Objectives (5 – 7 minutes)

1. Understand the Structure of the Modern Periodic Table: Students should be able to understand the arrangement of elements in the periodic table, including atomic number, atomic mass, and periods and groups. They should also be able to quickly locate any element within the table and understand the significance of its location.

2. Identify Periodic Properties of Elements: Students should be able to identify and explain the periodic properties of elements, such as atomic radius, ionization energy, electronegativity, and electron affinity. They should understand how these properties vary based on an element's position in the table.

3. Relate Electron Configuration to Periodic Table Organization: Students should be able to relate the electron configurations of atoms to their locations within the periodic table. They should understand how an atom's electron configuration determines its properties and its position in the table.

Subsequent Objectives:

1. Develop Critical Thinking Skills: By exploring periodic table concepts and properties, students should be encouraged to think critically and to draw connections between different elements and their properties. They should also be able to analyze tabular data and make predictions based on their observations.

2. Promote Independent Learning: Students should be encouraged to seek out additional information about the periodic table outside of the classroom setting. This can be accomplished through research assignments, supplemental readings, or hands-on activities.

Introduction (10 – 15 minutes)

1. Review Prior Concepts: The instructor starts class by reviewing the concept of atoms, elements, and ions, as they were discussed in previous lessons.  This review is crucial in helping students understand the importance of the periodic table. The instructor may use simple illustrations and examples to illustrate these concepts more clearly. (3 – 5 minutes)

2. Problem Statements: The instructor poses two problem statements that guide the theory to be presented in the lesson. One problem statement is "Why are some elements highly reactive while others are inert?" The other is "How can we predict properties of an element based on its position on the periodic table?" The instructor gives students time to think about these questions and to develop their own tentative responses. (2 – 3 minutes)

3. Background: The instructor explains the importance of the periodic table by highlighting that it is foundational to understanding so many fundamental chemistry concepts. For example, the instructor might discuss that it allows for the prediction of chemical reactions as well as the understanding of the properties of matter and materials. Furthermore, the instructor may stress how the periodic table has been an essential tool for scientists who study everything from medicine to materials engineering. (2 – 3 minutes)

4. Capture Student Interest: To capture student interest, the instructor may share a few interesting fun facts about the periodic table. For instance, they might mention the fact that our current periodic table is an improved version of one that was first developed by Dmitri Mendeleev in 1869. Beyond this, they might discuss how new elements have since been discovered and that there are ongoing challenges in fitting them logically into the periodic table. (2 – 3 minutes)

Development (20 – 25 minutes)

1. Introduction to the Periodic Table (10 – 12 minutes):

   • The instructor begins explaining the Modern Periodic table by showing students how the elements are organized into periods and groups. They discuss the fact that for elements within a period, their electron configuration (and therefore their properties) is similar and, for those within a group, it is the number of valence level electrons (and subsequently, the chemical reactivity of the elements) which are alike.

   • Using a whiteboard and/or slides, the instructor leads the class through a visualization of the periodic table, highlighting common and important elements such as hydrogen, oxygen, and carbon.

   • The instructor also covers the transition elements which don't follow the normal progression of the table but which nevertheless are vital to numerous chemical reactions and to forming complex compounds.

   • Throughout, the instructor invites questions, encourages active student involvement and discussion.

2. Periodic Properties (5 – 7 minutes):

   • With the table structure covered, the instructor shifts the discussion towards periodic properties. The instructor explains that a periodic property is an attribute of the element which varies in a predictable manner across the periodic table.

   • The instructor presents the major periodic properties: atomic radius, ionization energy, electronegativity, and electron affinity. Each of these is discussed including its definition and how these properties change across a period and down a group.

   • For clarity's sake, the instructor includes specific supporting details. For instance, they may share that atomic radius generally decreases across a period while increasing down a group.

   • Additionally, the instructor explains that the periodic properties of the individual element have significant bearing upon the chemical behavior. For example, they may discuss how an element's electronegativity will affect whether an element is more likely to gain or lose an electron during a chemical reaction.

3. Electron Configuration as it Relates to the Periodic Table (5 – 6 minutes):

   • Finally, the instructor demonstrates the link between electron configurations and periodic table organization, by first providing a brief refresher course on the atom, including its number of protons, electrons, and neutrons.

   • The instructor clarifies how the location that the element occupies on the periodic table is defined by the number of protons in its nucleus (also called its atomic number).

