Understanding Periodic Trends This slide is a basic introductory slide that will help focus the student’s thinking. The chapter and main theme is on the slide to allow for understanding of what is to come. Additionally, familiar pictures are represented to show students that they will be learning about things already known to them which will allow for comfort. The aim: Teach to the different learning styles and use what is known about Multiple Intelligences to try and understand how content and product of learning can be enhanced for each specific learning style to allow students to make important connection which are necessary for new learning to become permanent in Long-term Storage. Additionally, to teach using what is known about retention time (when to teach new material and when to have closure). The objectives: 1) SWBAT identify the various periodic trends 2) Understand how to use the periodic table to state the different trends 3) Compile an overall summary sheet after specific trends are discussed. Therefore, along with this power point presentation, additional handouts and group work will be used to try and teach to as many of the multiple intelligences as possible, keeping in minds the importance of primary-recency effect for teaching a lesson. CHAPTER 6

Timeline 1829 J.W. Dobereiner 1869-Russian Chemist, Dmitri Mendeleev: Classification system in which elements are grouped in triads 3 elements with similar chemical properties Didn’t work for all of the elements 1869-Russian Chemist, Dmitri Mendeleev: Designed a Periodic Table 1869 Elements are listed in order of increasing atomic mass

Timeline continued 1913-British Scientist, Henry Moseley: Designed the Modern Periodic Table Elements are listed in order of increasing atomic # Based on Periodic Law: physical & chemical properties of elements are periodic functions of their atomic #s

PERIODICITY There are general trends in the properties of atoms and their ions. These trends can be explained using the periodic table and the electron configurations of the atoms. Pre-adolescents can handle 3-7 bits of information at once (Sousa, 15). Therefore, each new topic will be broken down and reviewed before a new topic is taught. After all the new topics have been discussed and the basic principles reviewed, an overall review (closure) will check for understanding. Students will go through this lesson and be expected to connect what is previously known (long-term storage) and apply that knowledge to make sense and meaning out of the new material. Every time we recall information from long term storage, we relearn it (Sousa, 60) If students recall previously learned material with regards to utilizing the periodic table this will show that they are drawing from long term storage. When students are asked to recall information after 24 hours, they are answering the questions or performing the tasks using knowledge from long-term storage (Sousa, 29). MULTIPLE INTELLIGENCE: Existential Intelligence: benefit from questioning reality and are very curious about life. Students will be able to understand that atoms exist even though they can not physically grasp them. They will be able to ponder about what an atom looks like and how it behaves through the various trends.

Atomic Radii D I Half the distance between the nuclei in a molecule consisting of identical atoms Increases as you move down a group e- s are added to higher energy levels Shielding effect: inner e-s shield the outer e-s from the attractive force of the nucleus Decreases as you move across a period Increasing # of protons attract valence electrons more Stronger nuclear charge As I move through the slide information, the specific topic I discuss will come onto the screen. This sets a pace and gives direction without throwing all of the information to the students all at once. The theme of the slide is to teach the new information in chunks. Chunking is an effective way of enlarging working memory’s capacity and for helping the learner make associations that establish meaning (Sousa, 51). I am able to quickly sum up the concept of this slide with the graphic in the lower right hand corner. MULTIPLE INTELLIGENCE: Visual/Spatial Intelligence: benefit from technology thanks to the visual charts, graphs, and depictions. In this slide, students will be able to connect the information with the arrows shown at the bottom of the screen. Mathematical/Logical Intelligence: benefit from reasoning through analyzing data, spreadsheets, and conducting queries. Students will be able to relate to the reasons for the periodic trends and use previous knowledge about atoms to deduce the specific trend. Bodily / Kinesthetic Intelligence: benefit from physical interaction with their environment. Students can use a hands-on communication activity with their partner to reinforce the vocabulary learned through the use of the models. Different sized styro-foam spheres will be used to allow students to place them together and measure the atomic radii. D I

Atomic Radii D I This slide will allow students to quickly retrieve information that was just taught in the previous slide. Wait time in think-share pairs will be used. Students will have time to decide the way of increase and decrease on their own and then turn to the person next to them and exchange their results. I will then discuss the answer as a group by showing the arrows.

Which has a larger atomic radii? Practice Which has a larger atomic radii? Li or Ne? Li More protons, so Ne is smaller After teaching one new topic and giving a visual example, it is time for a quick practice problem for them to complete as a class. This will test for understanding individually.

