Archuleta

Course: Honors Chemistry

Grade Level: 10
Unit: Periodic Law

Day 1:
Arizona State Science Standards
- [HS.P1U1.1] Develop and use models to explain the relationship of the structure of atoms to
patterns and properties observed within the Periodic Table and describe how these models are
revised with new evidence.
- [HS+C.P1U1.1] Develop and use models to demonstrate how changes in the number of
subatomic particles (protons, neutrons, electrons) affect the identity, stability, and properties of
the element.

Engage
Students: Students will come into class and independently work on a bell work which poses the
following questions – “How do you organize items in your daily life? (ex. how are items in your
home organized? Do you organize your notes?) What patterns do you see in nature every day?
(ex. do you see repeating patterns? Are the patterns organized?).” After the bell work, students
will work with their table groups, and participate in an activity, called “Patterns of
Organization.” Student groups will be given a box of items, and the students must organize the
items based on similarities between the items and their possible function. Each group will be
given different sets of items. Once the groups have organized their items they must make a
chart/diagram on a piece of butcher paper. The chart must show others how the objects were
organized and cataloged and why they are grouped together. Once the groups have finished their
model, all groups will take a gallery walk and see how other groups constructed their object
groupings. Students can leave helpful ideas, constructive comments, or revise other groups’
posters as they gallery walk. We will then have a group discussion about what we learned about
grouping (organization), patterns, and function.

Teacher: During the bell work, the teacher will walk around and read student responses and
answer student questions. During the group work activity, the teacher will provide instructions
and answer questions. For the gallery walk, the teacher will instruct students how to walk to each
poster and how to leave comments and what they should be look for. Finally, the teacher will
lead the group discussion by randomly calling “non-volunteers” using the popsicle stick method.

Explore
Students: Students will engage in a science talk regarding atomic trends in the periodic table.
They will listen to a short science talk by the teacher, “Why are Heavy Metals Toxic? It’s All
About the Trend.” Students will be presented with questions regarding heavy metal poisoning
during the presentation: What do you know about the Flint crisis, and others like it in the
country?; How can foods/crops become contaminated by heavy metals?; What other historical
events come to mind when we think of humans using toxic metals?; and why can toxic metals
replace those needed for human, animal, and plant metabolism? Students will take out their
periodic table of the elements and look for patterns and trends related to metals and non-metals.
They will discuss with their groups why poisonous metals are metabolized by the human body.

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This lesson will help students understand groupings and trends in the periodic table, which will
be explored in this unit.

Teacher: The teacher will give a short introduction to the anchor phenomenon – “Why are Heavy
Metals Toxic? It’s All About the Trend.” Teacher will provide students with guiding questions
that will help students understand how toxic metals can be taken up into the human body to
replace important elements (calcium, phosphorous, iron, etc.). Teacher will walk the classroom
during the group discussions – redirecting when needed. Teacher will guide students through
their periodic tables to help them recognize patterns with valance electrons and groups (linking
what the students’ knowledge from first semester).

Evaluation (Formative)
Student: On an index card, students will be asked to write three sentences about what they
learned today regarding why it is important to understand atomic trends in the periodic table.

Teacher: The teacher will collect this exit card as students leave the class. Teacher will read
through the cards to make sure students have taken away the key concepts from the lesson. If
students are understanding the first lesson the teacher can proceed; however, if there are
misunderstanding/misconceptions the teacher will have to take the time to reteach or address
misconceptions.

Day 2:
Arizona State Science Standards
- [HS.P1U1.1] Develop and use models to explain the relationship of the structure of atoms to
patterns and properties observed within the Periodic Table and describe how these models are
revised with new evidence.
- [HS+C.P1U1.1] Develop and use models to demonstrate how changes in the number of
subatomic particles (protons, neutrons, electrons) affect the identity, stability, and properties of
the element.

Explain
Students: Students will take notes on a lecture focused on quantum numbers, orbital
shapes/diagrams, energy levels, and electron configurations. Students will be given note-takers
that they can fill in as the teacher instructs. Students will participate in discussions about trends
they observe in energy levels and electron configurations.

Teacher: Teacher will be giving direct instruction on quantum numbers, orbital shapes/diagrams,
energy levels, and electron configurations. Teacher will model how to fill in the note-takers. The
teacher will answer questions and engage students through the instruction.

Elaborate
Students: Students will use classroom computers to explore different online simulators based on
the content area. Students will follow directions given by the teacher and fill in a note-taker.

Teacher: Teacher will walk the classroom, answer student questions, and redirect when
necessary.

