Science Unit Outline

Periodic table - a key to unlock the universe Duration (weeks): 7 weeks (Term 2)
Unit Title:
(3 x 60 minutes lessons / week)
5 9
Stage: Year:

Key Concepts / Big Ideas 1. What is an element?

2. How are elements different form compounds?
(Essential Question)
3. What are some of the common elements encountered in daily life?
4. What is atomicity of an element?
5. How are the elements named as we know them today?
6. How are different elements represented?
7. Do different elements differ with respect to sub-atomic particles?
8. Why don’t the electrons fall into the center of the nucleus?
9. What is electronic configuration?
10. What are natural and man-made elements?
11. What is a periodic table?
12. What is the relationship between atomic structure and periodic table?
13. What is the pattern of elements in periodic table?
14. What are some of the ways in which we can group elements on periodic table?
15. What are the different groups or families of elements in the periodic table?
16. What are metals, non-metals and metalloids and what are their properties?
17. What is the relationship between the properties of elements and their position in the periodic table?
18. Why was the periodic table developed?
19. The role of scientific inquiry in evolution of modern day periodic table.
20. What are the real-life applications of modern day periodic table?
21. Is the periodic table complete and do we know about all the elements in the world?

Unit Context: In this unit students learn to identify that everything is formed of elements, which are further composed of atoms. They
identify the common elements around them and their unique atomic structure. They understand how the elements differ with
(Scope and Sequence
respect to their sub-atomic particles and their arrangement. By looking at the patterns in history, they understand how the
Information)
elements were/are named and represented internationally. Students discover how the elements are organized in periodic table

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 as per their atomic structure. They learn that the position of the elements in periodic table can be used to find the properties of
the elements. Through their study, they discover how the properties of newly discovered elements can help find their exact
location in the periodic table. Students learn about the importance of periodic table and how it came into existence. They learn
how scientific inquiry and the curiosity to understand the universe throughout history led to the formulation of modern day
periodic table. They understand the real -life applications of periodic table in the today’ world and how the knowledge of
elemental properties impact their lives. Finally, they discover that the periodic table may still not be complete and many more
undiscovered elements may still be out in the universe and their discovery may help mankind.

Literacy Focus Numeracy Focus ICT Focus Differentiation

- Worksheets on atomicity, atomic - Visual Thesaurus map for - Scaffolded worksheets for low
- Introduction of new terms –
number, atomic mass, electronic definition of element and mixed ability students
Elements, compounds, atoms,
configuration - Range of games to enhance - Use of visual representations for
proton, neutron, electron, sub-
- Drawing graphs to compare scientific understanding low ability students and
atomic particles, atomicity, atomic
properties of different elements - Online quiz students with hearing
radii, atomic mass, atomic number,
- Analysing trends in periodic table - Range of videos disabilities.
valency, electronic configuration,
- Electronic configuration and energy - Interactive periodic table for in - Grouping of students from
periodic, density, atomic radius,
levels in 3D modelling depth study of elements and diverse learning abilities to
electronegativity, melting point,
patterns in periodic table share information and provide
boiling point, first ionisation
- Simulation activity on building peer support
energy, metals, non-metals,
the atoms of different elements - Use of simplified tasks for low
conductors, semi-conductors, alkali
- Online research tasks ability students.
metals, alkali-earth metals,
- Using timeline app/ website to - Use of scaffolded information
halogens, noble gases, malleable,
demonstrate understanding of sheets for completing the tasks
ductile, flammable, corrosive, triads
history and evolution of modern for low and mixed ability
and octaves.
day periodic table students.
- Student participation in discussions
- Use of MS-excel/ spreadsheet to - Provision of opportunities and
(in pairs/group/whole class)
create graphs. detailed resources for meeting
- Observations and note taking
the needs of gifted and talented
- Writing predictions, explanations,
students.
similarities and dissimilarities.
- Allowing choice for individual
completion of tasks for gifted
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- Range of worksheets to practice and talented students and
and demonstrate their pairing for others.
understanding - Challenging worksheets for
- Reading materials, quizes and gifted students
games - Scaffolding the summative task
- Research tasks for low ability students to create
- Creation of timeline on history of a poster form provided
perioid table information oh history of
- Journal on man-made elements periodic table.

Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander histories and  Asia and Australia’s engagement with Asia  Sustainability
cultures
General Capabilities
 Intercultural • Numeracy
 Critical and  Ethical • Information and • Literacy • Personal and
creative thinking understanding communication understanding social capability
technology capability

Other learning across the curriculum areas

 Civics and citizenship  Difference and diversity • Work and enterprise

Outcomes

Values and Attitudes

Outcomes

SC5-1VA: appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them.

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 Outcomes

SC5-2VA: shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures.

SC5-3VA: demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology,
including ethical considerations.

