Alphabet Soup - Author: Beth Debany - Grade Level: 10-12 - Subject Area: Chemistry - As students arrive to class, play "The Elements" by Tom Lehrer. Use this to introduce the manes and symbols of the elements. Write a list on the board of the elements students remember and their symbols.

LU Title: Alphabet Soup	Author: Beth Debany
Grade Level: 10-12 grade	School Address: Rome Catholic Jr/Sr High School, 800 Cypress Street Rome, New York 13440
Subject Area: Chemistry	School Phone/Fax: 336-6190/6194

CONTENT KNOWLEDGE

Declarative	Procedural
-Symbols and names of selected elements	-Writing symbols of elements
-Vocabulary-atomic number, mass number, atomic mass, ion, metal, nonmetal, metalloid, semi-metal, atomic radius, ionization energy, electron affinity	-Calculate number of protons from the mass number
-History of the Periodic Table	-Create a Periodic Table
-Periodic Trends-such as atomic radius, ionization energy, electron affinity, chemical activity	-Compare and contrast periodic trends
-Relationships between electrons in sublevels, length of period and chemical activity	-Access Internet and use Internet to gather information
-Internet vocabulary

ESSENTIAL QUESTIONS

In what way have the elements influenced our society?
Where else do we use tables to help us organize information?

INITIATING ACTIVITY

As students arrive to class, play "The Elements" by Tom Lehrer. Use this to introduce the manes and symbols of the elements. Write a list on the board of the elements students remember and their symbols.

LEARNING EXPERIENCES

1. Declarative Knowledge: Symbols and names of selected elements

Experiences or activities:

K-W-L Chart

Element Icosahedron

Strategies used:

Focused Discussion

Think-Pair-Share

What students will do:

Students will fill out a K-W-L chart. We will then discuss some strategies for remembering more of the elements and symbols. We will also discuss the proper procedure for writing the symbol of an element.

Students will construct an element Icosahedron (See Appendix #1) for a selected element.

Students will use their text book, encyclopedias, and the Internet to learn more about their element. The students (in teams of two) will share the information they have gathered and then share it with the rest of the class. The Icosahedrons will be displayed in the class and referred to throughout the rest of the year.

Assessment:

Teacher observations-Do student correctly write and/or name elements correctly in class work and homework?
Quiz-Simple recall quiz on writing symbols for elements and naming elements from their symbols.
Student cooperative group assessment. Students will check each others information for accuracy

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2. Declarative Knowledge: History of the Periodic Table

Experiences or activities:

Journal Article-Evolution of the Periodic Table (Scientific American, Sept 1998)

Strategies used:

Advanced Organizer Questions

Three Minute Pause

Think-Pair-Share

What students will do:

Using advanced organizer questions, students will read the Scientific American article, "The Evolution of the Periodic Table". During a three minute pause, students will construct a time line on the development of the Periodic Table. We will follow up this activity with a class discussion about the importance of the periodic table and its contribution to our understanding of the elements. These will be listed on the board.

Students will then be divided into pairs. They will develop a list of five familiar and five unfamiliar terms they came across in the article. Using their chemistry textbook, students will define the terms. This list with definitions will be shared with the class.

Assessment:

Students will create a bulletin board showing the history of the Periodic Table. This will be displayed in the library. Special emphasis will be placed on the many different countries which contributed to the development of the Periodic Table.

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3. Declarative Knowledge: Periodic Trends-such as atomic radius, ionization energy, electron affinity, chemical activity

Experiences or activities:

Internet Independent Study

Strategies used:

K-W-L Chart

Note Taking with Graphic Representation

Class Discussion

Graphic Organizer

What students will do:

Students will do a focused reading on the periodic trends. Looking specifically at atomic radius, ionization energy, electron affinity, and metallic character. They will then complete the K and W part of a K-W-L form.

Students will visit a Website (http://www.shef.ac.uk/chemistry/web-elements/main/index-nofr.html) to obtain information on ten assigned elements. They will compile information (in a chemistry journal) including the history of the element, various compounds it is found in and the importance of the compound to society (for example: is the element used in medicine, biology, chemistry, engineering). Students will be given advanced organizer questions to help them focus their notes.

Students will take notes either while at the URL (URL is Uniform Resource Locator) or immediately after using a word processor (for example-Microsoft Word).

While at the Website, each student will also be directed to graph the atomic radius, ionization energy and electron affinity for their assigned elements using a spreadsheet application. (This will give the students another activity to associate the periodic trends that occur within a group or period in the Periodic Table). When this is complete the class will be divided into groups to discuss the findings and draw their own conclusions about periodic trends. Class discussion will follow. Students will be asked to depict their conclusions in graphical form on the board.

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4. Procedural Knowledge: Calculate number of neutrons from the mass number

What will be done to help students construct models, shape, and internalize the knowledge?