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Day 3:
Arizona State Science Standards
- [HS.P1U1.1] Develop and use models to explain the relationship of the structure of atoms to
patterns and properties observed within the Periodic Table and describe how these models are
revised with new evidence.
- [HS+C.P1U1.1] Develop and use models to demonstrate how changes in the number of
subatomic particles (protons, neutrons, electrons) affect the identity, stability, and properties of
the element.

Explain & Evaluation (Formative)

Students: Students will take out their notes, and add the date and the title of the I Do/We Do/You
Do, “Electron Configuration & Orbital Diagram”. Students will watch the teacher model the I Do
portion and take notes. Then the groups will do the We Do problem together. Groups will work
together to solve the problem and when they are done, a consensus answer will be written on the
group’s white board. The groups will share their answers, and the class will vote if they all
agreed/disagreed on the correct answer – data will be collected. Students will then work
independently to complete the You Do.

Teacher: The teacher will model the I Do problem. During the We Do problem, the teacher will
walk the classroom, make sure groups are on task, answer questions, ask for group answers, and
record class data. While students are working on the You Do problem, the teacher will walk the
classroom and read student answers. The teacher will put up the answer to the problem and ask
for “thumbs up, thumbs down, or sideways” – teacher will collect class data for I Do.

Day 4:
Arizona State Science Standards
- [HS.P1U1.1] Develop and use models to explain the relationship of the structure of atoms to
patterns and properties observed within the Periodic Table and describe how these models are
revised with new evidence.
- [HS+C.P1U1.1] Develop and use models to demonstrate how changes in the number of
subatomic particles (protons, neutrons, electrons) affect the identity, stability, and properties of
the element.

Explain
Students: Students will read handouts and computers to construct a vocabulary journal on the
following terms: atomic radii, ionization energy, electron affinity, ionic radii, and
electronegativity. The vocabulary journal allows students to define terms, draw diagrams, write
down equations, and use the term in their own sentence. Students will then share their journals
with their groups and make changes if necessary.

Teacher: Teacher will present the terms and the handouts to the students. The teacher will walk
the classroom, answer questions, and redirect if necessary. The teacher will also call time when
students share their journals/ideas with their groups.

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Elaborate
Students: Students will use their computers and graph the following: atomic radii vs. atomic
number, ionization energy vs. atomic number, electron affinity vs. atomic number, ionic radii vs.
atomic number, electronegativity vs. atomic number.

Teacher: Teacher will walk the classroom, answer questions, and redirect students when
necessary.

Evaluate (Summative & Formative)

Students: Students will turn in graphs for classwork points. Students will do a closure task which
involves comparing the graphs they made and why certain trends are present. Students will need
to express their knowledge in writing.

Teacher: Teacher will grade graphs. Teacher will read over closure responses.

Day 5:
Arizona State Science Standards
- [HS.P1U1.1] Develop and use models to explain the relationship of the structure of atoms to
patterns and properties observed within the Periodic Table and describe how these models are
revised with new evidence.
- [HS+C.P1U1.1] Develop and use models to demonstrate how changes in the number of
subatomic particles (protons, neutrons, electrons) affect the identity, stability, and properties of
the element.

Elaborate
Students: Students will randomly be given five different elements and note cards, where they
will need to add the following information: atomic number, molar mass, type of orbital, electron
configuration, ionization energy, electron affinity, ionic radius, and electronegativity. Students
are allowed to use their notes, computers, and table handouts. Students will then work with their
groups to compare and contrast the 20 elements at their table. Students will display their work on
poster paper, where they can make draw graphs, draw diagrams, write down trends they see, and
where are these elements commonly found in everyday life or studies? Groups will share their
poster with the classroom. Students will answer teacher questions. Students will then be guided
to tape their elements to the “Periodic Elements Wall”. Student can view, use, and add to their
wall as they need to.

Teacher: The teacher will hand out index cards, provide colored pencils, and poster paper. The
teacher will monitor student and group activities by walking the classroom. Teacher will answer
questions and redirect students when necessary. Teacher will guide a discussion on group
posters. Teacher will help students build the “Periodic Elements Wall”.

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Evaluate (Summative)
Students: Students will be given a 5 question quiz to assess knowledge of the unit thus far.
Students will be given descriptors of five different elements - students must use these
characteristics to determine the five elements.

Teacher: The teacher will walk the classroom. Teacher will collect and grade the quizzes.

