
I will be using a project/problem-based learning unit. With this instructional unit, the students will play detective and help them become engaged in learning. The instructional unit focuses on the students, and more specifically, students working together in smaller groups. Hansen, Buczynski, & Puckett (2015) states, “PBL typically group students into teams to respond to real-world questions, problems, or challenges through an extended inquiry process and then to construct a presentation to share their product or findings.”
Using the formatting for a PBL unit plan provided in table 7.1 in your textbook, outline your own PBL unit.
Name of Project:
Identify the Thirteen Colonies
Subject/Course/Grade Level:
Social Studies/6-8th grade
Unit Duration & Timeline:
3-4 weeks
Teacher Team Members:
Teachers, Librarians, Parents, etc.
Goals & Objectives Necessary to Accomplish the Goals:
The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.
Similarities and differences between colonial economies, politics, and ways of life.
Physical and human characteristics of national colonial regions.
Verbally identify 3 motives for exploring the colonial regions, e.g., religion, expansion, trade, and wealth, with 80% accuracy.
Distinguish between New England, Middle, and Southern Colonies by coloring and identifying the colonial regions on a 100% map.
Understand the emergence of significant regional differences in the colonies by completing a bulleted graphic organizer based on lecture notes with 90% accuracy.
Given a graphic organizer, students will contrast the economies of the three major colonial regions: New England, Middle, and Southern with 80% accuracy.
Given a graphic organizer, students will compare geography’s impact on the three major colonial regions’ economies. Understand how settlers’ backgrounds influenced their values, priorities, and daily lives.
Create a historical fiction blog or infogram or digital (postcard) that identifies a colonial region’s unique traits and describes life in that region. Students projects will include:
Three reasons why you moved to the colonial region.
Two reasons why you did not settle in the other region.
Writing that is free of spelling and grammatical errors.
A colorful image depicting at least one of the colonial region’s best features.
Standards/CCSS/21st Century Competencies:
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Project Summary:
Students will be working together in three or four groups to research the Thirteen Colonies and how they came to be. Each team or group will choose a colony from t.
This document outlines the daily lesson log and plan for a physical science class covering the formation of elements. The objectives are to describe the formation of heavier elements during star formation and evolution, cite evidence for this, explain how the concept of atomic number led to synthesizing new elements in laboratories, and analyze nuclear reactions involved. The content will cover the formation of elements during stellar formation and evolution and the synthesis of new elements. Learning activities include discussing stellar formation, the life cycles of stars, subatomic particles, making a periodic table, nuclear reactions, and relating star evolution to the human life cycle. Students will be evaluated through activities identifying terms, demonstrating learned concepts through projects, and answering questions about stellar element formation and the synthesis of new elements
This document provides information about atoms in the periodic table. It begins with background on the development of the periodic table by scientists like Döbereiner, Newlands, and Mendeleev. Mendeleev organized the elements in a table based on atomic mass, leaving spaces for undiscovered elements. The periodic table arranges elements in rows (periods) and columns (groups) according to atomic structure. Elements in the same group have the same number of outer shell electrons and similar properties. The document defines key terms and explains how elements are named, grouped as metals/nonmetals/metalloids, and classified into groups based on their location in the periodic table.
Next Generation Science Standards (NGSS) Infographic PosterWilliam Gadsby Peet
A free infographic poster designed to teach kids the Next Generation Science Standards (NGSS) in a fun and informative medium. Print it out and hang it on the classroom wall.
This document provides a yearly teaching plan for chemistry for Form 4 students in 2013 at SMK Seri Keramat. It outlines the themes, learning objectives, suggested learning activities and outcomes for each week. The plan covers topics such as the structure of the atom, isotopes, electronic structure, chemical formulae, equations and the mole concept. Learning activities include experiments, discussions, simulations and quizzes. The objectives are for students to understand key chemistry concepts and develop scientific skills through engaging lessons and assessments.
DLP- DEV. OF PT.docxWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW...IrishDelaCruz8
The document provides a detailed lesson plan for an 8th grade science class on the development of the periodic table. The objectives are for students to be able to identify scientists who contributed to the periodic table, create a timeline of its development, and understand the importance of the periodic table. The lesson plan outlines activities for students to review the previous lesson, engage with a treasure hunt activity to introduce the topic, explore the concepts through a group activity to rebuild cut pictures, and discuss the development of the periodic table by identifying scientists and their contributions.
This document outlines a lesson plan about planets for a 5th grade class. The learning outcomes are for students to organize information into structured paragraphs, compare previously learned information about planets, and interact with others to identify similarities and differences between planets. Students will learn about the characteristics of planets in the solar system. They will complete an activity where they compare and contrast the features of two planets in graphic organizers and pairs. Finally, students will write an expository text comparing and contrasting the two planets with an introduction, paragraph on similarities, paragraph on differences, and conclusion.
This document outlines a lesson plan about planets for a 5th grade class. The learning outcomes are for students to organize information into structured paragraphs, compare and contrast information about planets, and express planet characteristics with coherence. Students will brainstorm planets, research a planet's traits, compare planets in groups, and write a text comparing two planets with an introduction, comparison paragraph, difference paragraph, and conclusion. The lesson will be assessed based on student communication skills, following instructions, and the quality of their written text.
