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Lesson Plan

“Fabulous Periodic Eggs”

Sarah Byce

December 3, 2012

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Reflection:

From this project I have learned a lot about teaching as well as how I want to run my classroom in the

future. One of the biggest things I’ve learned is that making lesson plans is hard work!! It took lots of

thought and time to make it as good as possible for students to learn. I enjoyed creating it though; it taught me

how much time and effort is needed and especially how many resources are out there to help teachers.

By making this lesson, it actually taught me more about how elements react based on their electron

arrangement. So I thought it was very helpful as a student also to solidify the topics. I really enjoyed working in

the classroom as well. It was the first time being in a sixth grade classroom however so it was nice to get to

experience some older kids. It really surprised me how knowledgeable they were already with the topics we

covered while I was observing.

I wouldn’t change anything about the formatting or requirement of the project. It is very detailed and needs

to be to be successful. In the classroom however, I would make some changes. I would want each student to

have a uniform learning environment, for example I would make sure all the chairs are the same at each desk.

Designing this lesson plan has made me aware of what kind of teacher I’m going to be as well. It has

showed me that I am going to put a lot of stress on myself to be the best I can be for my students. I am very

much a perfectionist and have a minor case of OCD, so my classroom will always be orderly and I am going to

put tons of time into lesson plans. I want my students to have fun while they learn, so I’m going to try my

hardest to do so for them through the engage or explore activities.

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Lesson Plan Sarah Byce

Title: Periodic Trends Grade Level: 7th grade Grade Level Content Expectations:

P.PM.07.22 – Describe how the elements within the Periodic Table are organized by similar properties into families (highly reactive metals, less reactive metals, highly reactive nonmetals, and some almost completely non-reactive gases).

Objectives:

A student will be able to describe, while looking at the periodic table, similar properties of families (ex: metals vs. nonmetals, valance electrons, etc.).

A student will be able to categorize the trends on the periodic table. A student will be able to explain that the periodic table is organized based on elemental properties. A student will be able to describe periodic trends both across periods (horizontally) and in families (vertically).

Misconception:

Some students might think, based on learning about the similar properties of elements in families, that if they are in a family they will all act the exact same way and not realized their properties are similar, but not exactly the same. Based on the lesson activity, the Periodic Eggs will show this in more detail because the eggs in one family have some of the same characteristics but are not exactly the same.

Materials* & Setup:

1. A set of periodic eggs (per group) = ~5 sheets 2. An egg box sheet (per group) = ~5 sheets 3. Scissors = ~5 pair 4. Glue = ~5 sticks 5. A periodic table = ~25 sheets 6. Information about the periodic table = ~25 sheets

*All materials are based on a classroom of 25 students

- Before handing out the materials, eggs will be cut out for the students and put in little baggies. - Larger egg box sheets will be made so the entire solution is on one poster size sheet. - Each group will get a set of eggs, egg boxes, a glue stick, and a pair of scissors. - Each student will get a periodic table and an information sheet.

Safety:

Students need to be careful when working with scissors. Requisite Knowledge/Skills for students:

In 4th, 5th, and 6th grade, based on previous GLCE’s, students will have already learned about what makes a good conductor, the states of matter and how changing to states occurs, some chemical properties, elements and compounds. So this activity will only increase their understanding of what the content expectations should have already taught them. To also be successful, students should have the ability to identify similar characteristics between objects.

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Procedure: Engage:

Video: Bill Nye the Science Guy (clip from Season 1. Episode 24: Chemical Reactions) http://www.youtube.com/watch?v=m8mbGH6b2cg

Notes on clip: - Sodium chloride

- separately they are poisonous: - Na in H2O fizzes, bubbles, and catches fire - Chlorine gas is deadly to breathe

- when Na & Cl are chemically bonded together, such a strong pull of electrons forms a new substance that is in everyday life: blood, sweat, tears

Questions: Why do sodium and chlorine act differently when they are bonded together than when they are separate substances? Does it depend on their properties? Are they similar or different substances? Are they close on the periodic table or further apart?

