Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 50992
All in the Family
This lesson allows the students to become familiar with the elements on the periodic table. The students play a game of go fish using cards they've
made from index cards. The students match the cards according to their oxidation number in a similar pattern to how the game go fish is played.
The students also use the index cards to make flash cards of their elements and use the cards as a study tool. The students will learn how
subatomic particles and chemical characteristics determine the placement of elements on the periodic table.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Internet Connection,
Interactive Whiteboard
Instructional Time: 1 Hour(s) 25 Minute(s)
Freely Available: Yes
Keywords: valence electrons, periodic table, period, group, oxidation number, electrons, protons, neutrons,
positive, negative, neutral, energy levels, elements, Lewis dot structure, alkaline metals, alkaline earth metals,
Boron group, Carbon group, Nitrogen group, Chalogens, Halogens, Noble gases
Instructional Design Framework(s): Direct Instruction, Demonstration, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students should be able to differentiate between groups and periods on the periodic table. (Groups or families run vertically on the periodic table. They are
labeled from left to right group 1A-8A (Exclude the transition elements). Periods run horizontally on the periodic table and correlate to the number of energy levels
each element has. For example, Hydrogen is in period 1 and therefore has 1 energy level because it has 1 electron. Each energy level has a certain number of
electrons it can hold. The first energy level can hold 2 electrons, the 2nd can hold, 8, the 3rd can hold 18 and the last can hold 32. Energy levels are where
electrons are found in the atom. Energy levels are filled in the lowest level and move outward).
The students should understand why elements are arranged according to families.(Elements are arranged according to chemical properties and number of valence
electrons. For example sodium and lithium are both highly reactive. They have similar properties because they are in the same family. Sodium and Lithium both
have 1 valence electron. Valence electrons are the electrons in the outermost energy level of an atom. They both have a charge of +1 because they give up 1
electron to make a stable bond. When you lose a negative ion, the atom becomes positive).
Students should understand that the families of elements have their own unique characteristics. (Elements are arranged according to chemical properties and
number of valence electrons. For example sodium and lithium are both highly reactive. They are in the same family because they have the same chemical
properties).
Students should understand the relationship between periods and energy levels. (An element's period and number of energy levels are the same. For example,
Magnesium is in period 3 and has 3 energy levels. Magnesium's electron structure is as follows: 2,8,2 giving a total of 12 electrons for Magnesium).
Students should be able to identify the electron configuration for a given element.
Students should know the general characteristics of the families on the periodic table.
Prior Knowledge: What prior knowledge should students have for this lesson?
The students should know how to play the game go fish.
The student should know how to find the # of subatomic particles for each element.
page 1 of 5 Students should know the charges of the subatomic particles of an atom.
The students should know that elements are grouped by families on the periodic table.
The students should be able to add positive and negative numbers.
The students should know that a neutral atom will have the same number protons and electrons.
Go fish is a card game in which students are dealt a certain number of cards. When a player has 2 cards that match, they place those 2 cards face down on the table.
Matching cards would be a pair of kings or a pair of 3's. Once the student gets rid of their matches, they must find matches for their remaining cards. They can ask the
other players for cards. If those players don't have those cards, the player must take "fish" a card from the deck. The players continue until they have matches for all
their cards. The game is over when the last player finds matches for all their cards.
Guiding Questions: What are the guiding questions for this lesson?
1. What general pattern do you notice about the elements of the periodic table? (Answers vary, however; students should notice elements with the same oxidation
number are in the same family).
2. What is the significance of the electrons and how they relate to the elements on the periodic table? (The number of valence electrons determines the family they
belong to. For example, Oxygen has 6 valence electrons and is placed in group 6a of the periodic table).
3. Why do you think scientist use the Lewis dot structure to represent an element? (The Lewis structure shows only the number of valence electrons for a given
element).
4. While playing the game, was it helpful to write the element's oxidation number on the index card? (Student answers will vary, however; the oxidation number helps
the student readily identify what family the element belongs to).
Teaching Phase: How will the teacher present the concept or skill to students?
Students will take out a piece of paper and number it from 1-10.
The students will be shown the following items one by one:
1. water bottle - hydrogen and oxygen,
2. banana - potassium
3. milk - calcium,
4. battery - cadmium,
5. penny - copper,
6. toothpaste - fluoride,
7. aluminum foil - aluminum,
8. Gold necklace - gold,
9. light bulb - tungsten,
10. Bread - carbohydrates, carbon, hydrogen, and oxygen
The purpose of the activity is to activate prior knowledge and to show the students that they encounter elements and compounds daily.