The document describes 12 ICT tools that can be used to engage students in science learning. Survey Monkey, Letterpop, and Mindmeister allow students to assess their knowledge, create newsletters on science topics, and make mind maps to visualize information. Simulations on natural selection, frictional force, atoms, the greenhouse effect, and particle motion allow interactive exploration of science concepts. Other tools like Prezi, Dabbleboard, Wordle, and Storybird give students creative ways to research and present information on topics like classification, cell division, the origin of the universe, and states of matter.
This document outlines a 5th grade science unit on matter and its interactions. Students will learn about solids, liquids, gases and their particle nature through hands-on activities. They will conduct a group investigation and present their findings. The unit aims to develop students' understanding of physical science concepts while encouraging curiosity, questioning and multiple forms of communication. It incorporates various teaching strategies to engage different learning styles and develop key skills like critical thinking, collaboration and creativity.
Grade 8, Quarter 3.pdf lesson plan thirdgmail227828
This document contains a science lesson plan for an 8th grade class on the topic of matter. The lesson plan spans one week and covers key objectives such as explaining the particle nature of matter, distinguishing matter from non-matter, and explaining the properties of solids, liquids, and gases. The daily lessons include activities such as classifying pictures as matter or non-matter, exploring the composition of matter through experiments, and investigating physical changes like evaporation. The plan outlines learning objectives, resources, tasks, assessments, and reflections for each day's lesson.
1. The document discusses four key steps in planning science lessons: selecting content aligned with standards, writing learning objectives, developing learning activities, and planning assessments.
2. It also covers writing learning objectives that specify the audience, behavior, conditions, and criteria. Objectives should address cognitive, psychomotor and affective domains using action verbs.
3. The document provides examples of hands-on learning activities like building straw airplanes and balloon rockets to teach scientific concepts, as well as the importance of formative and summative assessments.
This presentation is about the writing lesson plan for science classes, with few examples(bio,phy,chem) with reference to the CBSE curriculum, and also based on CCE method of assessment.
This lesson plan introduces 2nd grade students to plane and solid geometric shapes over two weeks. In week one, students will learn to identify and classify basic 2D shapes like triangles, squares, rectangles, circles through activities cutting out shapes from magazines and manipulating attribute blocks. They will also begin to learn about 3D shapes like spheres and cubes by comparing them to 2D shapes. In week two, students further explore solid shapes and learn new vocabulary like prisms and pyramids. Formative assessments include daily quizzes and homework. The performance task is a student-created "Math Museum" displaying real-world examples of shapes.
1. The document discusses planning science lessons by selecting content aligned with standards, writing learning objectives, developing learning activities, and planning assessments. It covers writing objectives that specify the audience, behavior, and conditions of learning.
2. Various teaching strategies are described, including introducing lessons to engage students, using discrepant events to reveal student conceptions, and designing activities to develop conceptual understanding and inquiry abilities.
3. Managing instruction involves grouping students, establishing safety rules, and preparing for and monitoring activities. Formative and summative assessments should be used to evaluate learning.
PERIODIC TABLE OF ELEMENTS and QUANTUM MECHANICS lesson proper NO RECORDED AU...wed_adams
The document provides an overview of a lesson plan on the periodic table of elements and quantum mechanics. The lesson objectives are to familiarize students with the periodic table, atomic structure, and quantum numbers. The lesson includes reviewing matter and its phases, an activity where students work in groups to fill in and present their periodic tables, and explanations of the history and components of the periodic table including atomic particles, electron configuration, and periodic trends.
This document summarizes a chemistry lesson plan on the shapes of molecules. The lesson aims to teach students how to draw Lewis structures of molecules, determine their shapes, and label bond angles. Key activities include having students practice drawing structures like CO2, CH4, and H2O, with plasticine models used to help visualize difficult ones. Formative assessment involves the teacher floating around the class to check student work and understanding. The lesson plan is evaluated as meeting its goals, with plasticine models effectively helping students grasp molecular shapes visually. Opportunities for improvement include deepening the teacher's background knowledge on exceptions to octet rules.
Similar to S1 2 - chemistry and periodic table unit plan (20)
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
S1 2 - chemistry and periodic table unit plan
1. Unit Plan for The Periodic Table
S1 General Science
Unit: Atoms and Elements
Sub-Unit: The Periodic Table
Overview:
In this unit students learn that all matter is composed of extremely small parts called atoms. They learn
that each atom has unique properties, depending upon the number and arrangement of the subatomic
particles within it. Students also discover that there is an orderly progression from the lightest to the
heaviest atoms and that this pattern is organized on the Periodic Table of elements. Through the study of
the development of the Periodic Table, students discover that unknown elements were predicted based on
empty spaces in the table. They learn that vertical columns represent families of elements, related by
common properties. They are also introduced to the idea that chemical changes can be explained in terms
of the arrangement and motion of atoms and molecules. Finally, students learn that the Periodic Table
continues to be useful as more is learned about the structural parts of atoms, their electrical charges, and
their associated properties.
Students will:
· Students will investigate the development of the periodic table as a method of organizing
elements.
· Students will investigate the characteristic properties of metals, non-metals, and metalloids and
classify elements according to these properties. Examples: ductility, conductivity of heat and
electricity, lustre, reactivity
· Students will relate the reactivity and stability of different families of elements to their atomic
structure including alkali metals, alkaline earths, chalcogens, halogens, and noble gases.
