Lesson plan of Periodic Table: Introduction

Objectives (5-7 minutes)

1. Understand the concept of the periodic table and its importance in science and chemistry.

   • Students should be able to describe what a periodic table is and what it is used for.
   • They should also be able to identify the basic components of a periodic table and how it is organized.

2. Identify basic elements on the periodic table and their characteristics.

   • Students should learn how to identify the symbols and atomic numbers of common elements.
   • They should also be able to describe some basic properties of these elements, including atomic mass, electron configuration, and valence.

3. Relate the position of an element on the periodic table to its chemical and physical properties.

   • Students should be able to make connections between an element’s position on the periodic table and its chemical and physical properties.
   • They should understand, for example, that elements in the same column (group) tend to have similar properties.

Sub-Objectives:

• Spark students’ curiosity and interest in chemistry by demonstrating how the periodic table is a fascinating and useful tool.
• Foster researching and independent learning skills, as students will be encouraged to explore the periodic table in more detail outside of class.

Introduction (10-15 minutes)

1. Prior Knowledge Review:

   • The teacher should start the class by reviewing basic concepts related to atoms and molecules, including the idea that all matter is made up of elements. (3-5 minutes)
   • Students should be asked to share what elements they know and what properties they have. This will help gauge their prior knowledge and prepare them for the new material. (2-3 minutes)

2. Problem Scenarios:

   • The teacher can pose two problem scenarios designed to get students thinking:
     • How do scientists organize all the known elements in a way that makes sense?
     • Why do some elements seem so similar, while others seem very different? (3-5 minutes)
   • These questions should be posed as a challenge to the students, encouraging them to think about the significance of the periodic table.

3. Making the Topic Relatable:

   • The teacher should then explain that the periodic table is not only a helpful tool for chemists, but also a resource essential to many other areas of science, including physics, biology, and geology. (1-2 minutes)
   • Real-world examples of how the periodic table is used can be given, such as in medicine (to understand how elements interact with the human body), in industry (to develop new materials and products), and even in art (for example, to create fireworks that produce different colors). (2-3 minutes)

4. Topic Introduction:

   • To pique students’ curiosity, the teacher can share a few fun facts about the periodic table, such as the fact that it was created by a Russian chemist named Dmitri Mendeleev in 1869 and that he predicted the existence of several elements that had not been discovered yet at that time. (2-3 minutes)
   • Another interesting fact is that the periodic table is organized in a way that elements with similar properties tend to line up in vertical columns called “groups” or “families.” (1-2 minutes)
   • The teacher should end by stating the objective of the lesson: to understand how the periodic table is organized and use it to identify and predict properties of elements. (1-2 minutes)

Body (20-25 minutes)

1. “Building a Periodic Table” Activity (10-15 minutes)

   • Materials: Poster paper, markers, colored sticky notes, index cards.
   • Students will break into groups of four, and each group will be given a large piece of poster paper, markers, colored sticky notes, and index cards.
   • Each group will be tasked with creating their own periodic table. They should begin by drawing a grid on the poster paper to represent the periods (horizontal rows) and groups (vertical columns).
   • They should then use the markers to fill in the names and symbols of the elements they know on the index cards. Each group should be encouraged to use the internet or chemistry textbooks to fill in as many elements on their table as they can.
   • Once they have filled in some elements, students should use the colored sticky notes to color-code the elements based on their properties. For example, they could use one color for metals, another color for nonmetals, and a third color for noble gases.
   • When all the groups have finished, they should rotate to a different table and try to identify the elements on the other group’s table based on their color-coded properties. This will help reinforce the idea that an element’s position on the periodic table relates to its properties.

2. “Discovering Mystery Elements” Activity (10-15 minutes)

   • Materials: Tablets, smartphones, or computers with internet access.
   • After the periodic table building activity, students should use the internet to research more information about elements that they do not know.
   • Each group should pick an unknown element and research it, finding information such as atomic number, atomic mass, electron configuration, and key physical and chemical properties.
   • They should then prepare a brief presentation to give to the rest of the class, sharing what they learned about the element. This activity will help develop students’ research and presentation skills, while also deepening their understanding of the periodic table and elements.

