Lesson
four
What is the periodic table? Science C o ns tr u ct in g E x p la na tio n s O bt a in in g , E v a lu a t in g, a nd C om m u n ica tin g I nf or m a t ion ENGLISH LANGUAGE ARTS R e a d in g I nf or m a t ion a l T e x t , W r it in g a n E x p la n a t io n Grade 8
Three to Four 45-­minute sessions PURPOSE
The periodic table is displayed in many science classrooms. Yet, not all students have an
understanding of the information these organizers display. In this lesson, students learn about the
periodic table and the relationships between the groups of elements. Students use two texts to
gather information about the elements in the periodic table, engage in a research task, and prepare a
group presentation where they demonstrate their understanding of the relationship between the
elements and their arrangements.
STANDARDS
C o m m o n C o r e S ta te S ta n d a rd s
•
D e t e rm i ne th e c e n tra l id e a s o r c on cl us io n s o f a te x t; p ro v id e a n a cc ur a t e s u m m a r y of th e te x t d is tin ct f ro m p r io r k no w l ed ge o r op in io n s. C C S S .E L A -­ L IT E R A C Y .R S T . 6 -­8 . 2 •
U s e p re c is e l a n g ua ge a n d d o m a in -­ s p ec if i c v oc a b ul a r y to in f o r m a bo u t o r e x p la in t h e t o pic . C C S S . E L A-­ L IT E R A C Y . W H S T . 6 -­ 8 . 2. D •
G a th e r r e le v a nt i nf o r m a ti on f ro m m ul tip le pr in t a n d d ig it a l s ou r ce s , u s in g s e a r ch t e rm s e f f e c tiv e ly ; a s s e ss th e c re d ib il ity a n d a cc ur a c y of e a c h s ou r ce ; a n d q u ot e o r p a r a p h ra se th e d a ta a n d c on cl us io n s o f oth e r s w h il e a v oid in g p la gi a r is m a n d f o llo w in g a s t a nd a rd f or m a t f o r c it a t io n. C C S S .E L A -­ L IT E R A C Y . W H S T . 6-­ 8 . 8 Lesson FOUR
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Formative Assessment
Lesson Plans
STANDARDS Continued
C o m m o n C o r e St at e S ta n d a rd s
•
P re s e n t cla im s a nd f in d in gs , e m p ha s iz in g s a l ie n t p o in ts i n a f o cu s e d, co h e re n t m a n n e r w i t h r e le v a n t e v i d e n ce , s ou n d v a lid r e a s o n in g, a n d w e ll -­ch o s e n d e t a il s ; u s e a pp r op r i a t e e y e co n t a c t, a d e q ua t e v olu m e , a n d cl e a r p r on u nc i a t io n. C C S S . E L A -­ L IT E R A C Y . S L . 8 . 4 •
In te g r a te m u ltim e d ia a nd v is u a l d is pl a y s in to p r es e n ta tio n s to c la r if y in f o rm a t io n , st re n g t h e n cl a im s a n d e v i de n ce , a n d a d d in t e r e s t . C C S S .E L A -­ L IT E R A C Y . S L . 8 . 5 N e x t G e n e ra ti o n S c i en c e S ta n d a rd s
•
A n a ly z e a nd in t e r pr e t da t a o n t h e p r op e r t i e s o f s ub s t a nc e s b e f or e a n d a f te r th e su b s ta n c es in te r a c t t o d e te rm in e if a ch e m ic a l r e a ct io n h a s o ccu r re d . M S -­ P S-­ 1 -­ 2 •
S t ru ct ur e s a n d Pr o pe r t ie s of M a t t e r. PS 1. A S u b s t a n ce s a r e m a de f r om d if f e r e n t t y p e s o f a t o m s , w h ich co m bi ne w it h o ne a n o t h e r in v a r iou s w ay s . A t o m s f o r m m o le cu le s th a t r a n ge in si z e f r om tw o to t ho u sa n ds of a t om s . S c i en c e a n d E n g i n e er i n g P r ac t i c e s •
C o ns tr u ct in g e x p la n a t io ns a n d d e s ig n in g s ol ut ion s •
O bt a in in g , e v a lu a ti ng , a n d co m m u n ica t in g in f o r m a t i on LEARNING GOALS
Understand that atoms of the same element have shared characteristics.
Understand the relationship between the elements and their arrangements in a
periodic table (columns & rows).
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Formative Assessment
Lesson Plans
SUCCESS CRITERIA
1
Identify shared characteristics for the same group of elements.
2
Describe the predictive power of a good model and name the periodic table
as one example.
3
Identify main ideas and supporting details from text.