· Identify properties of common families of elements
· Explain how elements differ in terms of structural parts and electrical charges of atoms
· Gather and synthesize information about the Periodic Table
· Show how knowledge of chemistry is used in everyday life
Key Concepts
· Development of periodic table
· element
· families of elements
· periodicity
· properties of matter: physical and chemical
Misconceptions addressed
1. The Periodic Table in its present form is the way the elements have always been categorized
2. There is only one way to categorize the elements, consensus was easily achieved
3. Science and its methods provide absolute truth rather than being tentative and evolving
4. All that is to be known is known regarding atoms and elements
5. Science is procedural more than creative
Mark Buchanan
2. Instructional Resources / Useful web-sites
Interactive Physics Modules: Matter
Multimedia tutorial about the basics of atomic structure and how atoms interact to create more
complex compounds.
http://ippex.pppl.gov/ippex/PhysicsModules.html
Periodic Nexus
Table Primer about how the periodic table works. Table Tool Box allows you to create a few
compounds that may or may not be possible. Interesting chemical factoids jump out at you as you
navigate this site.
http://library.advanced.org/11771/english/hi/chemistry/periodic.shtml
Other useful links:
http://www.funbrain.com/periodic/index.html
http://www.edu4kids.com/chem/
http://www.uky.edu/Projects/Chemcomics/html/mm_31-_ir.html
http://www.uky.edu/Projects/Chemcomics
http://chemlab.pc.maricopa.edu/periodic/lyrics.html
http://www.chemsoc.org/viselements/pages/pertable_fla.htm
http://periodictable.com/
http://chemserv.bc.edu/web_elements/web-elements-home.html
http://www.chemelements.com/
http://www.chem4kids.com/
Mark Buchanan
3. Lesson 1: Arranging the Elements
Objectives:
· Describe how elements are arranged in the periodic table.
· Compare elements based on their properties and on their location in the periodic table.
· Describe the difference between a period and a group.
Materials:
· Paper and pencils/pens
Procedures:
· Teacher instructs students to, on a piece of paper, make a list of five things that are periodic and explain
which repeating property causes each one to be periodic.
· Students respond to questions; some possible answers may include the seasons, the months of the year, the
television program schedule, and sport seasons, phases of the moon, and the schedule of classes.
· Be sure that students identify what is repeating for each answer they provide.
· Teacher instructs students to choose and write down 5 characteristics that describe themselves. (Hair, Eyes,
Noses, Height, Weight, Dress, etc.)
· Within your table group, collect information regarding the other students at your table, based on the 5
characteristics that you have chosen. May expand task to include whole class.
· After data has been collected, have students construct a chart/ table in which to arrange students based on
similar and differing characteristics.
· Collect charts; choose a few, without naming names, to share with the class. Initiate discussion regarding the
process of developing the charts. What are the similarities and differences between the charts? Which
characteristics were chosen? Why? Did everyone use the same characteristics? Are they specific/discerning
enough? What other characteristics might we use? Objective vs. subjective? Testable?
· Discuss and emphasize the difficulties in achieving consensus of characteristics to be used and arrangement
of tables. Do you think consensus was achieved immediately in development of The Periodic table? Discuss
the need for standardization of characteristics and arrangement of Periodic table.
· As a reinforcing activity, ask three volunteers to stand at the front of the class. Put two of them together, and
ask the third to step off to the side for a moment. Ask the class what similar characteristics the two students
share in other words, why would these two be grouped together? List students’ responses on the board.
Encourage students to look for as many similarities as possible.
Now separate the two; ask the third student to stand next to one of them. Repeat the exercise. Compare the
two lists of characteristics. Discuss with the class the similarities and differences in the lists. Pick out the
characteristics which are most specific and may best discern one person from the other. Guide students to
responses away from purely the obvious physical characteristics, to those that we might measure. I.e. mass
etc.
Mark Buchanan
4. · Introduce to students notion that there tables are like the periodic table i.e. rows and columns, with similar
characteristics being grouped together by these rows and columns.
Lesson 2: Creating a PeriodicTable
Materials:
Teacher to prepare for before class:
For each group of students, assemble a collection of 20 objects (Five sets of four objects) in a bag. You
should provide a bag containing 19 of these objects. A recommended collection of objects includes sets of
coins (penny, nickel, dime, quarter), sets of buttons that are similar but vary in diameter, and washers that
vary in diameter. Other objects, such as nuts, bolts, and paper circles. Will work and are easily obtainable.
The difference in masses should be large enough for a beam balance to detect. Ideally, each set (one
column on the table) should be of the same material and thickness and vary only in diameter.
Students:
bag of objects
20 squares of paper, each 3x3cm
metric balance
metric ruler
2 sheets of graph paper
Procedures:
· Teacher will introduce the activity and discuss that we have classification systems for many things in your
life.
· Students will write down 5 things that we might classify.
· Within table groups students will agree upon one item and describe the ways it may be classified.
· One group member will write their answers on the chalkboard.
· The teacher may discuss, based on responses, such things as clothes, books, and CDs and emphasize that
there are many classification systems in use every day. There are also many classification systems in science,
and one of the most important is the Periodic Table of the Elements.