Set of Written Instructions

Think Aloud

Practice with Variations

Describe what will be done:

Students will read their definitions for atomic number and mass number. From this information the class will explain the steps in calculating the number of neutrons in an atom. These steps will be written on the board. Several different examples will be used to insure that everyone understands the process.

Assessment:

As students enter class the next day they will be given a 3"X5" card with a problem written on it. Several of the students will be called on to put their problem on the board.

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5. Procedural Knowledge: Create a Periodic Table

What will be done to help students construct models, shape and internalize the knowledge?

Set of Written Steps

Think Aloud

Use a Written Representation of the Process

Practice with Variations

Describe what will be done:

Talk through the steps of developing a periodic table.

Working in groups, students will be given several descriptions of elements which they will use to design their periodic table. Students will explain in writing why they chose to place certain elements where they did. Student groups will then exchange element descriptions and practice the procedure again. A final periodic table will be taped to the wall. Students will discuss as a class the choices that were made. We will use the students' periodic table to discuss the relationships between electrons in sublevels, length of period, and chemical activity.

Assessment:

Student Observations

Open "wall" Quiz

CULMINATING PERFORMANCE

Students will design a study guide for the Periodic Table which they will present to the 8th grade Physical Science students. The study guide will include:

A brief history of the Periodic Table
30 common elements with names and symbols
Informal definitions of atomic number, mass number, atomic mass
At least 15 examples of how the elements are used or why they are important
An explanation, with examples, of the difference between metals, nonmetals, and metalloids
Graphs or diagrams to show the change in chemical activity within the elements of the Periodic Table

Students will use a word processing program to design their study guide.

CONNECTIONS TO STANDARDS

MST 1 Analysis, Inquiry and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

MST 2 Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

MST 4 Science

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ides in science.

ELA 1 Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding.

ELA 4 Learning for Social Interaction

Students will read, write, listen, and speak for social interactions.

LEARNING EXPERIENCES

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Periodic Trends

[X] Comparing

[] Classifying

[X] Inductive Reasoning

[X] Deductive Reasoning

[] Error Analysis

[] Analyzing Perspectives

[X] Constructing Support

[X] Abstracting

[] Other:

Students will use information from the Internet to describe the relationships or patterns in atomic radius, ionization energy, electron affinity. They will display this information in graphical format and will explain their graphs to the class.

RUBRIC: STUDY GUIDE

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identifies elements of equal importance or will they be weighted differently?

Scale/Elements	Knowledge of Topic	Organization of Study Guide	Use of Technology	Presentation
Weights	25%	25%	25%	25%
4	Information is correct and covers topic completely	Well organized, clearly and creatively displayed	Shows excellent use of the word processing program. No assistance needed.	Fully prepared, well organized, presentation clear, articulate, and enthusiastic
3	Information is correct but lacks some important aspects of topic	Organized, format more standard	Good use of the word processor. Little or no assistance needed.	Prepared and organized. Format more standard.
2	Information is mainly correct but shows little understanding	Not clearly organized	Difficulty with word processor evident. Much assistance needed.	Some preparation evident, lacks organization, did not hold audience attention
1	Information is mainly incorrect	Unorganized, difficult to follow	Hand written. No word processor used.	Lack of preparation, unorganized

HAVE YOU CONSIDERED THESE YET?

Learn to Learn Skills:

Students will use several "computer literacy" techniques necessary in nearly every 21st century career. Student will learn to create and organize tables as means of organizing information.

Assessment Modifications:

Students who have problem with the writing tasks are given an opportunity to orally explain information.

Unit Schedule/Time Plan:

Day 1-Introduce the unit be playing "The Elements" by Tom Lehrer. Introduce the names and symbols of the elements and give students an overview of what they will be doing.

Day 2-Students will read an article on the evolution of the Periodic Table and do several activities including development of a time line.

Day 3-Demonstrate the calculation of numbers of protons, neutrons and mass numbers.

Day 4-Introduce the concept of Periodic Trends.

Day 5 and 6-Introduce Internet independent study and Internet procedures.

Day 7 and 8-Students will develop graphic displays of the periodic trends and have class discussions on the unit.

Day 9 and 12-Students will prepare study guide and present to eighth grade classes.

Written Overviews:

In this unit students will discover the significance of the Periodic Table. They will learn about the historical development of the Periodic Table and discover why the elements are arranged in a certain way. Students will compare and contrast several periodic trends. Students will explain the reasons for the trends. Students will gather information needed from several sources-each other, their textbook, journal articles, and several Internet sites. Students will demonstrate their understanding through their class discussions, advanced organizers, projects and graphs. Students will also demonstrate their understanding by taking a traditional Regents level test on the periodic table.

Students can explore the impact the discovery and use of certain elements have had on the environment and society. Connections to other significant events in history can be explored while the students are learning about the periodic table.