Investigating Atoms and the Periodic Table

Trinity University

Digital Commons @ Trinity

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Investigating Atoms and the Periodic Table

Stage 1 – Desired Results

Established Goals

8.5 (A) describe the structure of

atoms, including the masses,

electrical charges, and locations,

of protons and neutrons in the

nucleus and electrons in the

electron cloud;

8.5 (B) identify that protons

determine an element's identity

and valence electrons determine

its chemical properties, including

reactivity;

8.5 C interpret the arrangement

of the Periodic Table, including

groups and periods, to explain

how properties are used to

classify elements

6.6(A)  compare metals, 

nonmetals, and metalloids using 

physical properties such as luster

conductivity, or malleability 

Transfer

Students will independently use their learning to…

• Analyze patterns in order to infer and make predictions

• Recognize how to use resources and tools to solve a problem or locate an

answer

• Construct a concise and intriguing explanation for a phenomena

Meaning

Understandings

• The atomic structure of an

element determines the

properties of the element and

determines how the element

interacts with other elements.

• The periodic table has

recurring patterns that are

seen in the properties of

elements

• Scientists identify patterns in

order to make sense of

otherwise chaotic information

Essential Questions

• How can we use patterns and

properties to make sense of what we

cannot see?

• Why do we seek structure out of

chaos?

• How small can we go? What is the

value in deconstructing the makeup

of our world?

Acquisition

Knowledge

Students will know…

• All matter is made up of atoms

• There are 3 subatomic particles

that make up an atom: proton,

neutron, and electron

• Subatomic particles can be

distinguished based on mass,

charge, and location within the

atom

• Protons and electrons make up

the charge of an atom

• Protons and neutrons make up

the mass of an atom

• Protons determine an

element’s identity

• Valence electrons determine

how reactive an element will

be

• Valence electrons are located

on the outermost energy level

• Elements in the same group on

the Periodic Table have the

same number of valence

Skills

Students will be able to…

• Identify and calculate the number of

protons, neutrons, and electrons

given an element square

• Draw a Bohr model of the atom

• Identify an element as metal,

nonmetal, or metalloid based on its

location on the periodic table

• Predict physical and chemical

properties of an element based on its

location on the periodic table

electrons and will therefore

react the same

• Elements in the same period

on the Periodic Table have the

same number of electron shells

• Metals, nonmetals, and

metalloids have distinguishing

physical properties such as

luster, malleability, etc…

• The periodic table is organized

by increasing atomic number

Stage 2 – Evidence

CODE

(M or T)

Evaluative

Criteria

(for rubric)

T , M

A

Rubric

Menu

Performance Task(s)

Students will demonstrate meaning-making and transfer by…

Textbook Page

Students will be creating an engaging “textbook” page that both illustrates

and explains atoms, the periodic table, and why people should care about

the periodic table. Students will work in groups of no more than 3 to create

an engaging “textbook” page on poster paper. Students will begin the

performance assessment by engaging in a constructive analysis of how a

textbook describes elements and the periodic table versus how author

Theodore Gray describes the different elements found on the periodic table

in his book The Elements: A Visual Exploration of Every Known Atom in the

Universe. This will inform the student’s decision on a template for their page

and also encourage them to consider how to portray information to others.

Students will then present their product through a gallery walk.

Atoms Color Board Assignment

Students will have the opportunity to select from a menu the assignments

they wish to complete in order to demonstrate their understanding of the

content. The menu is a suite of performance tasks based on the 8 multiple

intelligences. Students will select one performance task from the reading

section, one from the Thinking section, and another from the vocabulary

section.

--------------------------------------------------------------------------------------------------

Other Evidence (e.g., formative)

• DUGI’s (Did U Get It?) Exit Tickets

• Quick Write Prompts

Stage 3 – Learning Plan

CODE

(A, M, T)

Pre-Assessment

Students will complete the What Do I Know About Atoms and Periodic Table mini-quiz. This consists of a list of

statements that the students have to decide individually if they agree or disagree with on their own. Then they will

discuss with their group. I will call on students to share any thoughts on the statements and upcoming unit.

Students will return to these statements at the end of the unit.