Transition to lab: In this lab you will develop your own classification system for a collection of ordinary
objects. You will analyze trends in your system and compare your system with the periodic table of the
elements.
1. Groups will receive a bag of objects. Each bag is missing one item.
2. Instruct the students to examine the items carefully, and identify the missing object. Describe the object in as
many ways as you can imagine. Emphasize that they include the reasons why you think the missing object has
these characteristics.
Mark Buchanan
5. 3. Lay the paper squares out on your desk or table so that you have a grid of five rows of four squares each.
4. Arrange your objects on the grid in a logical order.(you must decide what order is logical!) you should end up
with one blank square for the missing object.
5. Describe the basis for your arrangement.
6. Measure the mass (g) and the diameter (mm) of each object, and record your results in the appropriate square.
Each square (except the empty one) should have one object and two written measurements on it.
7. Examine your pattern again. Does the order in which your objects are arranged still make sense?
Explain.
8. Rearrange the squares and their objects if necessary to improve your arrangement. Describe the basis for the
new arrangement.
9. Working across the rows, number the squares 1 to 20. When you get to the end of a row, continue numbering in
the first square of the next row.
10. Copy your grid onto a piece of paper. In each square, be sure to list the type of object and label all
measurements with appropriate units.
11. Make a graph of mass (y-axis) versus object number (x-axis). Label each axis, and put a title on the graph.
12. Discuss the graph with your classmates. Try to identify any important features of the graph. For example, does
the graph form a line or a curve? Is there anything unusual about the graph? What do these features tell you?
Write your answers down
13. Now make a graph of diameter (y-axis) versus object number (x- axis).
Repeat step 11.
14. Draw conclusions:
How is your arrangement of objects similar to the periodic table provided?
How is your arrangement different from that periodic table?
Look back at your prediction about the missing object.
Do you think it is still accurate?
Try to improve your description by estimating the mass and diameter of the missing object. Record your
estimates.
Summmary
· A period in the periodic table is a horizontal row of the elements. A group is a vertical column of elements.
· Elements are arranged by increasing atomic number.
Mark Buchanan
6. Lesson 3: Classification of the Chemical Elements
Adapted from lesson by James Purham
Chicago Vocational High School
Objectives:
· The students will learn how the chemical elements are arranged on the Periodic Table.
· Students will be able to arrange the elements on the Periodic Table.
· Students will learn about some of the important chemical and physical properties of the elements.
Materials:
One board that is approximately one meter square for every five students
Piece of felt material that is large enough to cover each board
Felt material of several different colours to be used as elements
Stick pins to anchor felt strips to board
Lineless white paper
Stapler
Preparation
Mark Buchanan
7. 1. Cover each board with a piece of felt material. One board per five students is suggested.
2. Draw an outline of Periodic Table on felt material that is attached to each board.
3. Cut several strips of felt material of different colours. Individual strips of felt material should be small
4. enough to fit into the boxes on the Periodic Table.
5. Cut strips of lineless paper about the same size as the felt strip.
6. On strips of paper, write enough description of the elements so that students can locate the positions of the
elements on the Periodic Table.
7. Strips should also be cut for first exercise using the chart. Do not attach anything to these felt strips. NOTE:
FELT STRIPS OF THE SAME COLOR SHOULD BE MADE FOR ALL ELEMENTS THAT ARE IN THE
SAME FAMILY.
Procedures:
· Give a brief introduction to the PERIODIC TABLE, such as the importance and some of the problems that
were encountered in arranging the elements in a scientific manner.
· Introduce the terms FAMILY, GROUP, PERIOD and SERIES.
· Distribute PERIODIC TABLES and several strips of different colors that have nothing attached to them. Ask
students to arrange felt strips in what they consider to be an orderly manner. Allow about five minutes for
this exercise. Each group will probably have the strips arranged in a different way. The purpose of having
the students to arrange the strips, is to dramatize some of the problems that were experienced in agreeing on a
way to arrange the elements on the table.
· Discuss the following: triad system, octave system, Mendeleev's periodic table, variation of metallic and non-metallic
properties of the elements in a family and a period; variation of the size of the elements in a family
and a period; variation of electron affinity of the elements in a family and a period; variation of the ionization
of the elements in a family and a period; and variation of electro negativity in a family and a period.
· Pass out elements (felt strips) on which descriptions have been attached and instruct the students to arrange
them on the chart, based on the information that was given during the lecture.
· After adequate time has been given for students to place elements on the table, ask students to describe the
most unique things they noticed about the table.
Lesson 4: Periodic Trends a Historical Perspective
Adapted from www.discovery.com
Audrey Carangelo, freelance curriculum developer.
Objectives:
Students will understand the following:
· When Mendeleyev arranged the 60 elements known at that time into the periodic table, there were gaps.
Mendeleyev was able to predict the properties of the “missing,” yet-to-be-discovered elements by
analyzing the nearest known elements in the table.
· Since Mendeleyev devised the periodic table, other elements have been discovered by scientists.
· Many of the elements have been put to practical uses or affected society in important ways since their
discoveries.
