LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:________Drew Parliment__________Date:_________10/9/14___________________

Unit Essential Question: How, as chemists should we use and understand the periodic table?

Lesson Topic:___Introduction to the periodic table___Class:__General Chemistry_________

PLANNING THE LESSON

With Democracy and Social Justice at the Center of Instruction

Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy

EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP To Knowledge In Democratic Society Safe and Caring for All of the Mission This lesson, Students will be taught valuable information on the purpose and use of the periodic table. All students in the classroom will be given access to this knowledge, and will be encouraged to explore it in their own way. It will give them a better understanding of the science of chemistry, and thus make them more informed citizens. This lesson will advance the mission of promoting scientific curiosity. Most of all, this lesson involves nurturing pedagogy, because students will participate in an inquiry activity that will nurture their interest and knowledge in the content. The activity will not evaluate them on their knowledge of the content, but instead ask guiding questions that help them better understand the reasoning of chemists.

STANDARDS (www.cde.state.co)

Content: Students can predict the type of bonding that will occur among elements based on their position in the periodic table.

Literacy and Numeracy: Use logic and rhetoric to analyze and critique ideas.

Democracy and 21st Century Skills: Evaluate the credibility and relevance of information, ideas, and arguments.

OBJECTIVES

Content: Through the activity, SWBAT

Literacy and Numeracy: SWBAT discuss in groups the

Democracy and 21st Century Skills:

understand how the placement of an element on the periodic table relates to the charge of its ions, and thus the bonds it will form.

layout of their periodic table cards, and thus analyze the logic inherent in the periodic table.

SWBAT determine what information in the periodic table is relevant to the ionic charge of that atom, and which is not.

ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?

Content: Before each addition of new cards to be added to their periodic tables, Mr. Anastasia and myself will question students on their understanding of the activity and the periodic table layout.

Literacy and Numeracy: Mr. Anastasia and I will walk between groups, listening to the reasoning of group members, challenging some of their ideas and asking for the input of students who are silent.

Democracy and 21st Century Skills: During the debriefing for the content standard, as well as while talking to the groups, we will evaluate why students felt their evidence for the relationship observed is credible.

KEY VOCABULARY

Content Ion, element, periodic table, electron, proton, neutron, molecular weight, charge.

Literacy and Numeracy Critique, logic, rhetoric.

Democracy and 21st Century Skills Argument, reasoning, justification, proof, evaluate, consider.

HIGHER ORDER QUESTIONS – for this lesson

Content Evaluate the purpose of the layout of the periodic table. Is this layout useful and intuitive? Could it be used to make predictions?

Literacy and Numeracy What was convincing about the ideas your peers had? Did this interaction help you reflect on your own reasoning?

Democracy and 21st Century Skills Was your group’s reasoning valid? Do you feel that the patterns you noticed were the correct ones?

LESSON FLOW

This is the actual planning of the lesson activities.

Time

Anticipatory Set – Purpose and Relevance Warm-up may include any of the following: hook, pre-assessment, introduction to topic, motivation, etc. “The periodic table offers information on its elements in its layout. This design can make it a useful reference when determining the ionization states of an element.”

Time Pre-Assessment “What do you know about the layout of the periodic table?”

Time Building Background Link to Learning/Experience: Discuss the relevance this information has with regards to what they have already done with electron configurations.

Time Instructional Input Models of Teaching: Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction, Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery Learning, etc. Inquiry SIOP Techniques: I do, We do, You do. I walk around the room, helping students when needed. Students work through the inquiry packet, ask questions when needed, and call me or Mr. Anastasia over

when they reach a stop sign. Guided Practice The questioning at the stop signs and the help provided when Mr. Anastasia and I walk around the room serve as guided practice. Reading , Writing, Listening, Speaking Independent Practice We will be available for questions, guiding students through problems.