Day 6:
Arizona State Science Standards
- [HS.P1U1.1] Develop and use models to explain the relationship of the structure of atoms to
patterns and properties observed within the Periodic Table and describe how these models are
revised with new evidence.
- [HS+C.P1U1.1] Develop and use models to demonstrate how changes in the number of
subatomic particles (protons, neutrons, electrons) affect the identity, stability, and properties of
the element.
- [HS+C.P1U1.5] Plan and carry out investigations to test predictions of the outcomes of various
reactions, based on patterns of physical and chemical properties.
- [HS+C.P1U1.6] Construct an explanation, design a solution, or refine the design of a chemical
system in equilibrium to maximize production.
- [HS+C.P1U1.7] Use mathematics and computational thinking to determine stoichiometric
relationships between reactants and products in chemical reactions.

Evaluate (Formative)
Students: At the beginning of class, table groups will take a poster and divide the poster into the
following sections: a rhombus in the center and four sections around the rhombus for each group
member to write their thoughts. The teacher will provide a prompt, “Explain electron orbitals,
electron configuration, reactivity, and trends within the periodic table.” Each student will bullet
point ideas they obtained from the knowledge they have obtained from the past week. Then the
group will come to a consensus about the content and write a summary inside the rhombus – this
summary will be a collective idea answering the above prompt. Student groups will take turns
discussing their answers with the class.

Teacher: Teacher will provide the prompt in the overhead. Teacher will walk the classroom as
groups construct their conversation rhombus. Teacher will facilitate the class discussion.

Elaborate
Students: Students will prepare and conduct a laboratory experiment, which pertains to the
learned unit material on periodic trends, atomic orbitals, and electron configurations. Students
will be shown a power point slide that has a question pertaining to the reactivity of a select group
of metals (Li, Na, Ca, Sr, Ba). Students will be asked to write a hypothesis of the reactivity of
each metal in relation to one-another when placed in water. Students will then form into their
laboratory groups and develop a detailed protocol to test their hypothesis. Students will then
execute the experiment, record data, and return to their tables.

Teacher: Teacher will walk the class to read students’ hypotheses. Teacher will visit every lab
group table to read over the written protocol – ensuring the protocol is complete and detailed.

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During the laboratory experimentation, the teacher will walk the classroom and make sure
students are practicing safe laboratory practices, answering questions, assisting when needed,
and redirecting when needed.

Day 7:
Arizona State Science Standards
- [HS.P1U1.1] Develop and use models to explain the relationship of the structure of atoms to
patterns and properties observed within the Periodic Table and describe how these models are
revised with new evidence.
- [HS+C.P1U1.1] Develop and use models to demonstrate how changes in the number of
subatomic particles (protons, neutrons, electrons) affect the identity, stability, and properties of
the element.
- [HS+C.P1U1.5] Plan and carry out investigations to test predictions of the outcomes of various
reactions, based on patterns of physical and chemical properties.
- [HS+C.P1U1.6] Construct an explanation, design a solution, or refine the design of a chemical
system in equilibrium to maximize production.
- [HS+C.P1U1.7] Use mathematics and computational thinking to determine stoichiometric
relationships between reactants and products in chemical reactions.

Elaborate
Students: Students will work independently on the written portion of their laboratory report.
Students will be required to show orbital diagrams and electron configurations for each metal
they tested. Students will also have to use previous knowledge (1st semester) on how each metal
reacted with water to produce a product(s) (must include a balanced equation, moles of reactants,
moles of products, and theoretical yields for products). Students will write a five paragraph
conclusion which includes the following: Results (CER model), Error Analysis, Chemistry Talk,
and Real World Application.

Teacher: Teacher will provide a power point instruction on how each section of the laboratory
conclusions needs to be written. Teacher will answer questions and walk the classroom.

Evaluate (Summative)
Student: Students will complete and turn in their laboratory report.

Teacher: Teacher will collect, grade, and provide feedback on laboratory reports.

Day 8:
Arizona State Science Standards
- [HS.P1U1.1] Develop and use models to explain the relationship of the structure of atoms to
patterns and properties observed within the Periodic Table and describe how these models are
revised with new evidence.
- [HS+C.P1U1.1] Develop and use models to demonstrate how changes in the number of
subatomic particles (protons, neutrons, electrons) affect the identity, stability, and properties of
the element.

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Evaluation (Summative)
Student: Students will take a 20 question exam, which will assess their knowledge of the unit on
periodic trends, atomic orbitals, and electron configurations.

Teacher: The teacher will monitor students while they are taking the exam on periodic trends,
atomic orbitals, and electron configurations. Teacher will grade the exam.