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Unit:
Day 1
Pre-assessment:
Concept map: have
students make a concept
map connecting vocabulary
related to elements and
periodic table. (in partners
of 2-3)
Give students colored
squares with numbers or
dots etc. and ask them to
arrange them any way they
see fit.
Unit Calendar
Day 2
Day 3
EQ: What do the parts
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Day 4
Day 5
Calendar
Unit:
Unit Calendar
Metals, non-metals,
metalloids, transition
medals
Do a similar student
investigation/ discussion
except this time looking at
energy levels (from Bohr
model and # of valence
electrons)
Students investigate
properties/ charge and then
predict where they think
each group would be found
in the periodic table.
Discuss predictions,
compare to actual location.
Make sure students label
locations on periodic table
for notes.
Trends in reactivity:
Concept check:
Given descriptions of
characteristics predict
location of different
elements.
understanding periodic
trends allow us to predict
properties of different
elements?
Do demos of elements in
the first group.
Have students predict
reactivity trend. And why.
Have students record
observations after they see
each element react.
Discuss what pattern do you
see as we move down a
group?
Why do you think reactivity
increases?
What would you predict for
other groups? Why?
Calendar
Periodic trends
Attractive forces,
shielding effect.
Students investigate with
magnets.
(represent protons and
electrons in atoms)
Unit Calendar
Unit:
Raft Due.
.
Alien periodic table
Give students descriptions
of alien elements. That
mimic those of real
elements. Based on these
trends they must place the
alien elements into a
periodic table.
Summative assessment
Review
Give students the day to go
through an in class review
and ask questions if
needed.