Answer (ideal): Their bond changes their properties; sodium is on the metal side and chlorine is one the non-metal side; they are on the opposite sides of the table.

Explore:

“Fabulous Periodic Eggs” For this lesson, Fabulous Periodic Eggs, students will be asked to use a set of premade eggs and try to

determine what patterns there are between all of them. If a student is having trouble finding a place to begin, it might be helpful for them to color similar shapes one color, to help differentiate between the characteristics of the eggs. Keep walking around the room watching and listening to students about how they are organizing their eggs.

If students are having difficulties on where to start or what to do next, it could be helpful to pass out crayons for them to color certain attributes of the eggs. You could also ask them what patterns they see between the eggs and maybe start just by making a row of eggs that look similar and worry about working vertically afterwards. This could help them understand the organization of the periodic table even better because the properties are similar to one another.

From this lesson students are trying to answer the question, “What can we learn about organization that will apply to the periodic table of the elements?”

Questions & Answers: attached to the packet on instructions for the activity Explain:

After receiving the eggs, each student will have time to think of their own pattern and then present it to their group members. It might be fun to have students, in their group, create a large scale drawing of their conclusion and present it to the rest of the class and explain how they came to that conclusion: what worked, what didn’t work, etc.

Once each student has had their chance, you should begin to walk them through some of the organizational properties the periodic table and the eggs have in common, such as the number of jewels corresponds to the size of the atom. Then they will be given “egg boxes”, to glue on their predictions. At this point a copy of the periodic table will be distributed to show the students the organization. After they have come up with a prediction of a table, give them the “mystery eggs” that need to be classified. The blank eggs can be for students to draw in their own prediction of what comes next. Once all the students are done, begin talking about the reflection questions. This project should help them to understand how the properties of elements work between each row and family.

Questions: How did you begin organizing your eggs? What things did you notice after all of your eggs were used up, in your pattern? Answers (ideal): We worked with the jewels and stripes; we noticed how they were similar up and down but not exactly the same characteristics.

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Elaborate:

For this portion of the lesson, each group would be given a family or portion of the periodic table to research.

o They will be asked to find different properties, such as: reactivity (valance electrons), atomic size, metal/non-metal, etc.

After researching some information each group will document and present their portion of the investigation to the class. From here we will explore the similarities and differences between families as well as rows of the elements.

Evaluate:

GLCE Learning Objective Instruction Activity Evaluation

P.PM.07.22 Describe how the elements within the Periodic Table are organized by similar properties into families (highly reactive metals, less reactive metals, highly reactive nonmetals, and some almost completely non-reactive gases).

The Fabulous Periodic Eggs activity, organizing the eggs based on their jewels and stripes. Researching a family on the periodic table.

Fabulous Periodic Eggs: Verbal in-class discussion Research: Test Questions

A student will be able to describe, while looking at the periodic table, similar properties of families (ex: metals vs. nonmetals, valance electrons, etc.).

Fabulous Periodic Eggs: Organizing the different eggs into similar characteristics (ex: jewels, stripes, etc.)

Verbal Discussion

A student will be able to categorize the trends on the periodic table.

Fabulous Periodic Eggs: Finishing the activity of organizing the eggs and comparing it to the actual periodic table.

Test Questions

A student will be able to explain that the periodic table is organized based on elemental properties.

Fabulous Periodic Eggs: After organizing the eggs in the correct pattern as well as after researching families.

Verbal Discussion Test Questions

A student will be able to describe periodic trends both across periods (horizontally) and in families (vertically).

