Objectives (5 - 7 minutes)

• Understand the structure and organization of the periodic table, perceiving how it is arranged according to the properties of the elements.

• Identify the periodic and non-periodic properties of the elements, such as electronegativity, atomic radius, electron affinity, ionization potential, and understand how these properties influence the chemistry of the elements.

• Apply the acquired knowledge about the periodic table and its properties in predicting chemical behaviors and problem-solving.

Secondary Objectives:

• Develop critical thinking skills and problem-solving through the study of the periodic table.

• Stimulate interest and curiosity in chemical studies and the application of theory in practice.

Introduction (10 - 15 minutes)

• Review of Previous Content: Start by briefly reviewing the concepts of atoms and elements, emphasizing that all elements are organized in the periodic table. This includes discussing atomic numbers, atomic mass, protons, neutrons, and electrons.

• Problem Situations: To engage students, the teacher can present two problem situations involving periodic properties:

  1. "Why are some elements, like fluorine, extremely reactive, while others, like helium, are practically inert?"
  2. "How can scientists accurately predict the properties of an element that has not yet been discovered?"

• Contextualization: The teacher should then highlight the importance of the periodic table in chemistry and other sciences. It can be mentioned that the periodic table is a crucial tool used by scientists to understand the properties of elements, predict how they will react, and even discover new elements.

• Engaging Students' Attention: To capture students' attention and generate interest in the subject, the teacher can share some curiosities about the periodic table:

  1. "Did you know that the periodic table we use today was developed by Dmitri Mendeleev in 1869? He even predicted the existence of elements that had not yet been discovered at the time."
  2. "The periodic table is organized in such a way that elements with similar properties fall into the same column. This is not a coincidence, but an indication of how electrons are organized around the nucleus of an atom."

The teacher should end the introduction by outlining what will be covered in the lesson, ensuring students that by the end of the lesson, they will be able to understand and explain the periodic and non-periodic properties in the periodic table.

Development (20 - 25 minutes)

1. Activity "Build Your Periodic Table": (10 - 15 minutes)

   • The teacher divides the class into groups of 3 to 4 students and distributes to each a set of cards, each representing a chemical element. Each card contains the element's symbol, atomic number, and information about its properties (such as electronegativity, atomic radius, electron affinity, and ionization potential).
   • The challenge for each group is to organize the cards into a periodic table. To do this, students must use their knowledge about the organization of the periodic table and the properties of the elements.
   • While the groups work, the teacher circulates around the room, providing guidance as needed and asking questions to stimulate critical thinking.
   • After the groups have completed the task, the teacher gathers the class and discusses the results, highlighting the importance of periodic properties in the organization of elements.

2. Activity "Predicting Properties": (10 - 15 minutes)

   • Still in groups, students receive a set of cards with "mysterious" elements. Each card contains information about an element, but not its name or symbol.
   • Using the periodic table they just built and the knowledge acquired about the properties of the elements, students must try to identify the mysterious elements.
   • They should also predict some properties of these elements, such as reactivity and the type of bond they will likely form (covalent, ionic, metallic).
   • At the end of the activity, the teacher reveals the identity of the mysterious elements and discusses the students' predictions, reinforcing the importance of understanding periodic properties to predict the behavior of elements.

3. Debate "The Importance of the Periodic Table": (5 - 10 minutes)

   • To conclude the lesson's development, the teacher proposes a debate in the classroom about the importance of the periodic table in everyday life and in various areas of science (medicine, engineering, environment, etc.).
   • Each group must defend a point of view, presenting arguments and examples to support their position.
   • The teacher acts as the debate moderator, ensuring that all students have the chance to participate and highlighting the important points raised during the discussion.

These activities allow students to explore the periodic table in a practical and collaborative way, reinforcing the understanding of periodic and non-periodic properties and their importance for chemistry. Additionally, the final debate offers the opportunity for reflection and discussion on the relevance of the periodic table in a broader context.

Return (10 - 15 minutes)

• Group Discussion: (5 - 7 minutes)

  • The teacher should call each group to share the conclusions they reached after the practical activities. This may involve presenting their constructed periodic table and identifying the "mysterious" elements.
  • During the presentations, other students have the opportunity to ask questions and challenge their peers' conclusions, fostering a collaborative and critical learning environment.
  • The teacher should play an active role during these discussions, highlighting important points, clarifying doubts, and helping to connect the students' conclusions with the theory studied.

• Learning Verification: (3 - 5 minutes)

  • After all presentations, the teacher should recap the main points learned during the lesson. This may involve a recap of periodic and non-periodic properties, the importance of the periodic table for chemistry, and the application of these concepts to predict the behavior of elements.
  • The teacher may also ask students how they would apply what they learned in other contexts, such as problem-solving or understanding everyday chemical phenomena.

• Individual Reflection: (2 - 3 minutes)

  • To conclude the lesson, the teacher should propose a moment of individual reflection, where each student has a minute to think about the questions:

    1. "What was the most important concept you learned today?"
    2. "What questions have not been answered yet?"

  • Students are encouraged to share their answers with the class, enabling a final discussion and clarification of doubts.

The return is an essential step to consolidate learning, allowing students to revisit the studied concepts, recognize their achievements, and identify possible gaps in their understanding. Additionally, it promotes reflection on the learning process and the application of acquired knowledge.

Conclusion (5 - 7 minutes)

• Lesson Summary: The teacher should start the conclusion by briefly reviewing the main points discussed during the lesson, reinforcing students' understanding of the periodic table and its properties. This summary may include brief comments on the organization of the periodic table, periodic and non-periodic properties, and how these properties can be used to predict the chemical behavior of elements.

• Connecting Theory with Practice: Next, the teacher should highlight how today's lesson combined theory and practice, allowing students to explore and apply their knowledge of the periodic table in a concrete and meaningful way. The teacher can mention the activities carried out, such as building the periodic table and predicting properties, and discuss how these activities helped illustrate and reinforce the presented theoretical concepts.

• Learning Complement: To complement learning, the teacher should suggest some additional resources that students can use to deepen their understanding of the periodic table and its properties. These resources may include reference books, educational websites, explanatory videos, and interactive applications. The teacher should emphasize that independent study and curiosity are fundamental for developing a strong foundation in chemistry.

• Importance of the Periodic Table in Everyday Life: Finally, the teacher should highlight the relevance of the periodic table in everyday life and in various areas of science. It can be mentioned, for example, that the periodic table is a guide to understanding how different materials interact and react with each other, with applications ranging from creating new medications to developing sustainable technologies.

• Closure: The teacher concludes the lesson by recapping the learning objectives, highlighting the students' achievements, and motivating them to continue exploring the wonderful science of chemistry.

The conclusion is a vital step to effectively close the lesson, consolidating the acquired knowledge, establishing connections between theory and practice, and motivating students to continue their learning journey.