The teacher can print 4 slides per page of the power point and allow space for the students to take notes. Usually students will be placed in groups to write a 1
sentence summary using their notes as a resource. Since chemistry is such an abstract concept, it will require more modeling on the part of the teacher. To access
the power point, go to http://www.middleschoolscience.com/chemistry.htm: click on Periodic table section and click on "ppt determining shells and valence electrons".
For additional details on the periodic table you can also refer to this website, http://www.mrescience.com/physical_home_new.php
Vocabulary words and definitions may be provided or assigned:
Valence electrons - electrons in the outermost energy level
Periodic table - a table of the elements which are arranged by mass, atomic number and chemical properties.
Period - one of the horizontal row of elements in the periodic table. each period starts with an alkali metal and ends with a rare gas.
Group/family - a vertical column of elements of the periodic table that all have similar structures, chemical properties, and number of valence electrons.
Oxidation number - the total number of electrons that an atom either gains or loses in order to form a chemical bond.
Electron - an elementary particle with a negative charge and very small mass. They are normally found in orbits around the nucleus of the atom.
Proton - an elementary particle with a positive charge. They are found inside the nucleus of the atom.
Neutron - elementary particle with no charge and a mass slightly larger than a proton.
Positive - having a positive electric charge
Negative - having a negative electric charge
Neutral - having no electric charge
Energy levels - the place in an atom where electrons are contained
Element - substance that cannot be broken down into a simpler substance by chemical means. (Example, Helium, Hydrogen, Carbon)
Lewis dot Structure - displayed by writing the element's symbol surrounded by the number of valence electrons.
Alkaline metals - soft, highly reactive group of metals on the periodic table that have 1 valence electrons
Alkaline earth metals - group of metals on the periodic table that are less reactive than group 1 elements containing 2 valence electrons
Boron group - group of elements on the periodic table containing Boron that have 3 valence electrons.
Carbon group - group of elements on the periodic table containing Carbon that have 4 valence electrons
Nitrogen group - group of elements on the periodic table containing Nitrogen that have 5 valance electrons.
Chalcogens/Oxygen group - group of nonmetals on the periodic table with 6 valence electrons
Halogens - group of elements on the periodic table that have 7 valence electrons. These elements usually form salts
Noble gases - group of elements that are non reactive because they have a full compliment of 8 valence electrons. They do not react with other elements.
Subatomic particles - protons, electrons and neutrons within an atom. Protons and neutrons are found in the nucleus and electrons are found in orbit around the
nucleus.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
After the game has finished, the students will make flash cards of the playing cards. On the index card, the student will include:
1. The element's family name
2. The oxidation number
3. The number of valence electrons
4. The number of shells or the period of the element
page 2 of 5 5. The Lewis dot structure of the element.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
The students will make playing cards using unlined index cards.
Each student will be assigned an element from the first 20 elements.
The student will write the element symbol and oxidation number on the card.
The student will make 5 cards each so that the students will have a variety of elements to chose from.
Once the cards have been made, the students will be placed into groups of 4.
Each player will be dealt 7 cards.
The students will match the cards in their hands that come from the same family and place them face down on the table.
When it's the student's turn, they will attempt to find matches for their other cards to win the game.
They will ask other students for their cards based on oxidation number.
If the student is unsuccessful in finding a match, they must pull a card from the deck.
If they find a match from the deck, they are to place it face down on the table.
The first person to win will receive an extra credit "A". The other members of the group will receive a participation grade. The participation rubric is attached.
The oxidation number is the charge on the atom.
Valence electrons are the electrons in the outermost energy level.
The number of shells and the period where the element is placed are the same.
The students will have 10 minutes to study their flash cards to prepare for their quiz.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The quiz was modified from the following website: http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/atomic/atomstrucrev5.shtml
1. An element has the electron structure 2,8,4. What group is it in?
Group 3
a. Group 4
b. Group 0
2. Two elements have these electron structures 2,1 and 2,8,1. What can you say about the elements?
a. They are both in group 1
b. They are both in group 2
c. They are both in period 2
3. Aluminum has 13 electrons. What is the electron arrangement for aluminum?
a. 2,8,1
b. 2,8,3
c. 2,8,7
4. The elements Lithium and Sodium are in the same family. What is true about these 2 elements.
a. They have the same oxidation number
b. They have the same chemical properties.
c. Both A & B are correct
5. The element carbon is in group 4A, is the Lewis dot structure for this element correct?
a. true
b. false
Answers
1. b
2. a
3. b
4. c
5. a
Summative Assessment
1. How many electrons can each energy level can hold?
(1st-2,2nd-8,3rd-18,4th-32)
2. Which group of elements are stable and therefore do not share, gain or lose electrons?
(Group 8A, the Noble gases)
3. Why are the Carbon group elements labeled in group 4A?
(Because the Carbon group has 4 valence electrons)
4. If Potassium and Bromine bond, what is the new charge on the potassium?
(The Potassium will have a charge of +1 because it has given up 1 electron which is negative).
