Transcript Power Point Presentation

Arranged/developed/modified by
the fabulous IMSS team of
 Anja Crickmore, FUSD
 Susan Lemke, FUSD
 Hollie Stark, FUSD
 Karina Rizk, FUSD
Goal:
Students will
meaning in the arrangement
of the periodic table.
5 Day Unit:
This instructional case is presented over the course of 4-5 days.
Prior to this lesson, students should not have any previous
periodic table education (in the school year) and should not be
made aware of any connection to periodic table until Day 3.
 Day 1: Paint Chip Activity
 Day 2: Electron Dot Diagrams
 Day 3: Direct Instruction
 Day 4/5: Practice and Assessment
Day 1: Paint Chip Activity
 Focuses on concept of classification and organization
 Introduces prediction using deductive reasoning
Please open envelope with paint
chips.
Please find the light orange
chip.
Please find a medium-hued
yellow.
Organize/sort your paint chips
two ways: rows and columns.
Organize your paint chips two
ways: rows and columns
Describe your organization as you go across each row
and as you go down each column. What changes as you
go across and as you go down?
Did you appear to have missing colors? For each of your
missing colors, describe where it was located and
predict what color you think it should be.
If you want to paint your room the color of the sky where
in your chart would you look for that color? Explain your
rationale.
Why was it more helpful to have your cards organized
than to have them just in the envelope when you were
finding your color of the sky?
CALENDAR CONNEXNS
 Discuss the purpose and usefulness of the calendar.
 What patterns occur in the calendar?
 Why is it typically formatted by month?
 Guide students to recognize
calendar.
of the
Day 2: Electron Dot Diagrams
 Students analyze a calendar to discern patterns and
predictability.
 Students refine organizational skills using two criteria
to sort electron dot diagram cards.
Day 2: Electron Dot Diagrams
 Students analyze a calendar to discern patterns and
predictability.
 Students refine organizational skills using two criteria
to sort electron dot diagram cards.
 Using the pieces in the envelope, please arrange the
cards in your group now.
 Now draw your finished product on the gold paper and
predict what the next cards will look like and where
they should go. Draw them.
Day 3: Direct Instruction
 Teacher presents the
periodic table to the
students.
 Connections to Day 1 and
2 discoveries of the
periodic table are made
via power point
presentation or lecture.
Day 4/5: Practice and Assessment
 Find the Missing Elements activity
 Students are challenged to discover missing elements on
a periodic table using clues
Day 4/5: Practice and Assessment
 Periodic fill-in activity
 This activity requires the student to “code” the periodic table as
well as fill in blanks.
Lesson Outcomes
 Increased student engagement
 Decreased student anxiety about periodic table
content
 Students make deeper connections to the underlying
structure of the periodic table leading to greater
understanding of the properties of elements and later
topics such as bonding.