Lesson Plans- Inquiry Activity Series - Weebly

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These lesson plans are for the firstthree days of an inquiry unit. Pleaserefer to the corresponding unit planand activity series.Kyle SpragueLesson Plans- Inquiry Activity SeriesThese take into account NGSS and MI State Standardsand incorporate science practices along with content.Synthesized Objectives:-Students will carry out investigations to identify the trends of the periodic table (atomicradius, ionic radius, ionization energy and electronegativity) and use the model to identifyelements based on their relative properties.-Students will use the structure of the periodic table to identify the number of valenceelectrons for atoms of any non-transition metal element.Big IdeasThe periodic table is a powerful tool in which the arrangement of the elements reveals patterns in theirproperties and atomic structure. Understanding the trends in the atomic structure and the patterns in theproperties of the elements allows students to make connections between atomic structure and theproperties the structure produces. Important trends that are evident in the layout of the periodic tableinclude atomic radii, ionic radii, ionization energy, and electronegativity.Students will also learn about how the periodic table was constructed, and how the layout wasdynamic and changed based on the evidence collected by scientists. This process will help students seehow the process of science works and that the current categorization of the elements is not how they havealways been. Blanks in the periodic table have been used to predict and find unknown elements and evengenerate new elements.Day 1Materials-Sodium metal, fume hood, bowl of warm water, knife to cut sodium, forceps, goggles,glovesAlkali Metals Reactivity VideoHalogens Reactivity VideoSecret Agent Activity Handout (Included at end of lesson plans)Scissors

ActivitiesI begin each activity sequence with a demonstration that helpshook my students’ attention and helps the students interactwith one another by making observations as a whole class.Opener (15 min)I will show the class sodium reacting in water inside of a fume hood. After this, we will watch avideo of other alkali metals reacting in water. Following this, we will also watch a video of thereactivity of halogens.I use technology in my class room to show demonstrations thatwould otherwise be unsafe or provide logistical issues in myclassroom.Class Discussion (15 min)I keep my lessons centered on student ideas bycollecting them during discussion and recordingthe ideas using tools such as a hypothesischecklist. This saves the students ideas in a placewhere the class can refer back to their earlier ideasand make changes based on evidence they haveexplored in the activity sequence.-What did you observe in the reactions?How is this different from the reactivity ofnoble gases?-Pose question for the unit: Why do all theelements in the far left column of the periodictable react with water and the ones on the farright column react with nothing?-Call on several students for ideas on whatmight be causing the patterns we saw and what other trends might be present in theperiodic table. Record these responses on a Hypothesis Checklist.Simulation/Pattern Recognition Activity (35min)--Handout the Missing Secret Agent ActivityWorking with a partner sitting next to you,cut out your secret agents and place them ina layout that makes sense to you. Yourmission is to identify what the missingagent looks like and draw a picture of themissing agent.Once you have identified the missing agent,write a detailed description of your layoutof agents including all of the trends you seeacross the rows and down the columns.I designed this activity in order to give thestudents a way to look for patterns that areanalogous to the periodic trends in a handson way. I find that students understandconcepts that are hard to physically seesuch as atom radius and number of valanceelectrons better when they have a concreteanalogy to associate it with. Buildingconnections between things that they cansee and understand helps my studentsmaster the more abstract/ harder tovisualize concepts.

Closing Activity (5 min)Students will have to writedown two questions that theywant to answer and add to thehypothesis checklist. This willbe an exit ticket for the day. Iwill be compiling the questionsfor the class.I use closing activities in my classroom to help keepstudents engaged and making productive use of their timeto the very end of the class. Closing activities also helpsme assess where my students are at; giving me somethingto reflect on and drive what I cover in my next lessons.Assessment-Activity Write-upDrawing of missing agentClosing exit ticketDay 2I collect data from my students every lesson inthe form of formative assessment from quickwrites, write-ups for activities, studentquestions in class discussions and studentperformance on example problems in thelesson. This information helps me tailor mylessons to address the needs of each of mystudents in following lessons.Materials-Hypothesis Checklist with list of compiled student questions (from day 1)Periodic Trends Activity Worksheet (Included at end of lesson plans)ActivitiesOpener (10 min)I will put the list of student questions from the day before up on the projector and read throughthem. After each one, I will take student ideas on how we could address that question, and whichpart of the hypothesis checklist they think that the question addresses.

Class Discussion (20 min)Debrief of Secret Agent Activity-What order did you arrange your agents? Why? Was there more than one way to arrangethe agents?Did you identify the missing agent? What traits did the missing agent have?How did you identify the traits of the missing agent?What trends did you see across the columns? Down the rows?How were these trends useful in figuring out the missing agent?Data Analysis Activity (35 min)Periodic Trends Activity--This activity incorporates skills needed on standardizedtesting. The students need to be able to pull importantinformation out of sections of text, and graph and interpretdata. All of the students conclusions will need to besupported with information from the data, and the studentswill be thinking about applications of their findings.This activity will help youget some usefuldefinitions from your textbook, these definitions areconcepts that we havetalked about earlier in thecourse, but it is always nice to have a refresher.The majority of the activity will have you analyzing data about elements in the periodictable, and looking for trends in the data.Work with a partner from your table and follow the instructions in the activity.When you finish the activity, start brainstorming with your partner on how the trends youfound could be a useful tool (hint: think Secret Agent Activity)Closing Activity (5 min)-Write down how you think the trends you found can be used as a useful tool; this will beyour exit ticket for today.Assessment-Periodic Trends graphing and write-upClosing exit ticketDay 3Materials-Periodic Puzzle Handout (Included at end of lesson plans)Hypothesis Checklist (from day 1)