4
Reference relevant and appropriate evidence from the texts to support
summarization of current understanding.
5
Prepare and deliver group presentation.
SUMMARY OF LESSON TASKS
1
Discuss and report initial understandings.
2
Read and annotate: A Historic Overview: Mendeleev and the Periodic Table.
3
Write summary.
4
Read and annotate: The Modern Periodic Table.
5
Complete Double Entry Journal.
6
Research a group of elements.
7
Create presentation for the research.
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Group presentations.
Culminating task
Work with your peers to learn about one group of elements. In your groups, research
the assigned element group and prepare a presentation. As part of your work, each
group member is responsible for individually studying one element within the
assigned element group. This will help you gather information to help your group
understand the shared characteristics of the elements that are in your assigned group
(alkali, alkaline, metals, etc.). Group presentations should follow a logical structure,
include relevant and accurate information, and make use of appropriate visuals to
support text-based information.
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Formative Assessment
Lesson Plans
PART I: INTRODUCTION
INTRODUCE THE TOPIC Ask students, “What is the periodic table? What kind of
information can we gather from it? How might it be useful to our study of atoms?”
DISCUSS AND REPORT INITIAL UNDERSTANDINGS Students
participate in brief small group discussions to elicit initial understandings to the three
questions and report their discussions to the whole group. Divide students into small groups
and have them self-select group roles, including recorder and reporter. Additional group
roles may include facilitator and timekeeper. The recorder keeps track of the small group
discussion and records notes corresponding to each of the three questions using a Triple
Entry Journal format, with one column corresponding to each question. Ask the reporter for
each group to share their group discussion points. As students share their corresponding
discussion points, you might choose to record these in a whole class Triple Entry Journal.
This could be projected and used to model, record, and display small group responses.
PART II: guided practice
READ AND ANNOTATE Provide students with a copy of the text A Historic
Overview: Mendeleev and the Periodic Table
(http://genesismission.jpl.nasa.gov/educate/scimodule/UnderElem/UnderElem_pdf/Hist
OverST.pdf). This text gives students background about the periodic table, introduces
important content vocabulary, and describes the importance of having good models. It is a
lengthy text and might be challenging for students. You may choose to read and annotate the
text together if your students would benefit from that level of support.
ANTICIPATED RESPONSE
PEDAGOGICAL ACTION
If students require assistance with clarifying meaning or keeping track of
main ideas, use the following prompts to support reading and annotating:
What does that mean?
• What do we know? What’s our evidence?
• How can we combine these ideas?
•
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Formative Assessment
Lesson Plans
WRITE A SUMMARY Students write a one to two-paragraph summary of the
reading. Summaries demonstrate understanding of the reading by including the main idea(s)
of the text along with relevant details that support the main idea(s).
SUCCESS CRITERION
EVIDENCE-GATHERING OPPORTUNITY
Identify main ideas and supporting details from text.
• Reference appropriate and relevant evidence from the texts to support
summarization.
•
Check that summaries include the main ideas of the text and include the
following: description of the periodic table, discussion of Mendeleev and his
contribution, and an explanation of how Mendeleev’s periodic table fits the
definition of a good model.
READ AND ANNOTATE Provide students with access to the text The Modern
Periodic Table
(http://genesismission.jpl.nasa.gov/educate/scimodule/UnderElem/UnderElem_pdf/ModP
erTableST.pdf). This text compares the modern periodic table to Mendeleev’s periodic table.
It introduces important organizing concepts about the elements, their arrangement in the
periodic table, and key content vocabulary. Remind students of the original question for the
lesson: What is the periodic table? Students read and annotate the text for main idea and
supporting details, also using the lesson question to guide their reading.
ANTICIPATED RESPONSE
PEDAGOGICAL ACTION
If you anticipate students will experience difficulty reading and annotating
the text independently, use the text as a shared reading and annotating
opportunity. Depending on the degree of support your students require, you
may choose to guide students in reading and annotating a couple of
paragraphs of the text together, then releasing responsibility and allowing
students to practice annotation independently, pulling them back based on
how well students progress through the task.
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Formative Assessment
Lesson Plans
COMPLETE DOUBLE ENTRY JOURNAL Students return to the text to
review what they have just learned and complete a Double Entry Journal where they record
the main ideas and supporting details of each section (i.e., groups, periods, classification,
metals, nonmetals, metalloids) paraphrasing the information. This supports students in
solidifying their understandings about elements and the information that they can glean from
the periodic table in preparation for the research activity.
SUCCESS CRITERION
EVIDENCE-GATHERING OPPORTUNITY
•
Paraphrase important information.