• WDIKA Atoms and Periodic Table

A

Learning Activities

Lesson 1: New American Lecture on Parts of an Atom

• Students will watch/listen to the video “Powers

of 10, then they will write down and discuss

observations about 3 different atom models.

Students will then listen to an interactive lecture

on the atom and its subatomic particles

Progress Monitoring

Student’s responses to questions

asked during the lecture.

T, A

Lesson 2: Positive ID Mystery!

• Students will be tasked to solve a mystery: Some

poor people died from an accidental ingestion of

elements! The students will be tasked with

figuring out which element each person ingested.

They will be presented with the “bodies” of the

people that have a major clue on them (plus signs

which represent protons). This lesson will

reiterate that protons identify elements and that

atomic number on the periodic table is the

number of protons.

• Positive ID

• Positive ID men

Quick write prompt: Why is the

proton the most important

subatomic particle in the atom

T, A

Lesson 3: Petri Dish Atoms (2 days)

• Students will observe models of atoms (different

types of beans in a petri dish) and identify their

numbers of protons, neutrons, and electrons.

Students will use data collected from previous

lesson and identify the atomic number, mass

number, and element name. They will use their

data to begin drawing Bohr models of atoms

themselves

• Petri Dish Atoms Data Collection

• Petri Dish Atoms Practice

Petri Dish conclusion questions

and Bohr model drawings will be

checked for accuracy

T, A

Lesson 4: Counting and Atom Building

• Students will learn to use the periodic table to

identify numbers of protons, neutrons, electrons.

Now they can build atoms and identify valence

electrons.

• Counting Notes and Practice

DUGI/Exit ticket (3-5 STAAR like

questions)

A

Lesson 5: Magnetic Atoms

• Students will use magnetic atom boards to create

atom models and compare/contrast them

• Worksheet

Quick write prompt: Explain how

you find the numbers of protons,

electrons and neutrons using a

periodic table.

A

Lesson 6: Atoms Model Day Scavenger Hunt

• There will be various atom models scattered

throughout the room, students are given clues

and must identify the atom model correctly

• Scavenger Hunt

• DUGI

DUGI/Exit ticket (3-5 STAAR like

questions)

A

Lesson 7: Color Board Performance Task (2-3 days)

• Assignment will be explained and students will

choose which 3 assignments from each category

(Reading, Thinking, Vocabulary) they wish to

complete. They will gather the materials they will

Check in with students on their

progress and understanding.

Students will submit their 3

assignments which will be

need and begin working. They will have 2-3 whole

class period work days.

• Atoms Color Board Materials

checked for accuracy and

completion.

T, A

Lesson 8: Concept Attainment (The Strategic Teacher)

• Students will be provided with yes and no

examples of atoms that belong to the same group

and then atoms that belong to the same period.

They will identify what all the yes examples have

in common and the critical attributes they have.

Exit Ticket: Students will be

presented with various atoms

and determine which atoms go

in the same group and which go

in the same period

T, M, A

Lesson 9: Periods and Groups on the Periodic Table Notes

(2 days)

• Students will draw in electron configurations for

the first 20 elements on the periodic table. This

periodic table will serve as notes in their

interactive notebook. This will reiterate what we

learned previously about groups and periods but

now they will see the pattern on a full size

periodic table. Students will identify patterns of

VE from their drawings. Students will take notes

on group names, group number, number of

valence electrons per group, and level of

reactivity. They will color code their notes.

Quick write prompt:

Identify a group on the PT and

explain how each element fits in

to the group

T, M, A

Lesson 10: Reactivity Lab

• Students will complete a reactivity lab in which

they test 6 elements in water, hydrochloric acid

and copper chloride. They are looking for

examples of reactivity

• Reactivity Lab

Lab conclusion questions

T, A

Lesson 11: Metaphorical Expression (The Strategic

Teacher)

• Students will learn the difference between what

makes a reactive atom and a nonreactive atom. I

will present them with a metaphor I came up with

to remember the difference. (Reactive atoms are

“hangry” and nonreactive atoms are billionaires)

Students will then be tasked to make up a

metaphor that will help them remember the

difference. They may work with a partner or

alone.