I prepare questions for facilitating discussionsin advance to help me predict what will comeup in discussion and be prepared to give mystudents the necessary scaffolding to guide thestudents in the direction I need them to headin.ActivitiesOpener (15 min)Debrief of Periodic Trends Activity-What trends did you find for atomic radius across periods? Down groups? How is thattrend supported by the data you analyzed?What trends did you find for ionic radius across periods? Down groups? How is thattrend supported by the data you analyzed?What trends did you find for ionization energy across periods? Down groups? How is thattrend supported by the data you analyzed?What trends did you find for electronegativity across periods? Down groups? How is thattrend supported by the data you analyzed?As these trends come from students, I will be adding them to a class map of the trends at the front of theclassroom.Class Discussion (15 min)--How were the periodic trends that you found similar to what you saw in the secret agentactivity?What did the (list trait from agents) stand for? (this will be repeated for each of the traitsof the agents that are analogous to an elemental trait found on the periodic table)How might scientists use these trends for? What did you use the traits in the secret agentactivity to do? - This will continue until we discuss using the trends to look for newelements that have not been discovered, and how the periodic table is still changing.What causes these trends? (revisit unit question) What do we remember about thestructure of the atom?How does the structure of the atom change if we move one space to the right on theperiodic table? Two spaces?How does the structure change as we go down a space on the periodic table? Downanother space?The students will be using this discussion to revise their hypothesis checklist and settle onan explanation of the trends seen.I bring the students back to their initialideas from day 1 and have them buildon/change these ideas based on theirobservations and analysis of data. Thispractice helps my students see howscience is conducted and changing, notjust a fixed set of information.

Application and Communications Activity (35 min)Periodicity Puzzles ActivityHand out periodicity puzzles activity.-Work in a group of two or three to figure out the puzzles using what you know about thetrends in the periodic table.When you are finished, write a guide to using the trends in the periodic table to identifyelements by their properties as in the puzzle. Remember that this must be a complete setof instructions that can be understood by another person without a chemistry background.Closer (5 min)Quick write: What causes the trends in the periodictable?This will be your exit ticket for the day.Assessment-Written guide to using periodic trends toidentify elementsPerformance on periodicity puzzlesClosing quick writeThis last activity of this sequence ties theapplication of the periodic trends found toidentifying elements based on relativeproperties, and has the studentscommunicating these science ideas to ahypothetical audience. Having tocommunicate these ideas in a writtenform helps my students learn tocommunicate complex ideas to others andhelps them solidify their own mastery ofthe concepts while engaging in animportant scientific practice.

PERIODIC TRENDS ACTIVITYUse Chapters 6 and 7 (Pages 150 – 201) to complete each of the following:1. Color-code the following families on your periodic table (Pages 179 – 201):Alkali metalsAlkaline earth metalsTransition metalsMetalloids/Semiconductors (P. 157)Halogens (Do not include Astatine)Noble GasesInner transition metalsAll other metals (P. 157)Lanthanides (label only)All other non-metals (P. 157Actinides (label only)2.On your Periodic Table, make a color-coded key of the families.3.Use page 161 to label the s, p, d, and f-blocks and write the principal quantum numbersassociated with each period. (To the left of the s-block label the rows 1, 2, 3, etc.)4.Use Section 6.3 in your textbook (Pages 163 – 169) to define the following terms.Atomic Radius:Ionic Radius:

Ionization Energy:Electronegativity:5. Use the tables below to draw line graphs of the data in the Group 1A (Column 1)elements and the Period 2 (Row 2) elements.6. Use your graphs to identify the general group (column) and period (row) trends foratomic radius, ionic radius, ionization energy, and electronegativity. Label each of thesetrends in the arrows on your Periodic Table as either “Increases” or “Decreases”.Properties of elements in Group vity(Paulings)2.20.98.93.82.82.79.70

Properties of elements in Period 2ElementAtomic ngs).981.572.042.553.043.443.98N/A

Atomic Radius of Period 2 Elements160Atomic Radius (pm)140120100806040200LiBeBCNOFNePeriod 2 ElementsIonic Radius of Period 2 Elements160Ionic Radius (pm)140120100806040200LiBeBCPeriod 2 ElementsNOF

Ionization Energy of Period 2 ElementsIonization Energy (kJ/mol)160140120100806040200LiBeBCNOFNePeriod 2 ElementsElectronegativity of Period 2 ElementsElectronegativity (Paulings)160140120100806040200LiBeBCPeriod 2 ElementsNOF

Atomic Radius of Group 1A ElementsAtomic Radius (pm)300250200150100500HLiNaKRbCsFrGroup 1A ElementsIonic Radius of Group 1A ElementsIonic Radius (pm)250200150100500HLiNaKGroup 1A ElementsRbCsFr

Ionziation Energy of Group 1A ElementsIonization Energy up 1A ElementsElectronegitivity of Group 1A ElementsElectronegativity (Paulings)10.950.90.850.80.750.70.650.6HLiNaKGroup 1A ElementsRbCsFr

- Secret Agent Activity Handout (Included at end of lesson plans) - Scissors These lesson plans are for the first three days of an inquiry unit. Please refer to the corresponding unit plan These take into account NGSS and MI State Standards and incorporate science practices along with content. Activities Opener (15 min) I will show the class sodium reacting in water inside of a fume hood .