Ionization Energy Energy needed to remove loosely held electron from outer energy level positive ion electron I.E. Li 2 1 2 e Decreases as you move down a group Shielding effect: inner e-s shield the outer e-s from the attractive force of the nucleus Bigger atom so it is easier to remove valence e-s Nucleus can’t “hold” onto e-s that are far away Rhythmical/Musical Intelligence: benefit from sound and patterns and rhythms. Students will here the arrows flying in and the repeated pattern of where the periodic table is every time. The arrows will direct the students to the lower right hand corner. I Increases as you move across More valence e-s, more energy needed to remove e-s D

Ionization Energy in kJ/mol D This slide will allow students to quickly retrieve information that was just taught in the previous slide. Wait time in think-share pairs will be used. Students will have time to decide the way of increase and decrease on their own and then turn to the person next to them and exchange their results. I will then discuss the answer as a group by showing the arrows. I

Which has more ionization energy? Practice He or Xe? (kJ/mol) Which has more ionization energy? He Xe 2372 kJ/mol 1170 kJ/mol After teaching one new topic and giving a visual example, it is time for a quick practice problem for them to complete as a class. This will test for understanding individually.

Ionic Size: Cation(+) vs. Anion(-) Increases as you move down a group more energy levels greater the size Cations decrease as you move across a period Anions decrease as you move across a period As I move through the slide information, the specific topic I discuss will come onto the screen. This sets a pace and gives direction without throwing all of the information to the students all at once. The theme of the slide is to teach the new information in chunks. Chunking is an effective way of enlarging working memory’s capacity and for helping the learner make associations that establish meaning (Sousa, 51). I am able to quickly sum up the concept of this slide with the graphic in the lower right hand corner. Cation (D) Anion (D) I

Ionic Size: Cation(+) vs. Anion(-) Cations lose electrons and get smaller This slide will allow students to quickly retrieve information that was just taught in the previous slide. Wait time in think-share pairs will be used. Students will have time to decide the way of increase and decrease on their own and then turn to the person next to them and exchange their results. I will then discuss the answer as a group by showing the arrows. Anions gain electrons and get bigger

Which has a larger ionic size? Practice Which has a larger ionic size? Li or Cs? Cs After teaching one new topic and giving a visual example, it is time for a quick practice problem for them to complete as a class. This will test for understanding individually.

Electronegativity The ability of an atom to attract e-s to itself when it is chemically combined with another element. Decreases as you move down a group Bigger the atom, the harder it is for the nucleus to attract e-s Increases as you move across a period More valence e-s, easier to gain e-s than lose (MAGIC 8) Noble gases are omitted because they don’t form many compounds As I move through the slide information, the specific topic I discuss will come onto the screen. This sets a pace and gives direction without throwing all of the information to the students all at once. The theme of the slide is to teach the new information in chunks. Chunking is an effective way of enlarging working memory’s capacity and for helping the learner make associations that establish meaning (Sousa, 51). I am able to quickly sum up the concept of this slide with the graphic in the lower right hand corner. I D

Electronegativity I D Visual Graphic: This graphic is also linked to a Flash document that will allow me to show the students an interactive periodic table.

Which is more electronegative? Electronegativity Practice Li or F? Which is more electronegative? F More valence e-s After teaching one new topic and giving a visual example, it is time for a quick practice problem for them to complete as a class. This will test for understanding individually.

PERIODICITY Electronegativity Decreases Atomic Radii Increases Ionization Energy Decreases Shielding Increases Atomic Radii Decreases Ionization Energy Increases Electronegativity Increases Shielding is Constant Ionic Size (cation) Decreases Ionic Size (anion) Decreases Practice by Doing: Hand out to students blank periodic table and get them into group. Closure (Prime-time-2): Students will have closure by practicing with their peers. 1) Have them draw arrows showing the direction of the trend 2) Have one person in the group teach a trend to the group, explaining why the trends occurs. 3) After sometime in their groups have them pick a trend and discuss it out loud to the class. 4) Homework will be a handout of various questions about periodicity. Most of this lesson has practice by doing, 75% retention rate and teaching others 90% retention rate after 24 hours (Sousa, 43). MULTIPLE INTELLIGENCE: Interpersonal Intelligence: benefit from class discussion and collaborative projects. Students will be able to work with a partner to discuss what they know about the trends. Let students pick their groups and then work and help each other out with making the sense and meaning of the trends. Intrapersonal Intelligence: benefit from activities that bring feelings, values, and attitudes. Students will know their limitations with their knowledge of the explanation of the trends and will be able to test that knowledge with their partner. Having them do some of the explaining in the group will also benefit them. Bibliography: Sousa, D.A. How the Brain Learns. A Classroom Teacher’s Guide. Reston, Virginia: The National Association of Secondary School Principals. 1995 PERIODICITY