Objectives (5 - 7 minutes)

1. Understand the structure of the Periodic Table, identifying the groups and periods, as well as the meaning of the elements' arrangement in this structure.
2. Recognize the main periodic and non-periodic properties, such as electronegativity, atomic radius, and electron affinity.
3. Analyze the relationship between an element's position in the Periodic Table and its chemical properties.

Secondary Objectives:

1. Stimulate students' critical and analytical thinking by investigating the elements' properties and their relationships with the Periodic Table's structure.
2. Motivate students to engage actively in the learning process through the flipped classroom methodology, promoting autonomy and responsibility in their own learning.

Introduction (10 - 12 minutes)

1. Review of previous contents:

   • The teacher should start the lesson by briefly reviewing the concepts of atom, atomic number, atomic mass, and valence electrons. These are the fundamentals necessary for understanding the periodic table and its properties.
   • Next, a quick review of the basic structure of the Periodic Table should be done, focusing on groups (families) and periods.

2. Problem-based situations:

   • The teacher can propose two problem-based situations to stimulate students' critical thinking. The first one could be: 'Why do hydrogen (H) and helium (He), although in the same period, have such different chemical properties?'
   • The second problem-based situation could be: 'Why do potassium (K) and sodium (Na), even though in different groups, react similarly with water?'

3. Contextualization:

   • The teacher should explain that the Periodic Table is not only a learning tool but also a practical tool used by chemists and scientists worldwide.
   • Examples of its application in different fields can be mentioned, such as in creating new materials, in medicine for the production of radioisotopes, in the industry for the production of semiconductors, among others.

4. Introduction to the topic:

   • To capture students' attention, the teacher can introduce some curiosities about the Periodic Table. For example, mention that Krypton (Kr) is used in flash lamps for photography, or that Americium (Am) is an element found in smoke detectors.
   • The teacher can also share a bit about the history of the Periodic Table, mentioning Dmitri Mendeleev, who developed it, and how he predicted the existence of elements that had not yet been discovered at that time.
   • Finally, the teacher should introduce the topic of the lesson: the properties of the Periodic Table, explaining that these properties are what make the Periodic Table such a powerful tool for understanding the elements' behavior.

Development (20 - 25 minutes)

Activity 1: 'Chemical Mystery'

1. The teacher should divide the students into groups of five and give each group a set of cards. Each card should have the name of a chemical element, its position in the Periodic Table, and three of its properties (such as electronegativity, atomic radius, electron affinity).

2. Each group will receive a 'Chemical Mystery,' which is a description of a scenario or problem involving some of the elements on their cards. For example, a scenario could be: 'A scientist is trying to create a new superconductor material. He has a list of possible elements but can only choose those with a certain electronegativity and atomic radius. Which elements should he choose?'

3. Students must use the information on their cards to solve the 'Chemical Mystery.' They need to identify which properties are relevant to the scenario and which elements possess them.

4. After a set time, each group should present their conclusions. They should explain how they arrived at their answer, demonstrating their understanding of the elements' properties and how they relate to the element's position in the Periodic Table.

Activity 2: 'Building the Periodic Table'

1. The teacher should provide each group of students with a series of cards, each containing the name of an element, its atomic number, and its properties.

2. The challenge for the students is to organize the cards to form their own version of the Periodic Table. They must take into account the elements' properties, such as electronegativity, atomic radius, and electron affinity, to determine where each element should be placed.

3. While students work on the activity, the teacher should circulate around the room, guiding the groups and answering any questions that may arise.

4. Once the groups have completed their tables, they should present their work to the class, explaining their reasoning for the placement of specific elements.

Activity 3: 'Periodic Properties Game'

1. The teacher should prepare a Chemistry-themed board game, where each square represents an element of the Periodic Table, indicating its properties.

2. Students should be divided into groups, and each group receives a set of question cards related to the periodic properties of the elements.

3. Students roll a die to advance on the board. When they land on an element, they must answer a question corresponding to that element from their set of cards. If they answer correctly, they stay on the element; if they answer incorrectly, they go back to the previous square.

4. The game continues until a group reaches the end of the board. The goal is to promote the understanding and memorization of the periodic and non-periodic properties of the Periodic Table in a playful and interactive way.

These activities are designed to promote student engagement, encouraging them to work in teams and apply their knowledge in a practical and fun way.

Feedback (8 - 10 minutes)

Group Discussion (3 - 5 minutes)

1. After completing the activities, the teacher should gather all students for a group discussion. Each group will have up to 3 minutes to share their solutions or conclusions from the 'Chemical Mystery' and 'Building the Periodic Table' activities.

2. The teacher should encourage students to explain the reasoning behind their answers, promoting a collaborative and respectful learning environment. It is important for students to feel comfortable expressing their opinions and ideas, even if they differ from those of other groups.

3. During the discussion, the teacher should ask questions to deepen students' understanding of the periodic and non-periodic properties. For example, they could ask: 'How does an element's electronegativity influence its chemical behavior?' or 'Why do elements in the same group have similar properties?'

Connection to Theory (2 - 3 minutes)

1. The teacher should connect the activities carried out with the theory, explaining how the periodic and non-periodic properties manifest in the Periodic Table and how they determine the elements' chemical behavior.

2. The teacher should reinforce the importance of understanding the Periodic Table and its properties, as this is essential for predicting how elements will react with each other, which is the basis for the study of chemistry.

Individual Reflection (1 - 2 minutes)

1. Finally, the teacher should propose that students reflect for a minute on what they learned in the lesson. They could ask questions like: 'What was the most important concept you learned today?' 'What questions have not been answered yet?' or 'What would you still like to know about the Periodic Table and its properties?'

2. The teacher can ask students to write down their answers and hand them in at the end of the lesson, or they can simply encourage internal reflection. The idea is for students to have a moment to consolidate what they have learned and identify any gaps in their understanding.

3. This individual reflection is an opportunity for the teacher to assess the effectiveness of the lesson and identify areas that may need reinforcement in future classes.

Conclusion (5 - 7 minutes)

1. Recapitulation:

   • The teacher should start the conclusion by recalling the key points of the lesson. The recap should include a review of the periodic and non-periodic properties, such as electronegativity, atomic radius, and electron affinity.
   • They should also reinforce the relationship of these properties with the elements' position in the Periodic Table, highlighting how this allows predicting the elements' chemical behavior.

2. Connecting theory with practice:

   • The teacher should emphasize how the activities carried out during the lesson allowed students to apply theoretical concepts in a practical way.
   • Examples of the activities, such as solving the 'Chemical Mystery' or constructing the students' own Periodic Table, can be mentioned to illustrate how theory and practice connect.

3. Extra materials:

   • The teacher can suggest additional study materials to deepen the understanding of the topic. This may include videos, articles, books, and websites that offer interactive exercises or quizzes on the Periodic Table and its properties.
   • Additionally, the teacher can provide a list of additional problems or questions that students can solve at home for additional practice.

4. Importance of the topic:

   • To conclude, the teacher should reinforce the relevance of the topic studied. They should explain how understanding the Periodic Table and its properties is fundamental for chemistry and how it affects our daily lives.
   • Examples of how the Periodic Table is used in practice, such as in creating new materials, in medicine for the production of radioisotopes, in the industry for the production of semiconductors, among others, can be mentioned.

5. Closing:

   • Finally, the teacher should end the lesson by thanking the students for their participation and encouraging them to continue studying and exploring the concepts learned.
   • Students should be reminded that learning is a continuous process and that they should always seek to understand not only the concepts but also their applications and implications in the world around them.