Materials:
· Periodic tables of the elements: Modern and Mendeleyev
Mark Buchanan
8. · Research materials on the elements and on important scientists
· Computer with Internet access
Procedure:
Review: teacher led discussion and questioning regarding atoms and elements: Ensure that students
understand based on previous lessons that…
· Matter is made up of tiny particles called atoms, and different arrangements of atoms into groups compose
all substances.
· Atoms often combine to form a molecule (or crystal), the smallest particle of a substance that retains its
properties.
· That substances that contain only one kind of atom are pure elements, and more than 100 different
elements exist; elements do not break down by normal laboratory reactions.
· That many elements can be grouped according to similar properties.
· That substances react chemically in characteristic ways with other substances to form new substances with
different characteristic properties.
· Elements are arranged in the periodic table and how this arrangement shows repeating patterns among
elements with similar properties.
· The electron configuration of atoms governs the chemical properties of an element as atoms interact with
one another by transferring or sharing electrons that are furthest from the nucleus.
· That atoms may be bonded together into molecules or crystalline solids, and compounds are formed from
chemical bonds between two or more different kinds of atoms.
Activity
· Provide each student with copies of the periodic tables
· By themselves or in pairs/small groups have the students compare and contrast the two tables. You may
wish to provide a compare and contrast organizer.
· Survey the class for answers and tabulate a master list
· Review with students what they have learned about the periodic table of the elements. Ask such questions
as; Who devised the periodic table? How did Mendeleyev know that there were gaps in the table? How was
he able to predict the properties of the ‘missing,' yet-to-be-discovered elements? What trends do they
notice regarding the arrangement of elements?
· Ask students if they know how the gaps have been filled. They should recognize that scientists have
discovered “new” elements since the time of Mendeleyev.
Lecture:
Discuss periodic trends with the student compare what they noticed with Periodic Law:
· As you proceed to the left in a period or as you proceed down within a group:
· The metallic strengths increase(non-metallic strengths decrease).
· The atomic radius of atoms (distance from the nucleus to the outermost occupied region) increases.
· Atomic radii tend to increase as one proceeds to the left within a period(horizontal arrangement of
elements) of the periodic table, atomic radii increase.
· Furthermore, as one proceeds downward within a group (vertical arrangement) the atomic radii tend to
increase.
· The ionization potential (energy required to remove an electron from an atom) decreases.
· Ionization Potential is the energy required to remove an electron from an atom.
Mark Buchanan
9. · Basically the ionization exhibits periodicity by decreasing as you proceed to the left along a horizontal row
called a period.
· As you proceed downward in a column of elements called a group the ionization potential will also
decrease.
· The first trend is because as you proceed to the left in a period the nuclear charge decreases making it
easier to remove electrons so the energy requirement will decrease.
· The electron affinity (energy released when an electron is picked up by an atom) decreases
· The electronegativity (the electron attracting ability of an atom) decreases.
SCIENCE JOURNAL ASSIGNMENT
· Assign each member of your class one of the elements in the periodic table, asking each student to research
the element he or she has been assigned in order to answer the following questions: What was the date of
the element's discovery? Which scientist or scientists discovered the element? Where was the element
discovered? Under what circumstances was it discovered?
· Have students write paragraphs answering the above questions. You can also encourage each student to
write an additional paragraph about any uses or products that have developed from the discovery of his or
her element or ways in which the element has affected society in a good or bad way. (For example, the
isolation of iron led to the manufacturing of weapons and tools during the Iron Age.)
Lesson Extensions:
Hold a discussion with the class about factors that will inhibit the discovery or creation of new
elements in the future.
Discussion Questions:
1. Air was once thought of as a pure element—it didn't seem to our human senses to be “made up” of anything, so
the idea made sense. With advances in laboratory equipment and techniques, however, Joseph Priestley was able to
prove that air is actually a combination of elements. Discuss how scientific discoveries can change our sometimes-simple
ways of perceiving the world.
2. Explain how the ancient Greeks reasoned that wood was made up of different amounts of the four basic elements
(as they saw them): earth, air, fire, and water.
3. Discuss what characteristics make an inorganic element valuable to human society. Is it the element's rarity,
usefulness, monetary worth, or another measure of value? Explain why different inorganic elements were more
prized at different points in human history. Which inorganic elements do you think are the most valuable today?
Why?
4. Discuss the idea of alchemists trying to transmute lead into gold. Does it seem foolish? If we could develop the
technology to build atoms from their subatomic particles, how would this change our world? How would we measure
wealth? What would make one country more powerful than any other?
5. The element hydrogen is a highly flammable gas, but when two atoms of hydrogen are combined with one atom of
oxygen, the result is water, which certainly doesn't burn. Explain how such different compounds can exist and yet
still contain the element hydrogen. How can you determine how certain chemical compounds will react?
Use as a lead in to discuss periodicity and periodic law?
Extension 2:
The Dramatic Element
Mark Buchanan
10. · Divide your students into research teams, and assign each team either the alkali, metal, or noble gas groups
of the elements that make up the periodic table.
· Ask the teams to investigate the basic properties of the elements in the group they have been assigned. The
teams should also include the element hydrogen in their study: Point out that hydrogen does not belong to
any group but stands alone in the periodic table.
· When their research is complete, ask each team to express its new knowledge of the elemental group they
have studied by writing and performing skits in which they personify each of the elements in their assigned
group. The skit's dramatic action should be based on the interaction—or, in the case of the noble gasses,
noninteraction—with the other elements of the group.