   • The instructor will also describe in more detail how the electron configuration of atoms influences their chemical reactivity. They might, for example, explain the relationship between an atom's valence electron count (which its configuration determines) and the chemical behavior it displays.

   • The instructor includes hands-on activities that serve as examples of this relationship. As part of one of the activities, they might request that students predict electron configurations based on an element's placement in the table.

   • The instructor wraps up the lesson portion of class time with an overview highlighting the importance for chemistry, and for science more generally, of the periodic table and the related periodic properties.

Closure (8 – 10 minutes)

1. Review Key Concepts (3 – 4 minutes):

   • To begin closure, the instructor reviews essential lesson content. The instructor may do so via group discussion in which students share and explain their learning, answering specific inquiry-type questions such as, for any given element, what is the determining factor in terms of where it will fall in the table or, which are its chief characteristics (periodic properties) and what patterns are seen when these are compared?

   • The instructor also asks for students to restate in their own words important ideas from today's lesson. Doing so not only reinforces their learning but also helps the instructor to clarify and correct misconceptions or misunderstandings.

2. Theory to Practice Connection (2 – 3 minutes):

   • As the lesson wraps up, the instructor asks students to think about how the theory covered today is useful to real life situations. As a way to prompt student thinking in this vein, questions may be posed regarding potential practical uses of the discussed material.

   • For example, the instructor may ask students to describe real world applications involving how the table is applied to understanding an element's behavior during chemical reactions. Alternatively, they might request that students provide examples of the manner by which periodic trends allow scientists to make predictions about characteristics of a given element.

3. Reflection on Student Learning (2 – 3 minutes):

   • Finally, the instructor gives the students a moment to reflect upon their own learning during class time. This can take place by way of the instructor posing questions to students such as: "What concept which you gained from today's presentation is likely to stick with you?", and "Are any aspects still not fully clear or in need of further clarification?"

   • The instructor asks the students to write a short reflection on the above prompts and to share them out with the rest of the class. Not only does this provide each learner with an opportunity to solidify what was retained from today's class but, in a collaborative environment such as this, other learners can also gain from the insights which classmates share.

The end of the class session involves a wrap-up in which the instructor emphasizes that continuous exploration of the periodic table and its periodic properties is of significant value to students. This may involve a recommendation to review notes and complete assignments after class. The instructor may provide a glimpse into upcoming lesson plans so students may be better prepared for their next class.

Conclusion (5 – 7 minutes)

1. Content Recapitulation (2 – 3 minutes):

   • The instructor summarizes major points from the class session including reiterating the significance that an in-depth grasp of the periodic table has in the fields of chemistry and other scientific disciplines. This includes reviewing its layout; that is its periods, group organization and its electron configuration and periodic trend relationship.

   • The instructor also revisits periodic properties covered including atomic radius, ionization energy, electronegativity, and electron affinity as well as the patterns seen when comparing each of them throughout the table. 

2. Connection of Theory, Practice, and Applications (1 – 2 minutes):

   • The instructor highlights how the class was successful in connecting theory with practical applications. This includes revisiting how having knowledge and understanding of the Periodic Table and the periodic properties of the elements enables predictions to be made about how these elements will interact in chemical processes as well as in the context of materials science.

   • The instructor may also mention that the relevance extends not only within the realm of pure Chemistry but to other scientific fields such as medicine or materials science.

3. Supplemental Resources (1 – 2 minutes):

   • The instructor recommends additional resources for further student learning about and interaction with the periodic table. They might suggest books, websites, videos and apps which offer interactive and informative opportunities to learn more about this foundational tool for scientists.

   • The instructor provides guidelines as to how students might most effectively use the supplemental resources to build on the concepts learned in today's class. This might involve suggestions such as visiting interactive periodic tables while paying special attention to periodic properties and the electron configurations for specific elements.

4. Importance of the Lesson (1 minute):

   • Finally, the instructor reiterates the importance and value of today's lesson, reminding the student of the fundamental nature that both the Periodic table itself as well as periodic property trends have with regard to their studies within Chemistry and beyond. The instructor may share examples of how it is used to organize and make sense of the behavior of elements and compounds as they relate to everything from the creation of materials to how medications function.

   • The instructor closes by thanking the student for their engagement in the learning process while encouraging continued study, exploration, and curiosity within the fascinating worlds of Chemistry and science at large.