Time Accommodations, Modifications, and Student Adjustments Consider: multiple intelligences, learning styles, cultural and ability diversity, etc. If the activity is too advanced or too easy for some, how will you modify instruction so all students will learn? What accommodations will be needed and for whom? (IEP, 504, Special Needs) Talk students through the information if they are confused. Allow groups that finish early time to work on their homework. Ensure that groups are working at the same pace. No IEP 504 or special needs student that I am aware of.

Time Review and Assessments of All Objectives Content: The Column on the periodic table tells us the ions that can be formed by its elements. Literacy and Numeracy: Groups have thought through multiple lines of reasoning to arrive at their answers. Democracy and 21st Century Skills: Students have debated the credibility of their groupmates’ reactions. All three will be evaluated when students get to the stop sign in the inquiry packet or while I am walking amongst the groups offering help.

Time Closure What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)? We will discuss some of the essential questions, and Mr. Anastasia and I will evaluate student responses and ideas.

Time Next Step The next step would be for students to continue to use the periodic table to remember ionization and valance electrons.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?

2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?

4. To what extent does this lesson achieve the Mission of the Agenda for Education in

a Democracy? To what extent does this lesson achieve the 21st Century Skills?

Date Assigned: _________________ Date Due: _________________

Introduction to the Periodic Table Well hello my friend, glad to meet you.

Why? A Periodic Table is a chemist’s best friend. You may even be familiar with it yourself by now. The Periodic Table contains a large amount of information that can be used to explain physical and chemical properties. In this activity,

you will review basic information about the Periodic Table such as atomic number, atomic mass, and charges.

Model 1: Constructing Areas of Predictable Charges 1. As a group, lay out all of the cards face up on your table and then group them into different stacks based on

the elements’ possible charges. --The stacks should contain cards that fall into the following groups in this order from left to right (place the stacks across the top of your table in one row…side to side): 1+, 2+, multiple positive charges, 3+, 4+, 3-, 2-, 1-, 0.

2. Now, while keeping each stack in a single column (up and down), place it’s cards from the top of your table to the bottom in order of increasing atomic number (the numbers should be least at the top and most at the bottom). Keep the multiple charge cards in one stack and do not do this step with them yet. Just make that the multiple charge card with the lowest atomic number is on top of that stack.

3. Now, while keeping the elements in the columns that they are currently in, move each element up or down (they have to be in atomic order from top to bottom) so that when you read the elements numbers from left to right like words in a book, they read in a sequential order. Keep in mind that some of the numbers may be missing and some of the spots in your grid may have to stay empty.

4. At this point, you should make sure that: a. All of the elements in the same columns have similar charges. b. All of the elements’ atomic numbers should read in order (but you may be missing some numbers)

like the words on a page…left to right and top to bottom. c. There should be a bunch of missing spots in your grid. Check with your teacher that your cards are laid out properly.

Model 2: Adding in Areas of Multiple Charges 5. Now, make more room (A LOT MORE ROOM) between your 2+ and 3+ columns so that your multiple

charged elements can be split up into multiple columns and still read in order like a book based on their atomic number with all of your other elements. Again, be sure to spread the multiple charged elements out between the 2+ and 3+ columns so that you keep following rule number 4b.

6. Now, obtain the second set of cards from your instructor. They will be yellow. 7. Insert the cards into your scheme and adjust the positions of elements in your columns or rows to get all of

your elements to still follow rule 4b above. Check with your teacher that your cards are laid out properly.

8. Determine the most probable charges for the new set of elements on the yellow cards and write them in

below (if the elements should have multiple charges, write “MC”):

Symbol Charge Symbol Charge

H Rb

Xe Pd

B Ag

Nb Cd

Ar Ge

V Au

Cr Ru

Sn Zn

Zr Os

Sc Ti

Ir Mo

Br Y

Hg

9. You should have at least 6 empty spots in your Model. For each missing spot, come up with the atomic

number and probable charge (if they might have the possibility of multiple charges on the same card, write “MC”). Record this information into the blank element cards below:

10. Your group has just discovered six new elements!!! Give them an appropriate name (school-appropriate ) and symbol. Congrats!