Fabulous Periodic Eggs Activity Research of families

Verbal Discussion Test Questions

Scientific Background for the Teacher:

To fully understand the periodic table, it is important to understand shell models. The shell model depicts the restricted electron distance, away from the nucleus. Electrons behave as though they are arranged in a series of shells centered about the nucleus. These shells are a region of space about the nucleus where the electrons may reside. There are only seven shells and only a limited number of electrons may be in the shells. The shells are the reason for the seven periods on the periodic table and the number of electrons each shell can hold is told by the number of elements in the period. It is the electrons in the outermost shell, the valence electrons, which participate in chemical bonding. Generally the outer shell electrons of atoms in the same group are similarly organized on the periodic table, thus explaining why groups have similar properties (Suchocki).

Periodic trends have much to do with inner-shell shielding as well as effective nuclear charge. Inner-shell shielding is when “inner-shells partially shield outer-shell electrons from the attractive pull exerted by the positively charged nucleus” (Suchocki). Effective nuclear charge (Z*) is defined as, “the nuclear charge experienced by outer-shell electrons, diminished by the shielding effect of inner-shell electrons and also by the distance from the nucleus” (Suchocki). The effective nuclear charge can be calculated for each atom. For example, chlorine has an atomic number of 17 and has 10 inner-shell electrons, so 10 subtracted from 17 is 7, so chlorine has a Z* of 7.

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References: Fabulous Periodic Eggs (2011). In AIMS Education Foundation. Retrieved October 3, 2012 Michigan State Board of Education. Grade level content expectations: Science v.1.09. Michigan. Retrieved

October 3, 2012, from http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf

Suchocki, John. Conceptual Chemistry, 4th Ed. N. Folchetti. Pearson Education, Inc. 2011. pp. 111-113

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Lesson 1 Observation Form

Teacher Name:__Lori Barr___________________ Date: ___10/25/12_______

Class observed (grade and topic): ____6th grade - Science________________________________

A. The Classroom (Describe the classroom set up and your general impressions. Some things you might

consider are: Classroom size, classroom organization, number of students, types of visual decorations, etc.)

Her classroom was small to average size, about 31 students. The room was very colorful; she had

a couple animals in her room (chinchilla, fish, lizard, etc.). The school itself was pretty small too,

but each room was equipped with Apple products. Mrs. Barr seemed fairly organized; the

students respected her and seemed to listen well. I did notice all of the chairs were not the same,

which was strange, and I think caused a distraction in learning. At this school the teachers post

assignments and agenda for the day on a website for the parents as well as the students. And this

teacher taught all subjects, not only science.

B. The Lesson: 1. Materials (Describe the materials used in the lesson and how they were used. Materials include:

worksheets, textbooks, computers, audio, maps, materials for experimenting, etc.)

Mrs. Barr used technology as a helper (Elmo). Photographs of the worksheet the students used is

attached (there weren’t enough copies). The students were working on the Scientific Method and

writing a good Hypothesis/Investigation Question. She has some students in another class that are

in the gifted and talented program, but this class had some students that struggled, so things were

learned in great detail compared to other science classes.

2. Classroom Environment (Describe the classroom environment including the relationship between the

teachers and students. You might consider: Is the relationship between teachers and students formal and

distancing or open and friendly? Is it too friendly? Is the learning atmosphere relaxed? Please provide

examples to support your analysis.)

First impression of Mrs. Barr is that she is formal, open, and friendly. She can be stern when

needed, for example a student came in late and that was unacceptable. She was always helpful

with students, for example a she couldn’t find a test and instead of blaming the student for not

turning it in she let them retake it. As mentioned before, I noticed all the chairs were not the

same, which I could see in some cases, was causing a distraction. The teacher was always

encouraging students to find the right answer; she kept walking around to keep students eyes

moving and paying attention.

3. Classroom Management (Describe the classroom management strategies used by the teacher. Be sure to

include any types of classroom rules or procedures you observed as well as discipline/motivation strategies.)