· Since hydrogen reacts with many other elements, they should also include a hydrogen “character” in their
skits.
· One interesting extension to this activity is to have students perform short ad-libs between element
characters from other groups. This will give students the chance to demonstrate their understanding of the
ways in which different elements interact.
What If . . . ?
· Ask your students to imagine that one day, out of nowhere, one of the elements in the periodic table
suddenly starts to disappear from the face of Earth. Depending on the element, the results could be
cataclysmic.
· Assign each student one of the elements from the table (or allow each to choose his or her own element);
then ask them to write a fictionalized “firsthand” account of the day their element disappeared. (An
example: the day Earth lost its iron—buildings crumble, bridges collapse, blood gradually becomes
anemic, and so on.)
· In order to accomplish this end, students will need to research some of the basic uses of the elements they
are working with. Where do they appear in nature, if at all? How are they used by scientists, engineers,
artists, doctors, and so on? Where are their presences crucial? How would life be different without them?
Would life even be able to survive?
· When students' stories are complete, ask for volunteers to stage dramatic readings of their work.
.
Lesson 5: Periodicity: Groups and Families
Objectives
i) Knowledge:
· Identify elements as metals, non-metals and metalloids
· State the properties of metals, non-metals and metalloids
· Describe the relationship between the activities of elements and their location on the periodic table
· Define ionization energy
· Explain trends and patterns in properties of elements within families
Mark Buchanan
11. · Discuss the relationship between electron arrangement and location of elements on the table
ii) Skill and Attitudes:
· Classify elements as metals, non-metals or metalloids on the basis of their physical and chemical properties
· Locate metals, non-metals and metalloids within the periodic table
· Predict the characteristics of elements knowing their position on the periodic table
· Relate uses of some elements to their physical and chemical properties
Part 1
*Activity: Students colour and label the periodic table by family as lecture progresses
1. Introduce the periodic table by discussing its format (periods/families).
2. Families consist of elements with similar properties due to similar electron configurations.
3. Identify the groups on the periodic table and name them. Classify the elements as metals, non-metals or
metalloids. Discuss the uniqueness of hydrogen.
· Group 1 is also called the alkali metal group. These are strong metals that are unusually soft and
very reactive toward Oxygen forming Oxides and water forming hydroxides of the metal. These
elements are so reactive toward Oxygen and water vapour that they are stored under an inert
liquid to protect them from Oxygen and water vapour.
· Group 2 is called the alkaline earth metals.
· Groups 3-12 are referred to as the transition metal groups.
· Group 17 is referred to as the halogen group
· Group 18 is referred to as the Noble gas group previously known as the inert gas group.
· The metals which tend to have their atoms losing electrons during a chemical change are roughly
found to the left Group 14
· Non-metals which tend to have their atoms gaining electrons during chemical change are roughly
found in Group16-17 with some elements in the lower parts of Groups 15.
· Metalloids which tend to have their atoms sometimes losing and sometimes gaining electrons
during chemical change are generally found in Groups 14-16
4. Introduce element symbols by using the analogy of athletes being identified by the numbers on their jerseys.
Discuss how both the symbols and the names are derived. Explain what the information surrounding each
symbol identifies (i.e., atomic mass and atomic number).
5. Identify the different groups (families) of elements on the periodic table and discuss the notations used on the
periodic table, specifically mass and atomic number
6. Discuss how we predict the properties and characteristics of the elements from their position on the periodic
table
7. Define the following terms: chemical formula, period, group, representative elements
8. Explain why elements have similar chemical properties
Co-operative Small Group Learning
· In groups of four, students are to list ways in which elements are used in our lives. Follow with class
discussion, making a list on the board with the students’ ideas.
· Class summarizes points about the periodic table; write them on board and indicate on periodic table.
Mark Buchanan
12. Part 2 – Metals, Non-metals and Metalloids
· Discuss properties, location on the periodic table and examples.
· Classify elements as metals, non-metals and metalloids.
· Describe their properties. The similarity of properties within these classifications is due to the electron
configuration.
· Discuss ionization energies and diagrammatically show the trends of metallic characteristics and the
ionization energies.
· Discuss the characteristics of metals, non-metals and metalloids
Metals, Non-metals, & Metalloids
Most periodic tables contain a stair step line which allows you to identify which elements are metals, non-metals,
and metalloids. Following are descriptions of each of the three types of materials.
Metals
Most elements are metals. 88 elements to the left of the stairstep line are metals or metal like elements.
Physical Properties of Metals:
· Lustre (shininess)
· Good conductors of heat and electricity
· High density (heavy for their size)
· High melting point
· Ductile (most metals can be drawn out into thin wires)
· Malleable (most metals can be hammered into thin sheets)
Chemical Properties of Metals:
· Easily lose electrons
· Corrode easily. Corrosion is a gradual wearing away. (Example: silver tarnishing and iron rusting)
Non-metals
Non-metals are found to the right of the stair step line. Their characteristics are opposite those of metals.
Physical Properties of Non-metals:
· No lustre (dull appearance)
· Poor conductor of heat and electricity
· Brittle (breaks easily)
· Not ductile
· Not malleable
· Low density
· Low melting point
Chemical Properties of Non-metals:
· Tend to gain electrons
Since metals tend to lose electrons and non-metals tend to gain electrons, metals and non-metals like to form
compounds with each other. These compounds are called ionic compounds. When two or more non-metals bond
with each other, they form a covalent compound.