Skills
Strand Outcomes Content
Questioning and SC5-4WS: develops questions or hypotheses to be WS4. Students question and predict by:
predicting investigated scientifically a. formulating questions or hypotheses that can be investigated scientifically
b. predicting outcomes based on observations and scientific knowledge
Planning SC5-5WS: produces a plan to investigate WS5.1. Students identify data to be collected for an investigation by:
investigations identified questions, hypotheses or problems, a. describing the purpose of an investigation
individually and collaboratively b. explaining why certain types of information need to be collected in a range of
investigation types
c. selecting possible sources of data, including secondary sources, relevant to the
investigation
WS 5.3 Students choose equipment or resources for an investigation by:
a.identifying appropriate equipment and materials
c. selecting equipment to collect and record reliable data or information, using digital
technologies as appropriate, eg data loggers
Conducting SC5-6WS: undertakes first-hand investigations to WS6. Students conduct investigation by:
investigations collect valid and reliable data and information, a. Individually and collaboratively using appropriate investigation methods,
individually and collaboratively including fieldwork and laboratory experimentation, to collect reliable data
b. safely constructing, assembling and manipulating identified equipment
c. selecting and using appropriate equipment, including digital technologies, to
systematically and accurately collect and record data
e. reporting data and information, evidence and findings, with accuracy and honesty

Processing and SC5-7WS: processes, analyses and evaluates data WS7.1. Students process data and information by:
analysing data and from first-hand investigations and secondary a. selecting and using a variety of methods to organise data and information
information sources to develop evidence-based arguments and including diagrams, tables, models, spreadsheets and databases
conclusions
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 Strand Outcomes Content
b. selecting and extracting information from tables, flow diagrams, other texts,
audio-visual resources and graphs, including histograms and column, sector/ graphs
c. accessing data and information by using a range of appropriate digital
technologies
d. applying numerical procedures and mathematical concepts and using digital
technologies, where appropriate.
e. identifying data which supports or discounts a question or hypothesis being
investigated or a proposed solution to a problem

WS7.2. Student analyse data and information by:

a. analysing patterns and trends, including identifying inconsistencies in data and
information.
e. synthesising data and information to develop evidence-based arguments
g. critically analysing the validity of information from secondary sources

Problem solving SC5-8WS: applies scientific understanding and
critical thinking skills to suggest possible solutions
to
identified problems
Communicating SC5-9WS: presents science ideas and evidence for
a particular purpose and to a specific audience,
using appropriate scientific language, conventions
and representations
WS8. Students solve problems by:
b. assessing strategies that have been identified as possible solutions to an identified
problem
e. using models to explain phenomena and make predictions
WS9. Students communicate by:
b. selecting and constructing an appropriate table, type of diagram, table or graph
(histogram or sector, column or line graph) to present information and show
relationships clearly and succinctly using digital technologies as appropriate
c. using appropriate units for physical quantities and symbols to express
relationships, including mathematical ones
e. presenting scientific ideas and information for a particular purpose, including
constructing evidence-based arguments and using appropriate scientific language,
conventions and representations for specific audiences

Knowledge and understanding

Strand Outcomes Content
Chemical world CW2: The atomic structure and properties of elements are used to organise them in the Periodic
A student:
Table. (ACSSU186)
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 Strand Outcomes Content
(Science) explains how models, theories and Students:
laws about matter have been refined a. identify the atom as the smallest unit of an element and that it can be represented by a symbol
as new scientific evidence becomes b. distinguish between the atoms of some common elements by comparing information about the
available SC5-16CW
numbers of protons, neutrons and electrons
c. describe the organisation of elements in the Periodic Table using their atomic number
d. relate the properties of some common elements to their position in the Periodic Table
e. predict, using the Periodic Table, the properties of some common elements
f. outline some examples to show how creativity, logical reasoning and the scientific evidence
available at the time, contributed to the development of the modern Periodic Table

Knowledge Working Scientifically Teaching and Learning Strategies Assessment for Resources
& Content Learning
Understan
ding
Content
CW2a: WS4b: Students question Setting up the stage for learning by establishing connections and Video link on science and
Students and predict by predicting showing relevance: technology for solving
identify the outcomes based on problems of the society
atom as the Begin the unit by posing a question to the class on “what is
observations and scientific http://bit.ly/2xMooxa
smallest inquiry” and encourage students to respond. Engage in a class
knowledge
unit of an discussion about what is scientific inquiry and how has it helped Video link on top 10
element and WS7.1b: Students process the society. While guiding the class towards the need for inquiry inventions of all times
that it can data and information by give examples to make a connection between their daily lives and http://bit.ly/1PISbcw
be selecting and extracting need for scientific inquiry.
represented information from tables, - Show a video on how scientific inquiry has contributed Created ICT resource
by a symbol flow diagrams, other texts, towards the better understanding of the world.
audiovisual resources and Google drive link
graphs, including https://drive.google.com/open

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(Duration: 1 histograms and column, ?id=0Byz7DH3NOd9aVjlM
At the beginning of every lesson, make the learning goals clear by
week) sector or line graphs UW5XQW03QUE
challenging students with the essential questions and the need for
WS7.1e: Students process learning the topic without unfolding the answers. You tube link
data and information by Please note that this is the unit following CW1 covered in the https://youtu.be/UrFZ719G_
identifying data which same year. Ns
supports or discounts a
question or hypothesis
being investigated or 1. All matter is made up of elements

a proposed solution to a Enquire students about their understanding on elements by asking

problem “what are elements” and ask them to define an element. Rectify
misconceptions by explaining what are elements.
WS7.2e: Students analyse
data and information by
synthesising data and 1.1 Think-Pair-Share: (all students) Discussion in
information to develop pairs and with
Each student to first look around and outside the window to spot
evidence-based arguments. the whole class
and write down the names of as many elements as they can see or
WS9e: Students think of. Then in groups of two they will share what they have
communicate by written and discuss to find out what else they can think in pairs.
presenting scientific ideas The groups then share their list with the class. The complete list is
and information for a written on the board for students to see that so many things around
particular purpose, them are made of elements. This activity stimulates their thinking
including constructing on how the subject at hand is connected to them outside the class.
evidence-based arguments
and using appropriate 1.2 Activity adapted form
scientific language, 1.2 Recognize the elements: (all students) http://bit.ly/2yyLwg8;
Response on
conventions and
In groups of three, students are provided with flash cards having flash cards and Flash cards from
representations for specific
names of 5 elements which were not on the board before. They class discussion http://bit.ly/2fYop7T
audiences
should read these cards and mark a cross next to the elements that
they recognize. They then briefly write a note on where they have