It looked, from posters, like the students created their own rules, rules for them to follow as well

as for Mrs. Barr to follow:

Rules for Students Rules for Mrs. Barr

Raise hands Call on students equally

Participate Have patience

Positive attitudes Involve everyone

Trust us

“Fun, Fair, Firm”

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4. Lesson Organization (Describe how the lesson was organized and taught. Be sure to included how the

teacher: started the lesson, organized students – small group, whole group, etc., assessed student

understanding, used homework, and ended the lesson.)

1. She told students the summary of the lesson/objectives for the day – experiment/hypothesis

2. Students read through the lesson worksheet packet together, analyzed each sentence to make

sure it made sense to everyone.

3. Had students develop own hypothesis and questioned them to think further.

**It looked as though students have a packet/binder of the information already – “Energetic

Connections: Battle Creek Area Mathematics and Science Center – Student Journal”

5. Teacher-Student Interactions and Student-Student Interactions (Describe interactions that you observe.

For example: Who does most of the talking? Who asks/answers most of the questions? How does the

teacher answer questions?)

Mrs. Barr talked the most, but made sure to involve the students constantly, always asking them

to read or what their own thoughts were. She always asked open ended questions and she

wouldn’t let students off the hook when participating. The students were very knowledgeable and

used that to answer the questions. Mrs. Barr didn’t ever just give out the answer if it took the

students “too long.”

C. Overall Impressions (After seeing teachers in practice, what knowledge and/or skills do you think you

must gain towards becoming a teacher? What did you really like about the lesson that you would definitely

keep and why? What would you change and why?)

I enjoy being part of student knowledge, watching them get excited about learning is so

important and it’s a sense of accomplishment when they understand. I liked how she

organized/helped the students learn about the lesson. She kept asking questions to develop their

understanding and conclusion.

A couple things I would change however would be the chairs, they seemed to be a distraction,

so I would want my chairs to all be uniform. I also have an OCD problem, so organization in my

classroom will be a must!!

I liked the class overall, it was very interesting and up beat! I thought the idea of the students

creating the rules for themselves and the teacher was a very good idea, and I think the students

will take more responsibility because they can claim them as their own idea.

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B1. Materials (cont.)

1

2

10

5

3 4

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Lesson 1 Observation Form

Teacher Name:__Lori Barr___________________ Date: ___10/25/12_______

Class observed (grade and topic): ____6th grade - Science________________________________

D. The Classroom (Describe the classroom set up and your general impressions. Some things you might

consider are: Classroom size, classroom organization, number of students, types of visual decorations, etc.)

**same as previous notes

E. The Lesson: 6. Materials (Describe the materials used in the lesson and how they were used. Materials include:

worksheets, textbooks, computers, audio, maps, materials for experimenting, etc.)

Lesson 1: In-Class Demo

Lesson 2: Orange Packet (*attached)

7. Classroom Environment (Describe the classroom environment including the relationship between the

teachers and students. You might consider: Is the relationship between teachers and students formal and

distancing or open and friendly? Is it too friendly? Is the learning atmosphere relaxed? Please provide

examples to support your analysis.)


8. Classroom Management (Describe the classroom management strategies used by the teacher. Be sure to

include any types of classroom rules or procedures you observed as well as discipline/motivation strategies.)


9. Lesson Organization (Describe how the lesson was organized and taught. Be sure to included how the

teacher: started the lesson, organized students – small group, whole group, etc., assessed student

understanding, used homework, and ended the lesson.)

For this class, we worked on two different lessons. We first talked about the same experiment as was

in the previous class period, but this time she took a different approach. This was the class that had

the gifted and talented in it so she was able to work much faster with them. With these students we

jumped right into the experiment and she demonstrated how it would run. Apparently the previous

day they were given the worksheet and let to go explore but they had a hard time, so that is why she

demonstrated what she was looking for. I was able to help verify some physics concepts, such as the

speed formula, but I mostly just watched her and the students work.

The second lesson we worked on was talking about matter (*orange packet attached). She mentioned

last week they read and answered questions about matter so now she was able to demonstrate with

students to help them understand.

