UNIT COVER PAGE Chem/Phys School District:

Bremen Dist. 228

Department:

Unit Title: Periodic Table

Science

Course:

Grade Levels:

Chem/Phys 11-12

Topic Areas: B. Trends 1 week 3/4/05 Date Created: Date Modified: Craig Cappel, Mike Collins, Bill Kane, Grace Miller, Linda Griffin, Paul Unit Designer(s): Switzer, Ron Czarnecki Time Frame:

Link to State Standards 12.C.5B 12.11.39 12.11.40 12.11.47

Analyze the properties of materials (e.g., mass, boiling point, melting point, hardness) in relation to their physical and/or chemical structures. Understand how to relate the position of an element in the periodic table to its chemical properties. Understand how to use the periodic table to identify the families of elements (and their properties) known as alkali metals, alkaline Earth metals, halogens, and noble gases. Understand the different states of matter: solid, liquid, gas, plasma. Define freezing, melting, boiling, condensing, and sublimation.

Link to Department Learner Program Outcomes (LPO) 5.10.1.1 5.11.1.1

TLW understand the terminology of science. TLW understand how science affects everyday life and/or current societal issues.

Summary of Unit

Resources

Key Words

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STAGE 1: IDENTIFY DESIRED RESULTS Enduring Understandings Students will understand that the periodic table is a tool organized by properties and atomic number that can determine reactivity. elements are classified by type on the table. elements have common application in their everyday life.

Essential Questions How would a valence electron of sodium feel in a room full of chlorine? How is the periodic table organized? How do valence electrons affect properties? What are the characteristics of metals, nonmetals & metalloids? How are elements important in your life? How would you design a periodic table? Knowledge and Skills Students will know names and symbols of familiar elements. valence electrons relative to location on the table. properties of metals, nonmetals, metalloids and their location on the periodic table trends across periods and down columns properties, locations and uses of common families (alkali metals, alkaline earth metals, halogens and noble gases) properties of common transition metals Students will be able to identify/classify an elements properties and structure based on location identify elements symbol from names based on trends students should be able to compare electronegativity, atomic radii, and ionization energy relative to positions the periodic table Students will be familiar with relative abundance related to cost

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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE What evidence will show that students understand?

Required Assessments (brief description) Design a Periodic Table

Other Assessments (brief description) Element Presentation Exam Quizzes Daily Warm-ups Periodic Table card game

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PLAN LEARNING EXPERIENCES AND INSTRUCTION What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Learning Activities

W

H

How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated? Pass out the performance task vignette

How will you hook students at the beginning of the unit? Sodium, potassium in water demo—film clips of alkalimetals.

E

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? By covering properties related to elements students will design their own table from data cards.

R

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Reflect on common elements used everyday with a colla΄ge

E

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? Creating data tables listing properties of the different types of elements.

T

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? Extend time and walk in pairs on a performance assessments.

O

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? Metals—metalloids—nonmetals—followed by trends and periodicity.

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Essential Questions at Topic Level Use the six facets of understanding to generate possible essential questions for the topic of your three-circle audit (curricular priorities).

Explanation

Interpretation

How do valence electrons affect properties?

How the periodic table is organized?

Application How would you design a periodic table when given information about an element, but it has a different symbol?

(Topic Area)

Periodic Table Trends

Empathy How would a valence electron of sodium feel in room full of chlorine?

Perspective

Self-Knowledge How are common elements important in your life?

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What are the characteristics of metals, nonmetals & metalloids?

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Student Performance Task Unit: Periodic Table - Trends Task: Application

Course: Chem/Phys Time Frame: 2 Periods

Overarching Understanding: 

Students will understand that application of chemical knowledge will foster a greater understanding of societal, ethical and technological issues such as alternative energy sources, chemical weaponry, etc.

Enduring Understanding: 

Students will understand that the periodic table is a tool organized by properties and atomic number that can determine reactivity.

Essential Question: 

How would you design a periodic table when given information about an element, but it has a different symbol?

Vignette: Imagine you have to carry on the work of Dmitri Mendeleev and identify the properties of some new elements. There are some elements out there whose properties have yet to be predicted. You have to convince the rest of the scientific community where to place these elements within the periodic table by comparing them to the existing known elements. Standard: You have to create a complete periodic table after identifying two unknown elements by comparing the properties of the surrounding elements. Your finished product must concur with the known elements and fit correctly in the periodic table.

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Performance Task Blueprint Unit:

Period Table

Type: Application

Topic Area:

Trends

Goal

The challenge to overcome is to predict the properties of mystery elements.

Role

Your job is to carry on the work of Dmitri Mendeleev and identify the properties of some new elements.

Audience

You need to convince the science community.

Situation

The challenge involves dealing with predicting the properties of mystery elements by comparing to known elements.

Product or Performance

You will create a complete periodic table after identifying two unknown elements by comparing the properties of the surrounding elements.

Standards

Your finished product must concur with the known elements and fit correctly in the periodic table.

Time Frame: 2 Periods

Predict the properties of mystery elements minilab p. 89 Glencoe Chemistry book.

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Creating Possible Performances

Performance verb

Performance

Generalization

Periodic Table

Possible performances for

(topic/unit)

Facet One: Explanation 1.

Model changes in atomic radius down a column and across a row

by

Drawing models of those elements.

by

Taking a blank periodic table and labeling metals, nonmetals & metalloids, as well as showing trends of electronegativity, ionization energy and atomic radii

Facet Two: Interpretation

2.

Make sense of how the periodic table is organized

Facet Three: Application 3.

Design a periodic table

by

Organizing data on various elements with different symbols.

Facet Four: Perspective 4.

Compare properties of metals, nonmetals & metalloids

by

Creating a data table listing properties by classification

by

Writing a short story.

Facet Five: Empathy 5.

How would a sodium valence electron feel in a room full of chlorine?

Facet Six: Self-Knowledge 6.

Reflect on how common elements are important in your life

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Making a collage representing different elements.

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