7
encountered these elements in their lives. The recognized elements
are then listed along with their daily life examples on the board.
Elicit a discussion on the unrecognized elements that they are not
aware of but they do encounter them or use products which are
made of them. Show them the examples to make them familiar
with the names.
1.3 Link for VT
http://bit.ly/2fY25LG;
Taking notes for
1.3 Define the element: (all students) Game on elements and
the performance
- Explain that everything is made up of elements and they either compounds
in game and the
occur alone or in combination with same or different elements http://bit.ly/2fYIs6h
number of
to form compounds. attempts.
- Using the Visual Thesaurus (VT) word map show the
definition of a chemical element and show the different
elements. Click on one of the elements to show its properties
and real-life application.
- Students play a game online which allows them to differentiate
between elements and compounds, and find out the elemental
composition of various compounds.
1.4 Online quiz on atoms and
atomic structure
1.4 Atom is the smallest unit of an element: Formal
http://bit.ly/2wfVgve;
(all students) assessment
Video on all the matter is
- Enquire students prior learning on atoms and atomic structure through quiz by
made up of tiny particles
through the online quiz (individual attempt). teacher and self-
called atoms
- Play the videos on atom as the fundamental particle of all assessment by
http://bit.ly/1yp4Asq;
matter and atomic structure. students.
atomic structure
- Allow students to self-assess their performance and rectify
http://bit.ly/2yjJ1ir
their misconceptions.
- Give feedback to students on their performance in their quiz
- Explain how identical atoms form an element.

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- Introduce the term atomicity and explain with representations.
1.5 Video on how elements
got their names
1.5 Naming the elements: Student
- Display a list of some elements and ask students to predict why http://bit.ly/1f4LnQ5;
performance in
are these elements named the way they are. Allow students to Reading material form
groups and
work in groups for this activity http://www.bbc.co.uk/scie
discussion.
- Show the video on ‘How elements got their names’. nce/0/24460393 and
- Briefly explain how the naming was done in earlier times and Observation of http://bit.ly/2yfsUG8 ;
the current IUPAC system. the worksheet Worksheet on how the
- Allow students to read through the provided material and take
elements are named;
notes.
- Distribute worksheets with names of 5 different common Teacher resource
elements. In the same groups, students search online on how http://bit.ly/2fYGy5v
they were named and then share their findings with the other
groups (the groups can be formed with a mix of low ability,
mixed ability and gifted students).
Student
1.6 Worksheet on symbols
1.6 Representation of elements through symbols: performance in
adapted from
- Give information on how Dalton used symbols for the atoms groups and
http://bit.ly/2x28Ne9 (p.8-
and show the picture of symbols used by Dalton. discussion.
9); Video on explanation
- Distribute a worksheet on symbols of elements and ask
students to individually predict the symbols of the given names Observation of of chemical symbols
of elements and vice versa in the modern world. They will also the worksheet http://bit.ly/2hCPW2D;
need to explain the reason for their choice (gifted and talent Online task for low ability
students). students
- The activity can be differentiated by using pictures of elements http://bit.ly/2fFHPkY
as a clue and omitting the explanation part for low and mixed
ability students. Reading material and
- Using the video link explain the chemical symbols and the rule worksheets on elements,
for writing them. compounds, names and
- Students to do peer-assessment of their worksheets and give symbols of atoms
back to the student for rectification after the teacher
http://bit.ly/2x28Ne9;
explanation.

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 - Low ability students can also do an online activity which Game link
simplifies the task. http://bit.ly/2ka8szW
- Other worksheets from the provided link can be used as
extension activities.
- As an extension activity, an interactive game can be used to
check student understanding. The level of game can be used as
per the level of students or class setting