Metalloids
Mark Buchanan
13. Elements on both sides of the zigzag line have properties of both metals and non-metals. These elements are called
metalloids.
Physical Properties of Metalloids:
· Solids
· Can be shiny or dull
· Ductile
· Malleable
· Conduct heat and electricity better than non-metals but not as well as
metals
Activity: Think-pair-share
Students are to think about the uses of aluminum, chlorine and silicon and then share their ideas with their partner.
Laboratory Activity: Classifying Elements by Physical Properties
Materials
a) Teacher: quizzes, periodic table, aluminum can, baking cups, aluminum, carbon,
copper, iron, lead, magnesium, nickel, silicon, sulfur, zinc, magnets,
flashlight bulb and holder, leads with alligator clamps, 1.5V battery
b) Student: pen/pencil, lined paper, ruler, periodic table, goggles, textbook, coloured pencils
Procedure:
· Set up experiment. (Ensure that the apparatus to test for electrical conductivity works prior to class.)
· Review safety precautions Everyone must wear goggles at all times during the experiment. Students should
be reminded of any procedures for disposing of chemical wastes.
· Provide information on distribution and return of apparatus
· Have class record their observations, including physical and chemical characteristics
Post Activity Discussion
1. Discuss the properties and characteristics of metals, non-metals and metalloids
2. Discuss the relationship between the metallic activities of elements and their location on the table
3. Discuss conductivity in relation to ionization energy
Lesson 6: Periodicity Groups and Families Cont’d
Objectives:
· Students will identify properties of the different families of the periodic table
· Students will locate elements on the periodic table
· Students will describe the relationship between the activities of elements and their location on the periodic table
· Students will explain trends and patterns in properties of elements within families
Mark Buchanan
14. Materials:
Video: “Atoms and their Elements”
Periodic table of the elements for each student
Concept organizer: table, element family names at top, properties/characteristics down left column
Part 1:Video
The video’s title is “Atoms and their Electrons” but that’s all I remember. It’s a good 30 minutes or more in length
you may want to view it over two classes and leave the students in suspense as to whether or not Fluorine would
hook up with Sodium at the weekend social.
Students will watch the video and takes notes using the concept organizer provided.
Part2: Lecture and Discussion:
Discuss with students the groups and families of the periodic table. After each section ask students to identify,
using the periodic table, which elements belong to the family described.
The six noble gases are found in group 18 of the periodic table. These elements were considered to be inert gases
until the 1960's, because their oxidation number of 0 prevents the noble gases from forming compounds readily. All
noble gases have the maximum number of electrons possible in their outer shell (2 for Helium, 8 for all others),
making them stable.
The Noble Gases are??
The alkali metals, found in-group 1 of the periodic table (formerly known as group IA), are very reactive metals that
do not occur freely in nature. These metals have only one electron in their outer shell. Therefore, they are ready to
lose that one electron in ionic bonding with other elements. As with all metals, the alkali metals are malleable,
ductile, and are good conductors of heat and electricity. The alkali metals are softer than most other metals. Cesium
and francium are the most reactive elements in this group. Alkali metals can explode if they are exposed to water.
The Alkali Metals are??
The alkaline earth elements are metallic elements found in the second group of the periodic table. All alkaline earth
elements have an oxidation number of +2, making them very reactive. Because of their reactivity, the alkaline metals
are not found free in nature.
The Alkaline Earth Metals are??
The 7 elements classified as "other metals" are located in groups 13, 14, and 15. While these elements are ductile and
malleable, they are not the same as the transition elements. These elements, unlike the transition elements, do not
exhibit variable oxidation states, and their valence electrons are only present in their outer shell. All of these
elements are solid, have a relatively high density, and are opaque. They have oxidation numbers of +3, ±4, and -3.
The "Other Metals" are??
The halogens are five non-metallic elements found in group 7 of the periodic table. The term "halogen" means "salt-former"
and compounds containing halogens are called "salts". All halogens have 7 electrons in their outer shells,
giving them an oxidation number of -1. The halogens exist, at room temperature, in all three states of matter:
Solid- Iodine, Astatine
Liquid- Bromine
Gas- Fluorine, Chlorine
The Halogens are??
Non-metals are the elements in groups 14-16 of the periodic table. Non-metals are not able to conduct electricity or
heat very well. As opposed to metals, non-metallic elements are very brittle, and cannot be rolled into wires or
pounded into sheets. The non-metals exist in two of the three states of matter at room temperature: gases (such as
oxygen) and solids (such as carbon). The non-metals have no metallic luster, and do not reflect light. They have
oxidation numbers of ±4, -3, and -2.
The Non-Metal elements are??
Mark Buchanan
15. The thirty rare earth elements are composed of the lanthanide and actinide series. One element of the lanthanide
series and most of the elements in the actinide series are called trans-uranium, which means synthetic or man-made.
All of the rare earth metals are found in group 3 of the periodic table, and the 6th and 7th periods. The Rare Earth
Elements are made up of two series of elements, the Lanthanide and Actinide Series.
The Rare Earth Elements are??
