Teacher: Ms. Erin Hopkins October 18th – October 22nd
Unit 1: Properties of Matter
National Science Content Standards
Science as Inquiry
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
Structure and properties of matter
History and nature of science
Nature of scientific knowledge
3.2.10.A1. Predict properties of elements using trends of the periodic table.
3.2.C.A1. Explain the relationship of an element's position on the periodic table to its atomic number, ionization energy, electro-negativity, atomic size, and
classification of elements. Us electro-negativity to explain the difference between polar and non-polar covalent bonds.
Student Objectives Essential Questions Teaching & Enrichment Activities/materials needed
BIG IDEA: Periodic trends TOPIC: The Periodic Table of Elements
The students will be in the properties of atoms
able to: allow for the prediction of VOCABULARY: atomic radius, first ionization energy, electro-negativity, atomic number,
1. Explain the physical and chemical mass number, periods, groups
Wednesday organizational principles properties.
that determine element
location in the table. TEACHING ACTIVITIES/STRATEGIES:
2. Describe and explain ESSENTIAL QUESTION: Warm-Up: Students will answer the following questions on the left side of their
periodic trends for What properties are used
atomic radius, first notebooks in colored pencil or pen:
to organize the elements
ionization energy, and 1. What is the atomic radius of an atom?
in the periodic table, and
electro-negativity. 2. What is the atomic number of an atom?
3. Create and interpret 3. What is the atomic mass of an atom?
line graphs of periodic 4. What is Ionization Energy?
trends for other physical 5. What is electro-negativity?
properties. 6. What three elements were you given to research for the Periodic Trend Analysis
Students went over the definitions for these words last class, so they should have the
answers in their notes, which they are allowed to use. Also, students were given three
elements to research last class, so they should have written down what those three
elements are in their notebooks. We will discuss these vocabulary words once again, and
move right into the activity that they began last class.
Collecting Data for Periodic Trend Analysis: Atomic Radii
Students will find the symbol, atomic number, and atomic radius of three elements
on the table of elements (you may retrieve this data from
After collecting this data, students write this information on the class data chart.
Students will use the class data chart to create an excel document that lists the
symbol, atomic number, and atomic radius of each element.
Creating a Graph in Excel
Half of the class will plot element symbol versus atomic radius and half of the class
will plot atomic number versus atomic radius.
The students who are plotting element symbol versus atomic radius will select
columns A and C (symbol and atomic radius). The students who are plotting atomic
number versus atomic radius will select columns B and C (atomic number and atomic
Once students have selected the appropriate columns, they will click on the Chart
Wizard button and follow steps to customize their graphs, including graph type (line
graph if you selected columns A and C/XY scatter plot if you selected columns B and
C), data type, data range, and legend information.
Analyzing the Data
Once students have finished their graphs on excel, they will type up or write an
explanation of their graph that will explain how the variables they graphed can be
used to describe how elements are organized in the periodic table.
Students may work on this in class if they have time, or else they can write or type it
The explanation should be at least a paragraph (4 sentences).
HOMEWORK: Students will complete their explanation of the graph they created.
ASSESSMENT: Students will be assessed on their ability to explain how the periodic table
of elements is organized using their graph. Students will also be assessed on their ability
to read and interpret a graph by evaluating the paragraphs they write to explain their
Smart Board Chart – Analyzing Trends in the Periodic Table
TOPIC: The Periodic Table of Elements
The students will be able to: BIG IDEA: Periodic trends in
Friday 1. Explain the organizational the properties of atoms allow VOCABULARY: atomic radius, first ionization energy, electro-negativity, atomic
principles that determine for the prediction of physical number, mass number, periods, groups
element location in the and chemical properties.
2. Describe and explain TEACHING ACTIVITIES/STRATEGIES:
periodic trends for atomic ESSENTIAL QUESTION: How Warm-Up: Have students answer the following questions on the left side of their
radius, first ionization are the elements organized science notebook in colored pencil or pen:
energy, and electro- into periods and groups? 1. How are elements organized into groups?
negativity. 1. Looking at the periodic table, what trends do we see in elements from
3. Create and interpret line the same group?
graphs of periodic trends 2. What trends are present in the periods on the periodic table?
for atomic radius. Comparing Period and Group Trends:
Tell students that they will be working in groups of two to examine the trend
for atomic radius for elements in certain periods or groups on the periodic
Each group will analyze one of the following trends:
Trend for atomic radius in groups 1,2,13-18 (representative elements)
Trend for atomic radius in groups 3-12 (transition elements)
Trend for atomic radius for elements in periods 1,2, and 3
Trend for atomic radius for elements 4,5, and 6
Students will use the class data collected from the Collecting Data for
Periodic Trend Analysis: Atomic Radii to find the atomic radius of each
element in their group.
Review the steps involved in creating a graph and explain to students that all
graphs must have a title, each axis labeled with units, a scale for each axis,
and points plotted.
Then, students will plot the covalent atomic radius in pm over the element
symbols of those elements in each group or period that they are to analyze.
Tell students that they can make a graph for each group or period, or else
they can use different colors for the lines that represent each period or
group, but tell students that data from groups should not be on a graph
containing data from periods or vice versa.
Have students illustrate the trends for atomic radii in the periodic table using
a data table that shows the atomic radii of elements from top to bottom in a
group or from left to right in a period.
Discuss the trends that students noticed when analyzing the atomic radii of
elements from the same period or group – point out the increasing atomic
radii of elements as you go from the top to the bottom in a group; also point
out the pattern in the data that sees to repeat itself when comparing
Ask students if they found other periodic trends when conducting their
research (i.e. ionization energy, electro-negativity, melting point, boiling
Exit Slip: Ask students to explain the atomic radii trends in periods and groups.
Tell students that they must use their data to support their conclusions.
HOMEWORK: Students must complete their graphs and data tables if they do
not finish them in class.
ASSESSMENT: Students will be assessed on their ability to meet the objectives of
this lesson through an informal discussion. Additionally, students will be
evaluated by examining their responses to the warm-up questions and the exit
slip. Students will also be evaluated on their ability to create, read, and interpret