CW2b: WS4b: Students question 2. Atomic structure of different elements 2.1. Build the atoms link
Students and predict by predicting (simulation)
Monitoring http://bit.ly/1HsmsEC;
distinguish outcomes based on 2.1 Elements differ with respect to sub-atomic particles performance in Adapt the worksheet on
between the observations and scientific - Students to use simulation activity ‘Build the atoms’ to create online activity; atomic number from
atoms of knowledge. their own atoms online by varying the number of protons,
Discussion; http://bit.ly/2fKQwHO
some neutrons and electrons. This activity allows them to notice that
WS5.1c: Students identify observation of
common an element changes into another element or an isotope with the
data to be collected for an the worksheet
elements by change in the sub-atomic particles.
investigation by selecting
comparing - Students to take a note of their observations (net charge, atomic
possible sources of data,
information mass and stability) and write which elements they created
including secondary
about the (low ability students can work in pairs)
sources, relevant to the
numbers of - Facilitate discussion on pattern of number of protons and
protons, investigation electrons and enquire student predictions on why they are equal
neutrons WS5.3a: Students choose and what is the need for it. Introduce the term isotopes.
and equipment or resources for - Guide responses by recalling their prior knowledge on charges,
electrons an investigation by attraction, repulsion and forces.
identifying appropriate - With a worksheet on calculation of atomic number and atomic
equipment and materials. mass of different elements, check student understanding.
(Duration:
1.5 weeks) WS6: Students conduct
investigations by: 6c: 2.2 Different elements have different electronic configuration
2.2 White board; video on
selecting and using - Challenge students on their understanding on forces and atomic Discussion;
electronic configuration
appropriate equipment, number participation in
http://bit.ly/2xwXoAa ;
Brainstorm: If positive and negative charges attract each other board activity;
including digital two different types of
then why don’t the electrons fall into the center of the nucleus?
10
technologies, to - Students discuss these in groups and out different ideas on observation of worksheets on electronic
systematically and sticky notes. Facilitate class discussion and guide student the worksheets configuration adapted
accurately collect and inquiry from
- Explain the concept of electron configuration, orbits and shells. http://bit.ly/2wOeiNk
record data.
- Introduce energy levels – principal (k, l, m, n) and sub-levels and http://bit.ly/2fj7PP
6e: reporting data and (s, p, d, f) (gifted students)
information, evidence and - Introduce the term Valency of electrons
findings, with accuracy - Demonstrate the concept through video and drawing diagrams
of different atoms on board. Involve students in filling the
and honesty. energy levels.
WS7.1c: Students process - Give opportunity to practice the electronic configuration of
data and information by first 20 elements and check understanding through worksheet
accessing data and (all students)
information by using a - Challenging worksheet on electron configuration (gifted and
range of appropriate digital talented students)
technologies.
WS7.2g: Students analyse 2.3 Natural and man-made elements
- Explain natural and man-made (synthetic) elements.
data and information by
- Show video on naturally occurring elements from Royal Monitoring
critically analysing the society of chemistry and their uses. 2.3 Video on naturally
student
validity of information occurring elements
Research on man-made elements (Science Journal): performance and
from secondary sources. http://rsc.li/2xKkGCE ;
participation in
Suggested websites for
WS8: b: Students solve activity
Provide a list of man-made elements in the class and ask man-made elements
problems by assessing students to pick an element on which they want to find out http://bit.ly/2ygggXg,
strategies that have been more information. Video on how elements
are formed
identified as possible - They must do an online search on this element and find out
http://bit.ly/2xOS6l3
solutions to an identified how and when it was made, what are the uses and risks of
problem; c: applying the using this element.
- They then need to decide based on their research, whether this
processes of Working discovery was required or not and should the element be used
Scientifically in for sustainable future or not.
- Finally, they share their research with the class.

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 developing creative - They will either work on their devices in class or use computer
solutions to lab for this activity. Depending upon the size of the class this
activity can be done individually or in groups of two.
problems (Provide a scaffolded information sheet to low ability students)
WS9: Students Extension activity: Video on how elements are formed
communicate by: 9c: using
appropriate units for 2.4 Building 3-D models of atoms of different elements
physical quantities and (STEM based activity) Peer assessment
symbols to express - In groups of three students build their own atomic model of using ticker box 2.4 Information sheet for the
relationships, including their element of choice, search important properties of the and formal activity, ticker box for
mathematical ones; chosen element and make a brief power point presentation assessment by peer-assessment, rubric
showing the real-life applications of their element and then teacher as per for teacher’s formative
9e: presenting scientific communicate their findings in front of the class the rubric assessment
ideas and information for a - Provide a rubric to show the expectations and marking criteria.
particular purpose, Inform students that their models will be first assessed by their
peers (based on a ticker box) and then by the teacher (as per the
including constructing rubric).
evidence-based arguments - They can use internet to select what element they want to work
and using appropriate on and submit the name of the element and their group
scientific language, members, they then choose an interesting name for their group
conventions and e.g. ‘Team Uranium’ and divide the task among the members
(researcher, designer, builder, presenter etc.)
representations for specific - They must reference the sources for their research.
audiences. - This activity gives students an opportunity to distinguish
between different elements based on their atomic composition
and formally assesses their understanding on atomic structure
and electronic configuration.
(Low ability students to be given a scaffold for the activity with
names of websites they can do research)