• Graphic Organizer

• Powerpoint

Students will create a metaphor

for reactive and nonreactive

atoms. This will be checked for

accuracy and creativity.

A

Lesson 12: Metal, Nonmetal, Metalloids Review

• Students will create a mini periodic table in their

interactive notebook where they shade in where

you find metals, nonmetals, and metalloids on the

periodic table. They will then construct a foldable

in their notebook going over the 5 main physical

properties.

• Mini Periodic Table

• Foldable Outside

• Foldable Inside

DUGI/Exit ticket (3-5 STAAR like

questions)

A

Lesson 13:Practice with Metals, Nonmetals, and

Metalloids Sort

• Students will be tasked with sorting physical

properties as either that of metals, nonmetals,

and metalloids

• Metals, Nonmetals, Metalloid Chart

Students charts will be checked

for accuracy

T, M, A

Lesson 14: Practice Using the Periodic Table

• Complete independent practice utilizing the

periodic table to identify location on the periodic

table, relationships with other elements, and

properties of elements. I will do a think-aloud,

then we will do a few as a class, and then

students will complete the rest independently

• Independent Practice

Students will turn in their

worksheet which will be checked

for accuracy.

T

Lesson 15: Pattern Maker Lesson (The Strategic Teacher)

• Students will identify the key parts of what makes

a good and interesting explanation by comparing

their textbook’s writing style to the writing style

of Theodore Gray’s book The Elements: A Visual

Exploration of Every Known Atom in the Universe

• Pattern Maker Graphic Organizer

Think-Pair-Share discussion on

what makes for a good

explanation

T, M, A

Lesson 16: Performance Assessment - Workday I

• Students will make a rough draft of what they

want their final product to look like

• Textbook Page Instructions

• Rubric

Rough draft of textbook page

T, M, A

Lesson 17: Performance Assessment - Workday II

• Students will create their textbook page on poster

paper

Final textbook page

T, M, A

Lesson 18: Performance Assessment - Gallery Walk

• At the start of class students will hang their poster

up and the students will walk around, observe,

and provide feedback on each other’s work.

Students will reflect on what they have learned in

this unit and return to the What Do I Know About

Atoms and Periodic Table statements they were

presented with at the start of this unit.

• Feedback Forms

Students will return to the What

Do I Know About Atoms and

Periodic Table Statements and

reflect on their new level of

understanding the content.

Resources and Materials

*Lesson materials in this unit made in collaboration with Brandy Bagnall and Jennifer Alford at Corbett Jr High

What do I know about

NOW

LATER

Agree Disagree

1. Different elements are composed of the same kind of atoms

Agree Disagree

A D

2. It is possible to determine the EXACT location of electrons at any given

time

A D

3. Almost all of the mass of an atom is found in the center

A D

4. An atom’s volume is mostly the empty space of where the electrons fly

around.

A D

5. All atoms are composed of only protons, neutrons, and electrons

A D

6. Neutral atoms have the same number of protons and electrons

A D

7. The protons determine the identity of the element

A D

What do I know about my

NOW

LATER

Agree Disagree

1. Most elements are considered nonmetals

Agree Disagree

A D

2. Elements in the same period (going across) have similar properties

A D

3. Elements in the same group (going down) have the same number of

valence electrons

A D

4. Valence electrons are located on the outermost energy level

A D

5. Reactivity of an element depends on its number of valence electrons

A D

6. You can predict properties of an element just by knowing where an

element is on the periodic table

A D

7. The periodic table is organized by increasing atomic number

A D

8. The element above or below oxygen is more similar than the element to

the right or left of oxygen

A D

9. Conductivity is a chemical property

A D

10. Reactivity is a chemical property

A D

Name: ________________________________ Period: ________

Part 1: Textbook

Read and analyze the page from your textbook. Then consider the following questions.

1. Was it easy to read? Was it interesting?

2. Where is there room for improvement?

Part 2: The Elements: A Visual Exploration of Every Known Atom in the Universe

Question

DESCRIBE what the author does

PROVIDE specific examples

How does the author grab the

reader’s attention?

How does the author use

language to make their points

quickly?

How does the author use

pictures to make their message

more appealing?