11. Now, take a piece of paper and tear into six pieces about the size of the elements you already have and copy down the information that you filled in above for number 9 above and place them in your Model.

12. Again, how are the columns of your Model arranged? By what property did you put them where they are?

13. How are the rows arranged in your Model?

14. The atomic masses of the elements have not been given. In which direction do you think that masses of the elements would increase?

15. Write the following elements in order of increasing atomic mass: H, Cd, P, F, He

At this point, you should be able to… predict the charge of an element in groups 1-8.

describe the trends of atomic number and atomic mass across a period & down a group.

Introduction to the Periodic Table - On Your Own

1. Elements with similar properties react similarly with other elements to form compounds. If Na reacts with Cl to form NaCl and Ca reacts with Cl to form CaCl2, what compound would form from Li and F? Mg and F?

2. Most transition metals have multiple charges possibilities. Titanium, for instance, can form 2+, 3+, and 4+ ions. Write the electronic configuration of Titanium and then underline which electrons Titanium can lose.

3. Use the example of Titanium above to explain why most transition metals can form ions with multiple charges.

4. Explain why it would be important to include multiple charges in the name of a compound containing a transition metal. Why would it not be important to include a predictable charge in the name of a compound?

Page Left Blank Intentionally

Drew Parliment 10/9/14 Lesson Reflection

11/25/14

This general chemistry lesson drew from the POGIL inquiry packets that Joe Anastasia has been

using throughout the semester. It centered on an activity where students were given cards with

different elements, the charge of the ions they form and their atomic number. They were then given the

rules by which the periodic table is laid out (elements with a single ion are in columns based on their

charge, elements with multiple ions are in the d-block, elements are arranged by atomic number, etc).

With this information, students laid out their elements to make a table, leaving blank spaces for a few

elements they intentionally did not have cards for. After Joe Anastasia and I checked to ensure that their

tables were beginning to resemble the periodic table, students made predictions about the properties of

the elements that would fall in the blanks on their tables. I then took this as an opportunity to explain

that Demetri Mendeleev did something similar when he first organized the periodic table by predicting

the existence of several unknown elements (this was my personal addition to the lesson, as I felt there

was not enough focus on why students were doing this activity). We ended with a Q and A closure in

which students discussed the relevance of what they had just learned.

The primary complaints from both Joe Anastasia and Karen Rowe were that my presentation

needed to be more relaxed and engaging; and that my assessment and higher level questions were

lacking.

Connecting with students and making material relevant for them is, in my experience, the most

important thing a teacher can do to open students up to new ideas. I have often found myself deeply

engaged in material that I did not expect I would be interested in, solely because my teacher presented

it with genuine enthusiasm. As a nervous public speaker, I realize that my enthusiasm can seem

insincere, and that my manner of presenting might come across as wooden. I feel that exposure is the

best way to correct this issue, and I know I will get a great deal of exposure to presentations as a student

teacher. I have noticed that I often seem more enthusiastic and engaging when answering questions,

especially to small groups, so it may be helpful to play to this strength while working on my ability to

present to the class as a whole. In addition, I should work on smiling more and using more movement

and gestures in my lessons to appear more approachable. Although it conflicts with this semester’s

schedule, I plan on attending Toastmasters’ meetings to improve my presentation skills.

It was also brought that much of my assessment focused on lower level questioning. I used the

table itself as a means of assessing understanding, but many of the questions I asked groups to check

their understanding focused on the simple facts of the table (Is this element where it should be? Why

did you arrange these columns where they are?) rather than the deeper purpose of the assignment (do

you see the functionality of a table laid out this way? What are the advantages and disadvantages of this

method of organizing elements?).

This lesson taught me a great deal about what I will need to learn as a teacher. I can see that

higher order questioning and more relaxed presentation skills would have greatly enhanced my lesson.

In addition, I am proud of the lesson I gave. I provided students an opportunity to learn through inquiry,

I used guiding questions to help them discover the information on their own, and I added a brief

discussion of the importance of the layout of the periodic table that was backed with my personal

admiration of Mendeleev.