CW2c: WS4: Students question 3. Periodic table

Students and predict by: a: - Enquire students about their understanding of the word
formulating questions or periodic and examples from daily life for the periodic events Discussion
describe the
hypotheses that can be
12
organisation investigated scientifically; like seasons, days of the week, months, phases of the moon etc.
of elements b: predicting outcomes Use pictures to guide their thinking.
in the based on observations and
scientific knowledge. 3.1 Understanding the need for organization with hands on 3.1 Cards with only the
Periodic
WS7.1e: Students process experience: names of elements;
Table using
data and information by - Provide a set of cards with names and atomic numbers of Lollies/ candies (differ
their atomic common elements and ask students (in pairs) to organize them Performance in
identifying data which with respect to colours,
number in a table or in any order and explain the reason for the
supports or discounts a activity sizes and texture), white
question or hypothesis sequence/ order. Knowing that most of the students may not be
able to do it. This stimulates questions on basis of organization. A3 papers, rulers to draw
being investigated or a
(Duration: 2 proposed solution to a Ask them to hold on to that thought. graphic organizers
weeks) problem. - Students to group and organize provided lollies/ candies (differ
with respect to colours, sizes and texture). On a A3 paper, they
WS7.2a: Students analyse will then draw a chart or table to arrange these based on
data and information by similarities/ differences and explain the reasons for grouping
analysing patterns and and organizing them in a specific order. Reinforce by showing
trends, including pictures form supermarkets on how different and similar
identifying inconsistencies objects are arranged and that organization makes it easy to
in data and information. understand/ find things. This activity sets a base for students to
WS8b: Students solve understand that organization is important to learn about
problems by assessing elements.
strategies that have been 3.2 Copies of periodic table;
identified as possible 3.2 What is the periodic table of elements? Periodic table song
solutions to an identified - Show the periodic table to the whole class and distribute http://bit.ly/1NIrRgm
problem. coloured copies of the table to every student. Inform that it is
(aids auditory learners)
the organization of elements and is one of the most important
WS9b: Students classifications in science.
communicate by selecting - Students to reflect on their performance in last activity with
and constructing an cards of elements and see how these elements are arranged on
appropriate table, type of the periodic table.
diagram, table or graph
(histogram or sector, Information on the table: Using the table show what
column or line graph) to information is present on the table – number of elements,
present information and atomic number, atomic mass and symbol.
show relationships clearly
and succinctly using
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digital technologies as Groups and Periods: Explain what are groups and periods and
appropriate. what do they represent.

- Play the periodic table song to familiarise students with the

elements.
3.3 Link for interactive
periodic table
3.3 Relationship between atomic structure and periodic table
- Ask students to predict what trends they can see on the periodic http://www.rsc.org/period
Labelling sheet ic-table ; selected
table with respect to different elements. Guide their thinking by
reinforcing their prior-learning on how different elements have for the periodic worksheets adapted from
different atomic structure. table; http://bit.ly/2wqDZiY;
- Inform that elements are organized in periods with respect to observation of Link for periodic table
increasing atomic mass and number (left to right). Allow the worksheet app for android devices
students to mark this trend on the table in the form of arrows on atomic http://bit.ly/1KY2K9u;
from left to right. structure in Link for periodic table
- Students to predict what trend is followed by elements in a periodic table app for apple devices
group. Guide student thinking by posing questions on and
http://apple.co/2d2Jq1n;
reinforcing the concept of electron configuration
- Demonstrate how energy levels increase when the elements Video on relationship
move from top to bottom in a group such that each row present between atomic structure
one energy level. and arrangement of
- Students to draw energy level for each row on the provided elements
copy of periodic table and draw an arrow from top to bottom http://bit.ly/1jMsZ9b
showing increase in energy levels
- Play video on relationship between atomic structure and
arrangement of elements in periodic table
- Students can access the interactive periodic table on their
devices either as apps or the Royal Society of Chemistry (RSC)
website (link provided) and navigate through for detailed
information on each element (mainly for gifted and talented
students)

3.4 Other trends in the periodic table:

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 - Introduce the terms density, atomic radius, electronegativity, Observation of 3.4 Trends in the periodic
metallic character, melting point, boiling point, first ionisation the worksheet table
energy, stability and reactivity . on trends in http://www.rsc.org/period
- Explain how these properties differ among different elements periodic table ic-table/trends; worksheet
and are dependent on atomic number. on selected questions
- Students use the RSC link to access the information on from
different trends and mark the trends on their periodic tables. http://bit.ly/2fZZuRu; MS
excel or spreadsheets;
- Worksheet for assessing understanding
Reading material on
- Students to create graph on excel or spreadsheet and represent
trends
any two trends of 5 elements in a period or a group http://bit.ly/2wsXFCM
(gifted and talent students to work individually and others to
work in pairs)
WS4: Students question 4. Relationship between properties and position of elements
CW2d: 4.1 Pictures of different
and predict by:
Students a: formulating questions or metals, non-metals and
relate the hypotheses that can be 4.1 Think-pair-share: metalloids;
Discussion
properties investigated scientifically. - Show pictures of metals, non-metals and metalloids (without Video on metals, non-
of some b: predicting outcomes introducing the terms). Students work in pairs to predict the
metals and metalloids
common based on observations and differences/ similarities and group the objects. They share their
scientific knowledge. http://bit.ly/2kb663Q or
elements to grouping and its explanation with the class. http://bit.ly/2xSbcay;
their - Enquire understanding on metals and non-metals.
WS5.1: Students identify
position in data to be collected for an
the Periodic investigation by: 4.2 Metals, Non-metals and metalloids: 4.2 Requirements for hands
Table a: describing the purpose - Explain the terms and properties by giving examples form on activity: circuit boards,
of an investigation. daily life connecting wires,
CW2e:
b: explaining why certain - Show video to enhance understanding alligator clips, globes,
Students types of information need
predict, different metals, non-
to be collected in a range Electrical conductivity:
using the of investigation types. metals, metalloids from
- Introduce the terms conductors, insulators and semi-
Periodic WS5.2 Students plan first- classroom;
hand investigations by: conductors Performance in
Table, the - Hands-on activity: Demonstrate the electric conductivity Video on ferocious
properties a. planning and selecting hands on
appropriate investigation using different materials from the classroom. Allow elements
activity
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of some methods, including students to work in groups to find out how different http://bit.ly/2kb9uvA;
common fieldwork and laboratory objects differ in terms of conductivity. Video on noble gases
elements experimentation, to collect http://bit.ly/2hEFpE0;
reliable data Reactivity: Demonstration of the
WS5.3: Students choose - Video on ferocious elements
equipment or resources for reactivity of alkali metals
(Duration: 2 - Explain the term reactivity in elements http://bit.ly/1heeNDx
an investigation by:
weeks) - Demonstrate the reactivity through video
a: identifying appropriate
- Video on use of noble gases
equipment and materials.
c: selecting equipment to
collect and record reliable 4.3 Difference in positioning in the periodic table based on the
Observation of
data or information, using properties:
worksheet on
digital technologies as - Explain the location of metals, non-metals and metalloids in 4.3 Element analyser game
periodic table;
appropriate. the table. http://bit.ly/2fYIs6h;
performance in
- Introduce the names of different families in the periodic table – Worksheet on periodic
the quiz
WS6a: Students conduct alkali metals, alkali earth metals, halogens, noble gases,
table adapted from
investigations by lanthanides and actinides.
individually and selected questions from
- Students highlight metals, non-metals and metalloids with http://bit.ly/2g04g1h and
collaboratively using different colours on their copies of periodic table.
appropriate investigation - Further highlight the different families http://bit.ly/2kd0nKU;
methods, including - Students play ‘Element analyser’ game to enhance Quiz
fieldwork and laboratory understanding (low ability students) http://bbc.in/2x5LMqP
experimentation, to collect - Quiz on properties of elements (all students)
reliable data. - Worksheet on periodic table (scaffolded to address all
b: safely constructing, students)
assembling and
manipulating identified 4.4 Investigate the element and find its position in periodic table
equipment.
e reporting data and (STEM based activity) - Risk assessment mandatory
information, evidence and Performance in 4.4 Resource material on
findings, with accuracy In groups of four, students perform tests (physical and chemical) the activity to
flame test
and honesty. on two provided solid unknown elements (can be sodium rock and discover the
piece of coal or anything that is easily accessible) to find their location of the http://www.ausetute.com.
WS7.1 Students process approximate position in the periodic table. elements au/flametest.html ;
data and information by:

16
a. selecting and using a
variety of methods to
organise data and
information including
diagrams, tables, models,
spreadsheets and databases
b. selecting and extracting
information from tables,
flow diagrams, other texts,
audio-visual resources and
graphs, including
histograms and column,
sector/ graphs
c. accessing data and
information by using a
range of appropriate digital
technologies
d. applying numerical
procedures and
mathematical concepts and
using digital technologies.
e. identifying data which
supports or discounts a
question or hypothesis Accommodation for disabled students: Interactive activity on
being investigated or a finding the missing elements from the periodic table based in their
proposed solution to a properties http://bit.ly/2wr50mx
problem
Extension activity: Periodic table bingo.
WS7.2: Student analyse
data and information by:
a. analysing patterns and
trends, including
identifying inconsistencies
in data and information.
Demonstration on flame
Step1: Predict the positioning just by looking at the
test http://bit.ly/2fZ0epR
specimens.
Step2: Create a plan to identify the elements – steps involved,
experiments to be conducted with the provided equipment and
Interactive activity for low
material and explain their reasons for the plan.
- Guide students for testing and recording the physical ability and disabled
properties like, appearance, colour, lustre, density, students
electrical conductivity. Guide students to calculate http://bit.ly/2wr50mx
density of solid objects (low and mixed ability
students).
Students can search online on how to calculate density
Periodic table bingo from
(gifted and talented students)
ASE CD - Rom resources
- Test and record the chemical properties using flame
‘Is there life?’
test to check the colour of the flame. Teacher
demonstrates how to perform flame test (low and mixed
ability students). Students watch a demo on flame test
and are guided by teacher (gifted and talented students)
- Step4: Record observation in a table enlisting the properties,
create a graphical representation for differences in densities
and predict where in the periodic table these elements fall.
- Step5: Revisit their prediction and rectify their
misconceptions.
17
 e. synthesising data and
information to develop
evidence-based arguments