5. Observing the matches you have in your hand, explain why these elements are in the same family?
(Student answers will vary; however, they should know elements are arranged in the same family because they have the same number of valence electrons. For
example Oxygen and Sulfur are in group 6. They have 6 valence electrons. They tend to accept 2 electrons to obtain a stable configuration of 8 electrons).
Formative Assessment
1. How do you find the oxidation number of an element?
(The oxidation number for an element is equal to the number of electrons the element accepts to become stable).
2. How do you find the number of valence electrons of an element?
(Valence electrons are the outermost electrons in the energy level of an element).
3. How are families and periods organized on the periodic table?
page 3 of 5 (Periods run horizontally from left to right on the periodic table. Groups or families run vertically from top to bottom on the periodic table).
Feedback to Students
The teacher will walk around the room to ensure the students are playing the game correctly. If there are any students that don't understand, explain that elements that
have the same charge or oxidation number and the same number of valence electrons belong in the same family. Because they have the same charge and the same
number of valence electrons, they have similar properties. Just as members of a family may have the same physical features, elements of the periodic table have similar
characteristics and thus belong to a family. I would refer back to the power point as needed.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: Students vary in many ways. The way they process information and level English proficiency are some examples of how students differ. ESE and
ESOL need additional help when completing an assignment. ESE stand for Exceptional Student Education. Teacher must follow a student's IEP when teaching ESE
students. An IEP is an individual lesson plan and it guides the teacher with special accommodations the child needs. ESOL stands for English for Speakers of Other
Languages.
Suggestions for accommodations for ESE and ESOL students are as follows:
pictures
abeling
small group activities
dialogue Journals
repeat/paraphrase/slow down
note taking
demonstrations
extended time to complete assignments
The teacher can use pictures to convey the meaning of the lesson. This can be useful for students with limited English proficiency and those that have a learning
disability. The use of labels can also be useful.
Working in small groups may be less intimidating than asking the teacher for assistance. Additionally, students are usually better able to relate to their peers.
Journals are a good for communicating with students to ascertain the areas in which they need help.
Extensions: For students that want extra credit or are more advanced, the students can make and identify bonds from the previous day's activities. This assignment
can be used for a bellringer for the following day.
(A bellringer is an activity that activates prior knowledge. It introduces the lesson and allows the teacher to determine what the students know about a particular topic.)
Suggested Technology: Internet Connection, Interactive Whiteboard
Special Materials Needed:
Index cards without lines
Pen or pencil
Colored markers
Periodic table (can be accessed in most science textbooks or you can print out a 1 page sheet to give to students)
Further Recommendations: There are 7 learning styles for students and they are:
visual/spatial, bodily/kinesthetic, musical, interpersonal, linguistic, and logical/mathematical. Visual relates to visual representations of information, kinesthetic is hands
on, interpersonal relate to reacting with others, interpersonal deals with introspection, linguistic relates to speaking, and logical/mathematical relates to math and
reasoning.
You can alternate assignments for this topic like the ones listed below:
Music/Songs/Raps
Role play
Power point
News cast
A rubric for these assignments are attached:
Rubric for alternative assignments.docx
Additional Information/Instructions
By Author/Submitter
This resource is also likely to support the following Standards for Mathematical Practice:
MAFS.K12.MP.2.1 - Reason abstractly and quantitatively.
page 4 of 5 SOURCE AND ACCESS INFORMATION
Contributed by: Karen Lively
Name of Author/Source: Karen Lively
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.P.8.4:
Description
Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of
protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and
locations within the atom.
Remarks/Examples:
Explain that electrons, protons and neutrons are parts of the atom and that the nuclei of atoms are composed of
protons and neutrons, which experience forces of attraction and repulsion consistent with their charges and
masses.
Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics.
Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
SC.912.P.8.5:
LAFS.910.WHST.1.2:
Remarks/Examples:
Use the periodic table and electron configuration to determine an element's number of valence electrons and its
chemical and physical properties. Explain how chemical properties depend almost entirely on the configuration of the
outer electron shell.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations,
or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify
the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented
(e.g., articulating implications or the significance of the topic).
Particular alignment to:
LAFS.910.WHST.1.2a:
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Attached Resources
Text Resource
Name
"Cooking with Chemistry":
Description
This informational text resource is intended to support reading in the content area.
This article from the Royal Society of Chemistry's Chemistry World magazine explains molecular gastronomy, a
scientific discipline based on the physics and chemistry of cooking.
Teaching Idea
Name
Island of Stability:
Description
A video and supporting activities about the Periodic Table. The context is man's quest to create elements. The focus
is atomic structure and atomic theory.
page 5 of 5