3. “Periodic Table Game” Activity (5-10 minutes)

   • Materials: Notecards with the names and symbols of various elements, notecards with the properties of those elements.
   • Finally, the teacher can facilitate a card game where students have to match up element notecards with their corresponding property notecards.
   • For example, if an element card says “This element has an atomic number of 8,” then the matching property card would be “Oxygen.”
   • This game will help reinforce the connection between an element’s position on the periodic table and its properties in a fun, interactive way.

These hands-on, interactive activities allow students to explore the periodic table in a more engaging and meaningful way, which facilitates concept comprehension and knowledge retention.

Debrief (8-10 minutes)

1. Group Discussion (3-5 minutes)

   • The teacher should bring the whole class together to share their conclusions from each group activity. Each group will get a maximum of 3 minutes to present their findings, experiences, and takeaways from the “Building a Periodic Table” and the “Discovering Mystery Elements” activities.
   • During these presentations, the teacher should encourage students to ask each other questions and share their insights. This will help foster interaction and collaborative learning.

2. Connecting to Theory (2-3 minutes)

   • After the presentations, the teacher should briefly review the theoretical concepts covered in the lesson, connecting them to the hands-on activities that were done.
   • For example, the teacher can ask, “How did you use the periodic table to identify and predict properties of elements during the ‘Discovering Mystery Elements’ activity?” or “How did organizing the periodic table into periods and groups help you understand similarities and differences between elements during the ‘Building a Periodic Table’ activity?”
   • The goal of this step is to reinforce students’ understanding of the significance of the periodic table and how it can be used to understand and predict the behavior of elements.

3. Individual Reflection (2-3 minutes)

   • Finally, the teacher should have students do a moment of individual reflection on what they learned in class.
   • The teacher can ask questions like, “What was the most important concept you learned today?” and “What questions do you still have?”
   • Students should take a minute to think about these questions and, if they choose, share their answers with the class. This will help students solidify their learning and identify any gaps in understanding that may need to be addressed in future lessons.

4. Feedback and Closure (1 minute)

   • To end the class, the teacher should thank the students for their participation and effort.
   • The teacher can give general feedback on how the class did as a whole, highlighting both strengths and areas that need improvement.
   • The teacher should emphasize the importance of continued exploration of the periodic table and suggest additional resources (such as books, websites, or videos) for students who want to learn more about the topic on their own.

Conclusion (5-7 minutes)

1. Content Recap (2-3 minutes)

   • The teacher should start the Conclusion by summarizing the major points that were covered. This includes the concept of the periodic table, identifying basic elements and their properties, and the relationship between an element’s position on the table and its chemical and physical properties.
   • The teacher can revisit the hands-on activities that were done, highlighting the learning that occurred through building the periodic table and researching mystery elements.
   • The teacher should end by reinforcing the significance of the periodic table as a key tool for understanding chemistry and its applications in many different fields of science and everyday life.

2. Connecting Theory, Practice, and Applications (1-2 minutes)

   • The teacher should explain how the lesson connected theory, practice, and applications. This can be done by pointing out how the periodic table building activity allowed students to apply theoretical concepts in a practical and meaningful way.
   • The teacher can also highlight how exploring the periodic table helps us understand and predict properties of elements, which has countless practical applications, from creating new materials to diagnosing diseases.

3. Supplementary Materials (1 minute)

   • The teacher should suggest some follow-up materials for students who want to delve deeper into the topic of the periodic table. This could include chemistry textbooks, educational websites, YouTube videos, and interactive apps.
   • The teacher can share this list of resources on the board, post them on the school’s online learning platform, or email them to students.

4. Real-World Relevance (1 minute)

   • Finally, the teacher should reinforce the relevance of the topic to students’ own lives. This can be done by highlighting how the periodic table is used in many everyday situations, from selecting the foods we eat (many of which are composed of elements) to understanding how electronic devices like smartphones and computers work.
   • The teacher can encourage students to observe and think about the applications of chemistry and the periodic table in their daily lives, thus fostering a greater connection between science and the real world.