CW2f: WS4b: Students question 5. Contribution of scientific inquiry to the modern day
Students and predict by predicting periodic table
outline outcomes based on
observations and scientific 5.1 Need of periodic table in earlier times and its modern-day Discussion 5.1 Interactive link on
some periodic table
knowledge.
examples to applications http://elements.wlonk.co
show how WS5.1c: Students identify - Facilitate discussion on the need of periodic table and m/ElementsTable.htm
data to be collected for an
creativity, organization of elements in earlier times when the elements
investigation by selecting
logical possible sources of data, were getting discovered and the theory of atomic structure was
reasoning including secondary formulated.
and the sources, relevant to the - Discuss the real-life applications of modern day periodic table
scientific investigation. and explain how the periodic table can be used to know the
evidence properties of elements for their use in different fields.
available at - Interactive link to see the use of periodic table.
WS6c: Students conduct
the time, investigations by selecting - Facilitate discussion on whether the periodic table is complete
contributed and using appropriate and are the elements on earth known to humans.
to the equipment, including
developmen digital technologies, to
5.2 History of periodic table 5.2 Video link
t of the systematically and
- Briefly explain how the periodic table has evolved by http://bit.ly/2yOcHVn;
modern accurately collect and
record data. explaining Döbereiner’s Triads, Newlands’ Law of Octaves Timeline app
Periodic Summative http://bit.ly/1gJMgon;
and Mendeleev’s periodic table and the modern periodic table.
assessment for Marking rubric
Table Show video on history of periodic table. understanding
WS7.1a: Students process on limitations of
data and information by Summative assessment task: previous styles
(Duration: selecting and using a
0.5 week – of classification
variety of methods to of elements and
assessment organise data and
18
time not information including
included) diagrams, tables, models,
spreadsheets and
databases.
WS7.2a: Students analyse
data and information by
analysing patterns and
trends, including
identifying inconsistencies
in data and information.
7.2e. synthesising data and
information to develop
evidence-based arguments
WS9b: Students
communicate by selecting
and constructing an
appropriate table, type of
diagram, table or graph
to present information and
show relationships clearly
and succinctly using
digital technologies as
appropriate
Additional Information for mandatory
implementation in all classes: -
“Contribution of scientific inquiry in development of modern day evolution of
periodic table” modern-day
periodic table.
- Students access a range of resources (online articles, website,
textbooks) and do research on history of periodic table. They
focus on the scientists who contributed to the history and
study about their proposed classification and arrangement of
elements. Also, study about the limitations of each
classification style.
- Based on the findings, students create a timeline highlighting
each of the focus area.
- The timeline should be creative – using pictures, texts and
transitions.
- A marking rubric to be provided for students to understand
the expectations and for teacher to score the task.
Mixed ability students can work in pairs and low ability students
use the provided information to create a poster
Glossary on periodic table
Construct a glossary of terms relevant to the periodic table and elements e.g.
Elements, compounds, atoms, proton, neutron, electron, sub-atomic particles, atomicity, atomic radii, atomic mass,
atomic number, valency, electronic configuration, periodic, density, atomic radius, electronegativity, melting point,
boiling point, first ionisation energy, metals, non-metals, conductors, semi-conductors, alkali metals, alkali-earth
metals, halogens, noble gases, malleable, ductile, flammable, corrosive, triads and octaves.
Sharing space for students:
19
 Construct an online space like google docs or wiki for students to share information related to common elements,
history of periodic table, research notes and findings for group tasks in class and for assessments.

Survey at the end of the unit for teacher feedback:

Use Kahoot to create a survey for students on:

- What they liked or disliked in the unit?
- What interested them about the unit?
- Which activities were most engaging?
- Which activities were not required?
- What do they want to learn more about?
- What topics they do not feel confident about?
- Which topic/ topics they need more practice on?
- What was the most challenging part of the unit?
- Did the teacher had thorough knowledge about the content?
- Were the instructions and expectations made clear about the tasks?
- What do you want to change in the unit?
- Any suggestions.

Summative Assessment Description: Outcomes Assessed:

Knowledge & Understanding Outcome:

Contribution of scientific inquiry in
development of modern day periodic
table
This task fosters scientific working skills of
research, data collection, analysis,
evaluation and communication in students.
It demonstrates their understanding on how
scientific knowledge undergoes changes and
refinement as new evidences become
SC5-16CW: Students explain how models, theories and laws about matter have been refined as new scientific
evidence becomes available
Working Scientific Skills Outcomes:
SC5-6WS: undertakes first-hand investigations to collect valid and reliable data and information, individually and
collaboratively.
SC5-7WS: processes, analyses and evaluates data from first-hand investigations and secondary sources to
develop evidence-based arguments and conclusions.
20
available. It reinforces the concept that
scientific inquiry forms the basis of the
world as we know it today.
Evaluation of Teaching and Learning:
(Pasted as a picture as they are generic evaluation questions adopted for unit planning and reflection on teaching)
References:
SC5-9WS: presents science ideas and evidence for a particular purpose and to a specific audience, using
appropriate scientific language, conventions and representations
Values & Attitudes Outcomes:
(not assessed but demonstrated through the summative assessment tasks)
SC5-1VA: appreciates the importance of science in their lives and the role of scientific inquiry in increasing
understanding of the world around them
21
Some suggested Teaching and Learning Strategies:
Thinking Skills Co-operative Learning Graphic Organisers
 Higher Order Thinking Skills  Think-pair-share  Mind Maps or Concept Maps
 Visual Representations  Jigsaw  Venn Diagrams
 Think all possibilities (TAP)  Brainstorming  Five Ws
 Predict, Explain, Observe  Numbered heads  PMI charts
 Y Chart or W Chart  Discussion  T charts
 Constructing Experiments  Expert Groups  Flow Charts
 Analogies  Round robin brainstorming  Frayer diagram

22
 EXTENDED EXPLANATION

Everything within and around us is made up of atoms. The formation of elements

from these tiny atoms is one of the foundations of science. This very concept unifies all

domains of science and thus, makes the knowledge of atomic structure and properties of

elements imperative for acquiring scientific literacy (Ali, 2002). As most of the concepts in

this area are abstract in nature, ineffective planning and traditional teaching strategies may

result in fragmented knowledge base in students (Russell, 2012). For the establishment of a

cohesive knowledge base, the adoption of backward-design in teaching is suggested (Wiggins

& McTighe, 2011). Therefore, in-order to design the above unit, the desired results were kept

in mind, and a guided inquiry based learning [IBL] approach was followed to impart

meaningful learning to students (Bybee, 1997). The unit pursues an interdisciplinary

approach by integrating the fields of science, technology, engineering and mathematics

[STEM] through a range of activities. By allowing the students to connect their learning with

their real-lives, the design instils the significance of inquiry as a base to make informed

decisions.

