Lesson
Objective: Standard C4.9 Periodic Table: The periodic table design is based on the number of protons and electrons. Vertical groups in the periodic table have similar physical and chemical properties due to the same outer electron structures.
My lesson was designed for alternative high school age chemistry students. Their age can range from 15-19 years of age. Many of the students have learning disabilities or difficult home life.
We review the protons and neutrons are located in the nucleus. The proton has a positive charge. The neutron has no charge, just mass. Electrons are outside the nucleus and have a negative charge. The opposite charges of the electron and proton attract. Atomic number is based on the number of protons. Atomic mass is equal to the number of protons added to the number of neutrons. The Law of Octaves is in effect as a maximum of eight electrons is in effect except for hydrogen and helium in the first period.
I have added a journal rubric to my lesson with the following requirements:
- Element name is listed
- Symbol
- Atomic number
- Number of protons, electrons, and neutrons
- Atomic mass
- Element classification (mass, gas, liquid, metalloid)
- Period location (number)
- Group number and name (may not be applicable)
- Number of valence electrons
- Identify the block (s, d, p, f) based on its valence electrons (electron configuration)
Implementation
My intended audience was not available so I used my family. Although, every one of my family had taken a chemistry class in the past, their memories were not that good. I could only do this one on one, thus lacking any class discussion. I supplemented them with previous knowledge and they did seem to catch on. They were amazed at the technological visual representations of the periodic table and an atom.
Reflection
Although I did not use my intended audience, I felt my lesson went well. Although they weren’t willing to look up the final assignment, they were engrossed with the ability to find the information on the internet. I showed a variety of websites describing carbon’s properties.
Showing them a variety of websites was monotonous for them although it did illustrate the possibilities. My audience was amazed by the graphics of Nova elements.They liked building the atoms and blowing them up when they were done. They followed along as it counted the protons, electrons, and neutrons being added. They did not care but to my real students I would point out the place where it tells protons = what element.
In implementing this lesson, I can see the value of a blank periodic table the students can diagram the elements as we go across the period. I have in the past drawn them on the whiteboard. It might be beneficial to do it alongside the Nova Element visualization. Students operating the iPad, filling in their periodic table, and journaling fills the constructivism theory. I am hoping with lots of class discussion and journaling will lead to student success. I am excited about implementing this lesson this fall.
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