Name: ________________________________ Period: ________

Part 1: Textbook

Read and analyze the page from your textbook. Then consider the following questions.

3. Was it easy to read? Was it interesting?

4. Where is there room for improvement?

Part 2: The Elements: A Visual Exploration of Every Known Atom in the Universe

Question

DESCRIBE what the author does

PROVIDE specific examples

How does the author grab the

reader’s attention?

How does the author use

language to make their points

quickly?

How does the author use

pictures to make their message

more appealing?

Name: ________________________________

Textbook Page Instructions

Background: Yesterday we looked at how a textbook describes atoms and the periodic table versus how the book

“The Elements: A Visual Exploration of Every Known Atom in the Universe” describes atoms found on the periodic table.

As a class we decided on the most important information to be included on our textbook page. Now it is your turn

to teach others in the class what you know about atoms and the periodic table!

The Project: You will be creating an engaging “textbook” page that both illustrates and explains atoms, the periodic

table, and why people should care about the periodic table. You will work with your group to create an engaging

“textbook” page on poster paper. You will have 2 days to complete your textbook page. Before the end of Day 1 you

must show me a rough draft of your textbook page. Day 2 will be the day you put it on the big poster paper. It must

contain the list of things below. You may also refer to the rubric on the back of this paper for more specifics.

Checklist for a Complete Project:

 Explanation of how the periodic table is organized (Minimum 1 paragraph)

 Relevant and engaging hook to your explanation

 Concluding statement on why the periodic table matters in the real world

 Sketch of the periodic table with groups and periods labelled

 Draw Bohr models of at least 2 elements in the same group

 Draw Bohr models of at least 2 elements in the same period

I Worked Today! – I will check your work before you leave class.

Day 1

Day 2

Due at the end of class

Teacher’s Approval: _______

 Rough Draft of textbook page that includes

everything in the checklist

 Something I’m proud of doing today:

__________________________________________

 Something I need to improve on:

__________________________________________

Teacher’s Approval: ______

 Final product was turned in and includes everything

listed on the checklist

 Something I’m proud of doing today:

__________________________________________

 Something I need to improve on:

__________________________________________

Presentation: You are going to hang your poster up and the class will engage in a gallery walk around the room to

look at everyone’s poster and provide some feedback on each other’s work.

TURN OVER FOR RUBRIC!

I can...

Novice

Proficient

Artisan

Start my

explanation with a

hook.

_____ / 5 points

My hook is too long, not relevant,

or not engaging.

I start with a hook that is short,

relevant, and engaging.

My hook is very well done and

relevant to our lives as middle

school students.

Illustrate the

periodic table.

_____ / 5 points

My illustration is small or messy.

My illustration is not accurate.

My illustration is not labeled.

My illustration is large, neat, and

legible.

My illustration is accurate to the

number of rows and columns.

My illustration labels periods and

groups.

My illustration is professional-

level.

My illustration is exceptionally

accurate.

My illustration is easy to read with

a quick glance.

Illustrate atoms in

the same period.

_____ / 10 points

My reduced Bohr models are

messy, not labeled, or hard to

read.

My reduced Bohr models are

clean, labeled, and easy to read.

My reduced Bohr models have

perfect circles and are very easy to

compare.

Illustrate atoms in

the same group.

_____ / 10 points

My reduced Bohr models are

messy, not labeled, or hard to

read.

My reduced Bohr models are

clean, labeled, and easy to read.

My reduced Bohr models have

perfect circles and are very easy to

compare.

Explain how the

periodic table is

organized.

_____ / 60 points

My explanation is missing

vocabulary or does not use the

vocabulary to explain how the

periodic table is organized.

My explanation correctly uses

atomic number, period, group,

energy level, and valence

electron to explain how the

periodic table is organized.

My explanation shows I know all

the vocabulary well, gets to the

point quickly, and is easy for even

younger students to understand.

Explain why people

should care about

the periodic table.

_____ / 10 points

My explanation is shallow, not

convincing, or missing this part.

I end my explanation by showing

the reader why the periodic table

matters in the real world.

My real-world connection would

make Theodore Gray proud to

have me as a co-author for his

next book.

Team Member

What did I do?

Be detailed!