Gather evidence of learning by checking students Double Entry Journals as
they paraphrase important information (e.g., main ideas and supporting
details) from the text.
RESEARCH A GROUP OF ELEMENTS Introduce the research activity Study a
Group of Elements. Students work in their small groups to conduct a short study of a
selected group of elements. Show students how they can use the periodic table and
interactive website(s) to learn about a group of elements, identify its properties, and gather
information about a specific element within that group. Students record information related
to group and specific element studied in their Science Notebooks.
Note: Although students will be working in small groups, each student is responsible for
researching an individual element on their own. Students require a laptop/tablet that they
can use to access the following websites and explore an interactive periodic table:
http://www.chemeddl.org/resources/ptl/ or http://www.rsc.org/periodic-table/trends. If
no laptop or tablet is readily available, alternatively prepare a group element handout for
each group so that students might engage in their own study of the elements. This will
require a bit more time for preparation of materials.
SUCCESS CRITERION
EVIDENCE-GATHERING OPPORTUNITY
•
Identify shared characteristics for the same group of elements.
Describe the predictive power of a good model and name the periodic table
as one example. As students research, check-in with individual groups and
students and review the descriptive notes about group of elements and
specific element under study. Student notes serve as an indicator of learning
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Formative Assessment
Lesson Plans
progress and are used to identify areas where students might benefit from
additional sources or support.
CREATE PRESENTATION FOR THE RESEARCH Students work in their
groups to prepare a multimedia or poster presentation showcasing their findings. See
Culminating Task section below for more on what should be included in the presentation.
PART III: culminating task
GROUP PRESENTATIONS Student groups make learning public by sharing their
research in short class presentations. Group presentations follow a logical structure, include
relevant and accurate information, and make use of appropriate visuals to support text-based
information. Additional criteria include:
•
•
•
•
•
•
•
•
logical structure: introduction of group, shared characteristics, and periodic trend
information
relevant and accurate information (atomic number, element names/discovery
information)
precise language and content vocabulary
appropriate use of visuals to support text-based information
maintenance of eye contact
speaking in clear voice
use of appropriate tone
description of group member roles
SUCCESS CRITERION
EVIDENCE-GATHERING OPPORTUNITY
Identify shared characteristics for the same group of elements.
• Reference relevant and appropriate evidence from the texts
• Prepare group presentation
•
Review individual students’ Science Notebooks to gather additional
evidence of student learning.
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Formative Assessment
Lesson Plans
ADDITIONAL LESSON RESOURCES
A r t i c l e •
Four New Element Names Are On the Table – June 8, 2016
http://www.sciencemag.org/news/2016/06/four-new-element-names-aretable?utm_campaign=news_daily_2016-0608&et_rid=51376168&et_cid=545916
E l e m e n t C ar d s •
Experiments in Character Design Flash Cards – Designed by artist Kaycie D.
and available at http://kcd-elements.tumblr.com/
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Formative Assessment
Lesson Plans
TRIPLE ENTRY JOURNAL (WHOLE GROUP CHART) What kind of information can we gather from it? What is the periodic table?
How might it be useful to our study of atoms? 9 Lesson FOUR
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Formative Assessment
Lesson Plans
SUMMARY: MENDELEEV AND THE PERIODIC TABLE _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 10 Lesson FOUR
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Formative Assessment
Lesson Plans
DOUBLE ENTRY JOURNAL
Main ideas
Supporting details 11 Lesson FOUR
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Formative Assessment
Lesson Plans
STUDY A GROUP OF ELEMENTS
PART I: GROUP STUDY As a group, you will first work together to:
•
•
•
•
Learn about the group of elements you have been assigned (alkali, alkaline, etc.)
Identify the elements that belong to your assigned group of elements
Identify and describe the shared properties, or characteristics, of your assigned group of
elements
Other relevant and accurate information about the elements in the group
PART II: GROUP STUDY Individually, select one element in your group to study. The element should be different from
that of any of your team members. Find information about your element online including
information about how your element was discovered and its atomic number. Record all
information in your Science Notebook.
PART III: GROUP PRESENTATION Prepare a group presentation (poster or multimedia). You may use PowerPoint, Google Slides,
Prezi, etc. Be sure to meet the following criteria:
•
•
•
•
•
•
•
•
Presentation follows a logical structure (beginning, middle, and end)
Describe group members and their role in your group
Introduce group of elements, shared characteristics, and periodic trend information
Include relevant and accurate information about the group of elements, including atomic
number, element names, and discovery information
Use precise language and appropriate vocabulary
Use appropriate visuals to support text-based information
Maintain eye contact
Speak in clear voice
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