Lesson Plan 1 Template

Assignment: Design a lesson plan which integrates the use of one or more Internet web
pages (you may use one of the pages you evaluated last week if you wish) into
instruction in a meaningful way. Include ALL materials for your lesson such as
worksheets, data collection forms or other scaffolds.

Note: Read the text in the gray areas to help you understand how to complete each
part of the template. Then delete the text and type in your own content .

Lesson Author
Kateri Daw

Lesson Overview

Lesson Plan Title A Table for 118 Please?

What is the periodic table?

Open /Essential
What are the different parts of the periodic table?
Question

What do these parts do?

This lesson will introduce students to the periodic table. This is
important because they will use these elements in the rest of their
Lesson Summary
science careers. In this lesson, they will construct their own periodic
table, and be able to share their creation with others.
Subject Area(s) Chemistry
Grade Level Tenth Grade (Sophomores)
Student Objectives The objective of this lesson is to introduce the periodic table of
elements to a 10th grade level chemistry class. After this lesson
students should be able to:
 Identify what a period and group is, including the following
features:
o The total number of periods and groups in a periodic
table
o The direction in which they are read
o How the order of the elements is determined in groups
and periods
 Identify the different element groups on a periodic table
(metals, non-metals, and metalloids), including the following
features:
o The specific location of each group on the periodic
table
 o The specific physical properties (features) of each
group

New Mexico Science Content Standards, Benchmarks,

and Performance Standards
Approved 2003
New Mexico State Department of Education
Standards and
(Reformatted 6/18/2008)
Benchmarks

Structure of Matter
 Explain that elements are organized in the periodic table
according to their properties.

Assessment

Student
Assessment Students will be given a clean periodic table to fill out on their own.
(include rubric)

Procedure
Step-by-step 1. Review last class
Procedure a. Last class the students were taught what elements
Please include were.
 Teaching i. Remind the students that elements are
instructions substances that can not be broken down into
written as a simpler substances.
numbered list ii. Ask the students if they can come up with their
of steps to be own examples.
taken in order b. Give them examples such as Oxygen, Helium, Gold,
to teach the and Copper.
lesson
i. Ask if they understand why these are
 Examples of considered elements
guiding or
ii. If I get more than four great answers move on,
facilitation if not repeat the definition.
questions
throughout the 2. Texting activity (let them relate elements to their everyday
lesson lives)
How and when to a. When elements are bonded together they create a
use the resources formula.
and materials used b. These formulas are sometimes compared to everyday
in the lesson life phrases used by adolescents.
c. One by one reveal the different phrases and ask
students what they think they mean.
i. E.X: BRB is usually thought to be “Be Right
Back.”
 d. After they initially guess what they think the word
means, reveal what it means in the science world.
i. E.X: BRB is Bromine and Boron.
e. Examples include: BrB (Bromine and Boron), Omg
(Oxygen Magnesium), CU (Copper Uranium), NaH
(Sodium Hydrogen.)
f. Continue for the rest of the examples.
g. Once the examples are all laid out, let the students
make up their own examples.
1. At least two examples, then move on to
next part.
3. Do an activity where students sort different objects into
different classifications.
a. Let students get into groups of three or four.
i. They will stay in these groups for the duration
of the class.
b. Give students different objects such as rocks, string,
paper, grass, marshmallows, and sticks.
c. Tell them they have five minutes to sort them however
they feel.
i. Give no other instructions let them come up
with their own understanding.
d. At the end of the five minutes, ask one group to share
how they sorted their objects and why.
e. Reveal that this is how the periodic table is sorted and
they will be learning this today.
4. Go over the history of the periodic table.
a. Tell the class that scientists love to sort things.
i. All things in science must be sorted in order to
be found in a lab setting, or in everyday life.
b. The periodic table at first was disorganized and
incomplete.
i. Tie it into the activity, their objects were
disorganized and incomplete when they were
placed in front of them.
c. Ask the class if anyone had ever heard of a man
named Dimitri Mendeleev.
i. If yes, let student(s) explain who they think he
is.
d. Explain that Dimitri Mendeleev was the man who
created the periodic table.
i. In 1871, he created the first version of the
periodic table.
1. Ask students to raise a thumb up or
down if they believe this is the same
 periodic table that we see today.
e. Tell students that elements were in rows because of
their increasing weight
f. Further explain that elements were in columns
because of how they reacted.
5. Ask the class for volunteers (at least three) to pass out
supplies to the rest of the class.
a. Each group will need:
i. 5 different colored pencils for each student in
the group.
a. Group of three: 15
b. Group of four: 20
ii. A periodic table with the elements listed.
6. Tell the class that as you go through the power point, they will
color the different parts of the periodic table.
7. Ask students if they know what is on the right side of the
periodic table.
a. Explain to the student that this is the nonmetals.
i. Hydrogen is the only nonmetal that is on the left
side.
1. Ask the class if they know why.
a. The reason why is because
hydrogen can lose one electron
unlike the others. (explain this
will be taught later in the course)
b. Nonmetals are brittle
i. Ask if anyone knows what brittle means.
c. Nonmetals are non-malleable or ductile.
i. Repeat step (i) with new definition.
d. Nonmetals are poor conductors of heat and electricity
i. Ask if they know a good example of this.
e. Lastly, say they can be a liquid substance.
8. Ask students if they know what is on the left side of the
periodic table (excluding hydrogen)
a. Explain to students that is the metals.
i. They are solid
ii. They are shiny
iii. Tell students they are ductile
1. Ask if anyone knows what ductile
means
iv. Tell students they are malleable
1. Repeat step (1) with new word.
9. Ask students if they know what is missing
 a. Answer: the metalloids
b. This is where the non-metals and metals are.
c. They all partially conduct electricity.
i. Ask students if they can think of any examples.
d. Tell students that their smartphones all have these
elements in them.
i. Lead this to the final activity of the class.
10. Tell students in their groups to get one smartphone, laptop,
etc. out each.
a. Direct them to the Kahoot website.
b. The class code should be on the website.
c. Lead them through the kahoot.
i. This is the review for the class.
d. Winner of the kahoot wins 5 points towards the next
homework.
Prerequisite Skills They need to know what an element is. They should review the
Needed lesson from the last class.
Gilbert, Thomas R., et al. Chemistry: The Science in Context. W.W.
Norton & Company, Inc, 2018.
Credits
Helmenstine, T. (2015, February 8). Printable Periodic Table with
Charges - 2015. Retrieved September 30, 2019, from
https://sciencenotes.org/printable-periodic-table-with-charges-2015/