This lesson is designed after very pointed feedback from my students. After the first unit was primarily guided inquiry, students indicated being uncomfortable with that process. At this point, I went back to student entry surveys and approximately 30% of students indicated a preference for teacher lecture and note taking. While I am not willing to abandon inquiry-based instruction, I am aware that I need to structure and introduce it differently to be successful with my students this year.
This lesson continues to build on HS-PS1-1. We are learning how to use the information presented in the periodic table to understand what it tells us about individual elements. Yesterday’s lesson focused on the overall structure of the periodic table, today we drill down to how to describe the periodic table, and what each cell represents. By doing this, we are setting the parameters for the periodic table as a primary model, addressing Science and Engineering Practice 2: Developing and Using Models.
Advanced students may begin to engage the Patterns Cross Cutting Concept, where charts and tables allow for distinguishing patterns in data. Although this is not the emphasis of the lesson, many students pick up on the patterns of atomic mass and atomic number present in the basic periodic law.
When students enter the room, the question “What are the three types of elements?” is either written on the board or projected on the screen. Students answer this question in their binders while I take attendance. This is a review of the previous day’s lesson color coding the periodic table and using the colors to differentiate between metals, non-metals and metalloids. While students are answering the question, I return their colored periodic tables, which helps to un-stick students who don’t remember.
I then ask for whole class responses, getting the three type of elements, each one from a different table. I ask students to look at their colored periodic tables. I ask how they would know where the noble gases are. Many students have no idea, but those who made good keys for their tables are able to respond. I then stress the importance of having a good key on their model so they can use it as we go.
I ask them to keep out their periodic tables, but to turn to a blank page to take notes today.
While students are setting up their paper for notes, I explain to them that I have heard their feedback that we should do more notes. I then explain that taking notes is a skill, not just copying what is on screen. To this end, I point out some things to students as we go through our Using the Periodic Table PowerPoint.
While students are working on the example, I pass out the paper for the individual practice.
I ask students to put their names on the Periodic Table and Particles practice sheet. I then explain how the top of the page summarizes what we learned previously about sub-atomic particles and more recently about using the periodic table today.
We take the Iodine example from our notes, and apply it to the first row so students have an exemplar to refer to. Here is an example how.
After putting the Iodine example onto the page, I review the instructions, 15 elements that represent every period of the periodic table, and no more than one element per group of the periodic table. At this point, I let them work independently and walk the room to answer questions.
Students tend to struggle with the "most common version" (isotope) cell, either from forgetting how to do it, or incorrectly rounding the numbers. The other common mistake is in calculating neutrons. Although students now know the mass of protons and neutrons is counted as one, their number sense fails them in how to calculate the neutrons from the atomic mass. When students are clearly struggling, I take a highlighter and show the math like this.
Below is a sample of student work from this year.
I give students a 3 and 1 minute warning before heading into our closing activity.
For the closing activity, I ask students to flip their paper over, and write two facts they learned today about how to use an individual cell on the periodic table. I then have them turn in their papers as they exit the room.
The most common responses are:
The troublesome one here is number 2. Many students forget the qualifier that this is only true for NEUTRAL atoms. It is something that I will touch on again the following day if it is a lot of the class, and I insert the word "neutral" in their feedback.