Factual nature of the periodic table gives rise to recurring conceptual difficulties in

students, resulting in disconnected learning (Broman, Ekborg & Johnels, 2011). The

backward-design approach enables the teacher to address these difficulties by following a

step by step approach and making the need of learning visible to the students (Harlen, 2010).

By encouraging the formulation of big questions, it allows the teacher to identify and focus

on the desired goal (Wiggins & McTighe, 2011). For instance, in the above unit there are two

goals that a student should be able to achieve. Firstly, they should be able to use the

knowledge of atomic structure to decipher the properties of known and unknown elements

23
and see how this knowledge impacts their real-lives (Eilks & Hofstein, 2015). Secondly, to

encourage the adoption of IBL by allowing them to see that science is a human endeavour,

and throughout history, scientific-inquiry has contributed to our understanding of the world

(Mehta & Kulshrestha, 2014). In-order to achieve these goals, a range of essential questions

were developed. By scaffolding the unit into these essential questions, the teacher can draw

upon the students’ existing knowledge base, amend their concepts and remodel their existing

schemas to assimilate new information (Dikmenli, 2010; Sweller, van Merrienboer & Paas,

1998). In accordance with the Quality Teaching [QT] model, the designed unit thus attempts

to foster the development of deep-understanding in students (Gore, 2007).

Attainment of deep-understanding requires sincere engagement and a meaningful

connection with the subject (Keddie, 2011). However, reports suggest that due to the

descriptive way in which the knowledge of atomic structure is presented, students face

difficulties in understanding and connecting with the concepts (Broman, et al.,2011). Studies

emphasise that through utilization of effective teaching strategies and resources, engagement

levels can be improved (Sweller et al., 1998). With a persistent focus on student engagement,

the unit includes a range of strategies like, recognize the elements (1.2), predict the symbols

(1.6), build the atom in 3D (2.4), organize the given elements (3.1) and investigate the

element to find its position (4.4), to instil curiosity for effective learning (Hopkins and Craig,

2015). Hands-on activities like, building the 3D atomic model of an element, observing

electrical conductivity and investigating the elements, allow students to acquire scientific

working skills (Cimer, 2012). Incorporation of appropriate ICT resources like interactive

periodic table (5.1), simulation (2.1), visual thesaurus (1.3), quizzes, games, videos, MS-

excel, timeline app and online research tasks, has been done to elicit interest and motivation

24
(Iten & Petko, 2016). Active engagement resulting from such positive emotions, aids in

creating a positive learning environment in the classroom (Anderman & Dawson, 2011).

Another aspect of the positive learning classrooms is the active participation of all the

students (Davidson & Major, 2014). Adoption of strategies to address the differential needs

of students from diverse learning abilities has been necessitated by Australian Professional

Standards for Teachers [APST] and QT model (Australian Institute for Teaching and School

Leadership 2011; Gore, 2007). With a consistent focus on actively involving all students, a

wide range of differentially scaffolded worksheets and information sheets were included

(Pentimonti et al., 2017). For catering the needs of gifted and talented students, challenging

worksheets that require them to reflect on their learning and draw inferences have been

incorporated (Henderson & Jarvis, 2016). In-order to satisfy their quest to know more,

extended reading and research activities have also been included (Reid, 2011). By providing

extended learning support, simplified tasks and activities, and opportunities to work in pairs,

the needs of low and mixed ability students have been addressed (Benjamin, 2013). Paired/

group activities and discussions included in the unit, also cover the collaborative and

cooperative aspect of learning (Davidson & Major, 2014). In line with Vygotsky’s social

dimension of constructivism, such activities promote social interaction for significant

learning outcomes (Singh & Yaduvanshi, 2015). Apart from improving their personal and

social capabilities, such activities instil an appreciation of others and thus promote objectivity

for meaningful learning (Cimer, 2012).

Enabling the students to see the interdependence of STEM and its application in the

real world, also provides for a life-long, meaningful learning experience (McConnell &

Dickerson, 2014). However, instead of incorporating a single STEM based project, two

25
STEM based activities have been included in the plan, to allow students to see the relevance

of these core subjects in everyday learning. For instance, the activity on building the 3D

atomic structure of elements asks students, to research the properties of an element of their

choice, calculate its electronic configuration, design a plan to create a 3D model and make a

power-point presentation to communicate their element’s real-life applications (Kelley &

Knowles, 2016). Investigating the elements activity, again brings together the fields of STEM

for effective learning. This task requires them to find the position of unknown elements in the

periodic table. For this, they use their scientific knowledge to formulate a plan for the task,

perform experiments to test the properties of the given elements, record their findings and use

technology to represent their findings (Hasni, et al., 2016). Construction and deconstruction

of their own learning through STEM based activities, allows students to regulate their own

learning (Singh & Yaduvanshi, 2015).

Apart from gaining an insight into interdisciplinary knowledge application, the STEM

based activities elicit creative and critical thinking. Overall, the amalgamation of backward

design with IBL and STEM based approach, promotes the development of cohesive learning

and encourages the use of inquiry to make informed decisions to face the global competition

(Gillies & Boyle, 2010).

26
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