10. Teacher-Student Interactions and Student-Student Interactions (Describe interactions that you observe.

For example: Who does most of the talking? Who asks/answers most of the questions? How does the

teacher answer questions?)


F. Overall Impressions (After seeing teachers in practice, what knowledge and/or skills do you think you

must gain towards becoming a teacher? What did you really like about the lesson that you would definitely

keep and why? What would you change and why?)


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TopicPeriodic Table of the Elements

Key QuestionWhat can we learn about organization that will apply to the periodic table of the elements?

Learning GoalsStudents will:• sortandclassifyasetofeggs,• useaverticalandhorizontalaxisforclassification,

and• identifyhowtoreadpartsofaperiodictableofthe

elements.

Guiding DocumentsProject 2061 Benchmarks• Organizeinformationinsimpletablesandgraphs

andidentifyrelationshipstheyreveal.• Readsimpletablesandgraphsproducedbyothers

anddescribeinwordswhattheyshow.

NRCStandard• Anelementiscomposedofasingletypeofatoms.

Whenelementsarelistedinorderaccordingtothenumber of protons (called the atomicnumber),repeating patterns of physical and chemicalpropertiesidentifyfamiliesofelementswithsimilarproperties.This“PeriodicTable”isaconsequenceoftherepeatingpatternoftheoutermostelectronsandtheirpermittedenergies.

SciencePhysical science periodic table

Integrated ProcessesObservingRelatingCommunicatingPredictingCollecting and organizing data

MaterialsForeachstudentgroup: a set of periodic eggs (see Management1) aneggboxsheet scissors glue sticks

Foreachstudent: a periodic table periodic table information

Background Information The organization within the periodic table of the elements is based on properties. The elements are grouped by families as well as by periods. The focus of this experience is to help students explore howtheperiodic table is organizedalonga vertical andhorizontal axis. The periodic table that they willuse is a simplifiedversion that includes theatomicnumberaswellastheatomicsymbol.Morecomplexinformationsuchasatomicmassandvalancesarenot included.The focus isnot tohave thestudentsmemorizethetable,buttohelpthemtolearntoreadinformation from the table.

Management1. Prepareasetoftheperiodiceggsandoneeggbox

sheetforeachgroup.Savethehalfpagesheetofeggs for PartTwo. These are the mystery eggs.

2. Prepare a copy of the periodic table and the periodic table information for each student.

ProcedurePartOne1. Havestudentsgetintogroups.AsktheKeyQuestion

and state the LearningGoals.2. Distributethepicturesoftheperiodiceggsandhave

studentscutthemout.Askastudentineachgrouptosort theeggsbasedonanobservableproperty.Havetheotherstudentspredictthecriteriausedtogrouptheeggs.Haveeachstudentinthegroupsortthe eggs at least once.

3. Discuss ways that the students grouped the pictures of the eggs. Point out that there are multiple ways the eggs can be sorted.

4. Draw the students’ attention to the bands and the jewels on the eggs. Tell them that the bands are thehorizontalrowswithjewels.Askthestudentstofindtheeggthathastheleastnumberofbandsand the least number of jewels.

5. Distributetheeggboxpageandaskthemtoplacethe egg with the least number of bands and jewels inthefirstcontaineroftheeggbox.Tellthemthatthey must now sort the remaining eggs based on the rulesofthebox.Thehorizontalruleisthenumberof jewels arranged from fewest to most going from

1 ©2011AIMSEducationFoundation

left to right. Each row needs to contain the same typeof jewel.Thevertical rule is thenumberofbands,fewesttomostgoingfromtoptobottom.

6. Check the students’ organization of the eggs and discuss how they went about organizing the eggs.

7. Distribute a copy of the periodic table. Point out theperiodictableisalsoorganizedalongaverticaland horizontal axis based on the properties ofthe elements.

