ESSENTIAL QUESTION: How are elements arranged?
RELEVANCE: Why use a periodic table?
NGSSS: SC.912.P.8.3; SC.912.P.8.4; SC.912.P.8.5; MAFS.912.N-Q.1.1; LAFS.910.WHST.1
LEARNING OBJECTIVES: Students will be able to:
-Read and interpret a periodic table.
-Describe how the elements are arranged on the periodic table.
-Distinguish between the different families of elements and their properties.
BELL RINGER: Can you name the places? Plus space to create one on your own!
VOCABULARY: atom, atomic number, electron, electron dot diagram, element, energy level, ion, isotope, mass number, neutron, nucleus, periodic table, proton, radioactive, valence electrons
HOME LEARNING: There is no separate home learning, except to complete vocabulary and study!
AGENDA
WHOLE GROUP
The bell ringer was similar to HL 8. Complete the handout using the periodic table to name the places. Use the fifth space to make up a name, place, or thing, using the symbols from the periodic table. Exchange with a shoulder buddy to see if you can solve their puzzle and if you can solve theirs! You can find the handout below. It will go in the center space of your Cornell notes.
This is the bell ringer. Find the answers using your periodic table. Use the provided space to make up your own mystery word, name, animal, or place.
We collected and reviewed HL 8.
Students color coded their periodic tables by families. There should be at least 9 families. Be sure to use your key. You can use the periodic table below as a guide. You DO NOT have to have the same colors for the families on your table. However, be sure to correctly label the families you include.