The 38 elements in groups 3 through 12 of the periodic table are called "transition metals". As with all metals, the
transition elements are both ductile and malleable, and conduct electricity and heat. The interesting thing about
transition metals is that their valence electrons, or the electrons they use to combine with other elements, are present
in more than one shell. This is the reason why they often exhibit several common oxidation states. There are three
noteworthy elements in the transition metals family. These elements are iron, cobalt, and nickel, and they are the
only elements known to produce a magnetic field.
The Transition Metals are??
Lesson Extension:
Museum of Elements
A WebQuest for High School Chemistry
Designed by Ellen Moomaw , Dottie Dunham , and Jane Gredvig
Introduction
As a result of your knowledge of atomic structure , you've been asked by the Board of Directors of Point Loma High
School's Museum of Elements to help design an exhibit about the element categories of the periodic table! The Board
feels that people don't know enough about or appreciate the elements, and they're hoping that you can pull together a
selection of examples from a category of elements that will dazzle and educate the audience.
Task
You will be divided into groups and assigned a category of elements. You and your group will create an exhibit
(poster) for our museum based on your research of your category of elements and some specific elements in your
category. You will present the exhibit to teach the rest of the class about your category. Lastly, you will create test
questions based your exhibit to quiz the class on what they learned.
By the end of this assignment, the class will have created nine exhibits covering the 9 element categories: Alkali
Metals, Alkaline Earth Metals, Transition Metals, Other Metals, Metalloids, Non-Metals, Halogens, Noble Gases,
Rare Earth Elements. It is important to select objects carefully keeping all the criteria in mind. Don't forget that
you're writing the test.
Process
1. Your group will be assigned a category from the periodic table to research. You will be making a exhibit
(poster) to represent your category. First, explore these sites to get an overview of the kinds of things that might
be in your exhibit.
Your research should include:
What makes your category special? How is it different from other categories? (see also http://www.chem4kids.com )
The history of the elements in your category (e.g. order of discovery)
Specifics on 4 elements from your category (e.g. melting point, phase at room temperature, atomic number, atomic
mass, valence state, etc.)
How does the octet rule relate to your category? (see also http://www.creation-science-prophecy.com/amino/octet.gif
Does your category form ion ? What ionic charge/charges does your form?
Your exhibit should include:
Pictures of elements (in the natural state or combinations)
Atom structure/schematic (e.g. # of electrons, protons, neutrons, and their location)
Uses and sources of your element? Can it be found in nature?
Mark Buchanan
16. 2. Within your team, develop some rules for selecting the specific items for your exhibit. What qualities does
something need to have? What should you be sure to include because it will interest your audience? Now, divide up
the task of finding objects based on your criteria. You may distribute the work based on different subcategories of
objects or by themes. Decide together as a team on a final set of exhibits. Prepare your exhibit using whatever
medium you've been assigned.
3. Your group will be the curator for your exhibit to teach the rest of the class about your element category. Decide
whether you will have a representative from your group be the curator or whether you will all teach a portion of the
lesson.
4. Your group will form five relevant questions about your exhibit and presentation to test the class' knowledge
about your elements. Choose carefully because these questions will make up the quiz at the end of the museum
tour. You cannot have questions about things you did not teach. The questions must be approved by your
teacher before your presentation.
Conclusion
You have successfully learned about the organization of the periodic table and how that organization relates to
atomic structure. You have learned how to use the periodic table to identify metals, semi-metals, non-metals, and
halogens. You can also identify alkali metals, alkaline earth metals, and transition metals. Lastly, you can use the
periodic table to determine the number of electrons available for bonding.
For further study, investigate Mendeleev's original periodic table or learn how Seaborg predicted the Actinide series
in 1944. Are there any elements left to be discovered? Can you predict future elements? What would they be
named? You can print out your own periodic table at http://www.webelements.com/ .
Evaluation
Students: your performance will be evaluated on a scale of 1-4 for four categories (see chart below). Groups will
receive a common grade. Individual grades will also include test performance (remember the test you're making for
your peers? You have to take their tests, too).
Mark Buchanan
17. Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Creativity
Poster/exhibit
reflects a beginning
level of
understanding.
Poster/exhibit
reflects
development and
movement toward
a mastery of
concepts.
Poster/exhibit
reflects
mastery of
concepts.
Poster/exhibit
reflects the
highest level of
understanding.
Quality of
the Way the
Exhibit is
Displayed
Poster/exhibit
reflects a beginning
level of
performance.
Poster/exhibit
reflects
development and
movement toward
mastery of
performance.
Poster/exhibit
reflects
mastery of
performance.
Poster/exhibit
reflects the
highest level of
performance.
Quality of
Presentation
and
Teamwork
Presentation reflects
a beginning level of
understanding. No
evidence of
teamwork.
Presentation
reflects
development and
movement toward
mastery of
concepts. Some
evidence of
teamwork.
Presentation
reflects
mastery of
concept and
evidence of
teamwork.
Presentation
reflects the
highest level of
understanding.
Clear evidence
of participation
by all team
members.
Quality and
Relevance of
Test
Questions
Questions are not
relevant.
Questions are poor
in quality but
relevant.
Questions are
relevant.
Questions are
relevant and
require the
student to apply
general
principles to
specific
examples.
Mark Buchanan