8. Hand out the periodic table information page for students to read.Focuson learning to readandinterpretthetable,notmemorizingtheelements.

PartTwo1. TellthestudentsthatDimitriMendeleev,aRussian

chemist,wasthefirsttopublishtheclassificationof the elements that gaveus the formatweusetoday.Mendeleevorganizedhischartbypatternsin the elements that he knew at that time. He predicted that some elements had not yet been discovered because there were spaces in hisorganizationalchartthatwerenotfilled.

2. Tell the students that you have some mysteryeggsthatneedtobeclassified.Distributethehalfsheets of mystery eggs and encourage students toplacethemaccordingtothepatternstheyhaveestablished in their charts.

3. Invite students to use the blank egg shapes toillustrate eggs that are missing.

4. Discuss the procedure and the results.

Connecting Learning1. How did your group go about sorting the eggs?2. Howistheboxofperiodiceggslikeaperiodictable

of the elements? How is it different?3. Whatdidyouhave to thinkaboutwhenplacing

the mystery eggs?4. Did everyone position the mystery eggs in the

sameplace?Explain.5. Why do you think scientists organized the table of

the elements this way?6. What other things are organized into tables?7. Why are tables useful in organizing data?8. What are you wondering now?

Solutions The diagram below shows how students should organizetheireggsinthebox.Italsoshowswheretheadditional eggs from PartTwo should be placed outside thebox.


Students will:

What can we learn about organization that will apply to the Periodic Table of the Elements?

Learning Goals

Key Question

• sortandclassifyasetofeggs,

• useaverticalandhorizontalaxisforclassification,and

• identifyhowtoreadpartsof a Periodic Table of the Elements.


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Period

Gro

up


DuringthetimeofAristotle,peoplethoughtthateverythingwasmadeupofacombinationofair,fire,water,andearth.Todayweknowthat there are a certain number of elements that make up all matter on Earth. These elements are composed of tiny particles called atoms. Everyatomis,inturn,composedofacertainnumberofprotons,neutrons,andelectrons.Onceitwasthoughtthatprotons,neutrons,andelectronswerethesmallestcomponentsofmatter,butrecentdiscoveriesshowthateventheycanbebrokenintosmallerparticles. Inthelate1860s,aRussianchemistnamedDmitriMendeleevbegan to work on organizing the elements based on patterns. He publishedhisfirstperiodictableoftheelementsin1869.Thisworkis the basis for our current periodic table of the elements in which elements are grouped by properties. Each element is represented by a symbol of one or two letters that stands for its name. Chemists use these symbols to write formulas for compounds. The elements are listed in rows horizontally in order of their atomic number and in columnsverticallyinfamilies,orgroups.Thesefamiliessharesimilarchemical properties. Each element has its own square on the chart. Most periodic tables are organized in similar manners. The large number at the top of the squareiscalledtheatomicnumber.Itstandsforthenumberofpro-tonsinthenucleus.Italsotellshowmanyelectronsareintheelement.Equal numbers of protons and electrons mean that the charge of the atom is neutral or balanced. The number at the bottom of the square is the atomic mass. This number is used to determine the number of neutronsthatareinanelement.Oxygen’satomicmassis15.99.Todeterminehowmanyneutronsareinthiselement,youround15.99to16 and subtract the atomic number (8) from it: 16 – 8 = 8. This tells youthatoxygenhas8neutrons.


LEARNING

LEARNING

CONNECTING

CONNECTING

1. How did your group go about sorting the eggs?

2.Howistheboxofperiodiceggslikeaperiodictable of the elements? How is it different?

3.Whatdidyouhavetothinkaboutwhenplacingthe mystery eggs?

4.Dideveryonepositionthemysteryeggsinthesameplace?Explain.

5. Why do you think scientists organized the table of the elements this way?

6. What other things are organized into tables?

7. Why are tables useful in organizing data?

8. What are you wondering now?

Connecting Learning


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