W 525 IT S ELEMENTAL Understanding the Structure and Organization of the Periodic Table James Swart, Graduate Assistant, Tennessee 4-H Youth Development Jennifer Richards, Curriculum Specialist, Tennessee 4-H Youth Development
Tennessee 4-H Youth Development It s Elemental Understanding the Structure and Organization of the Periodic Table Skill Level Intermediate, 8 th Grade Learner Outcomes The learner will be able to: Understand that elements are grouped based on similar characteristics on the periodic table Analyze elements to determine what they have in common with other elements Value the importance of understanding the periodic table when studying elements Educational Standard(s) Supported GLE 0807.9.6 SPI 0807.9.9 Success Indicator Learners will be successful if they: Group elements based on similar characteristics Identify characteristics of elements that are grouped on the periodic table Create a new element and determine its correct position on the periodic table Time Needed 40 Minutes Introduction to Content This lesson introduces students to the basic organization of the periodic table of elements. Students learn how the table groups elements based on similar characteristics and use that knowledge to organize elements based on similar characteristics. Introduction to Methodology This lesson begins by having students complete a thumbs up/thumbs down activity to assess prior knowledge of the periodic table. Students then view a video and work together to group elements. Students list characteristics of different elements in their groups, create their own element, and determine its position on the periodic table. Materials List One set of element cards per group (five total) Student Handout-It s Elemental 3 Author Swart, James William. Graduate Assistant, Tennessee 4-H Youth Development. Prepared using research based practices in youth development and experiential learning.
Terms and Concepts Introduction Periodic Table of Elements- A chart of the chemical elements that displays them in rows in order of increasing atomic number and columns according to similarity of the chemical properties of the atom. Setting the Stage and Opening Questions Say to the students, Today, we are going to learn about the periodic table of elements. Before we get started on the activity for today, we are going to see how much you already know about the periodic table and elements. I m going to read four different statements. If you think that statement is true, give me a thumbs up. If you think it s false, give me a thumbs down. Tips for Engagement As students are completing this portion of the activity, rotate around the classroom and make sure that all students are engaged in the grouping process. If you find that certain students are not actively engaged, ask the group questions to bring the students focus back on the task. Read the following statements and let the students respond. After all students have responded, give the correct answer. 1. Elements can be made of one or more atoms. (False) 2. The atomic number of an element represents its number of protons. (True) 3. On the modern periodic table, elements are organized based on increasing atomic number. (True) 4. The vertical columns on the periodic table are called periods. (False) After completing the thumbs up, thumbs down activity, say to the students, By the end of today s class, you should be able to understand that elements are grouped based on similar characteristics on the periodic table and to analyze elements to determine what they have in common with other elements. Experience Form five groups of equal size based on the number of students in the class. Pass out a group of element cards to each group. Say to the students, In your group, look at the characteristics of the elements and place them into groups based on those characteristics. Once you have worked in your group to form the groups, come up with a one sentence description that explains why you grouped those particular elements together that you can share with the class. Allow students to work together to sort the elements into groups. Periodic 2
=he Share After students have grouped their elements, have each group share their groupings and justification for why they grouped them that way. You can list the groupings on the white board to refer back to later in the lesson or have students keep their own list. Process Say to the students, Now, we are going to watch a video that explains how the periodic table is organized. Show the following video with the students: https://www.youtube.com/watch?v=m_tbuuwpat4 8 th Grade Life Skill(s) Support the efforts of others to learn (Head, Thinking) Communicate effectively (Hands, Working) Communicate accurate information on a given topic to someone else (Head, Thinking) Generalize Pass out the student handout and say, Based on the information you learned from the video and the copy of the periodic table on your handout, work with your group to reorganize the elements. After you have reorganized the elements, discuss in your group two similar characteristics that the elements in each group have and list them on the handout. Apply Say to the students, Using the knowledge you now have of the periodic table, you are now going to create your own element and determine where it would be placed on the periodic table. On the back of your handout, there is a place to name the element, create an atomic symbol and write a description of the element. After you have filled in all the information, determine where it would fit on the periodic table. Allow students time to complete this part of the activity, and then have the students share their elements as time allows. Periodic 3
Supplemental Information Educational Standards Met GLE 0807.9.6 Use the periodic table to determine the characteristics of elements SPI 0807.9.9 Use the periodic table to determine the properties of an element W 525 04/18 18-0084 Programs in agriculture and natural resources, 4-H youth development, family and consumer sciences, and resource development. University of Tennessee Institute of Agriculture, U.S. Department of Agriculture and county governments cooperating. UT Extension provides equal opportunities in programs and employment.
Tennessee 4-H Youth Development
Create your own element! In the space below, come up with a name, atomic symbol and description for your newly created element. Name: Atomic Symbol: Description: Based on the description of your element, determine where it would be placed on the periodic table. List that location below.
Cut apart and laminate for continued use ALUMINUM Al Silvery white, soft, nonmagnetic, ductile metal CALCIUM Ca Pale yellow metal that is the 5 th most abundant element HELIUM He Gas, second lightest element, primarily comes from natural gas fields LEAD Pb Metallic, used in batteries, coloring elements, and shields RADON Rn Radioactive, colorless, odorless gas ARGON Ar Colorless, odorless gas, used in electric lightbulbs COBALT Co Brittle, hard, silver grey metal with magnetic properties MERCURY Hg Silver colored metal that is liquid at room temperature MAGNESIUM Mg Greyish white metal, commonly found in the Earth s crust SILICON Si Unreactive element that is similar to flint BORON B Semiconductor, often used as a rocket fuel igniter GOLD Au Soft, reddish yellow, dense, malleable and ductile IRON Fe Metal that is silver in color. Most common element on earth PLUTONIUM Pu Silver grey, tarnishes when exposed to air TIN Sn Silvery white element, arranged in a crystal structure