ALEX Lesson Plan

     

"Electron"-ic Battleship

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  This lesson provided by:  
Author:Karen Perry
System: Cullman City
School: Cullman High School
The event this resource created for:GEMS
  General Lesson Information  
Lesson Plan ID: 26293

Title:

"Electron"-ic Battleship

Overview/Annotation:

The students will play a game of Battleship on the Periodic Table to review electron configuration of the elements.

This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

 Associated Standards and Objectives 
Content Standard(s):
Science
SC2015 (2015)
Grade: 9-12
Physical Science
1 ) Use the periodic table as a model to predict the relative properties and trends (e.g., reactivity of metals; types of bonds formed, including ionic, covalent, and polar covalent; numbers of bonds formed; reactions with oxygen) of main group elements based on the patterns of valence electrons in atoms.

Insight Unpacked Content
Scientific and Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Matter and Its Interactions
Evidence of Student Attainment:
Students:
  • Use the periodic table as a model to predict properties of main group elements based on patterns of valence electrons.
  • Use the periodic table as a model to predict the trends of main group elements based on patterns of valence electrons.
Teacher Vocabulary:
  • Periodic table
  • Valence electrons
  • Protons
  • Neutrons
  • Electrons
  • Family
  • Period
  • Covalent
  • Ionic
  • Oxidation number
  • Cations
  • Anions
  • Ions
  • Main group elements
  • Metal
  • Non-metal
Knowledge:
Students know:
  • The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns.
  • The repeating patterns of the periodic table reflect patterns of outer electron states.
Skills:
Students are able to:
  • Identify and describe of the main group elements.
  • Describe how the number of protons determines an elements place on the periodic table.
  • Predict patterns of behavior of an element based on its position on the Periodic Table.
  • Predict number and charges of stable ions formed from atoms in a compound.
  • Determine the number and type of bonds formed.
  • Predict numbers of protons, neutrons, and electrons based on periodic table information.
Understanding:
Students understand that:
  • Students will understand how to propose an argument and defend their claim on electromagnetic radiation safety.
  • Non-ionizing radiation, such as those emitted in electronics.cannot cause immediate damage, but does interact with the body to potentially cause indirect damage, following long-term exposure.
  • Ionizing radiation, such as X-rays and gamma rays, can be hazardous.
AMSTI Resources:
ASIM Chemistry Module:
Periodic Table; Journey Into the Atom
Science
SC2015 (2015)
Grade: 9-12
Chemistry
3 ) Use the periodic table as a systematic representation to predict properties of elements based on their valence electron arrangement.

a. Analyze data such as physical properties to explain periodic trends of the elements, including metal/nonmetal/metalloid behavior, electrical/heat conductivity, electronegativity and electron affinity, ionization energy, and atomic-covalent/ionic radii, and how they relate to position in the periodic table.

b. Develop and use models (e.g., Lewis dot, 3-D ball-and-stick, space-filling, valence-shell electron-pair repulsion [VSEPR]) to predict the type of bonding and shape of simple compounds.

c. Use the periodic table as a model to derive formulas and names of ionic and covalent compounds.

Insight Unpacked Content
Scientific and Engineering Practices:
Developing and Using Models; Analyzing and Interpreting Data
Crosscutting Concepts: Patterns; Systems and System Models; Structure and Function
Disciplinary Core Idea: Matter and Its Interactions
Evidence of Student Attainment:
Students:
  • Use the periodic table as a model to predict relationships between the arrangements of elements on the periodic table and the structure of the atom.
  • Use the periodic table to predict the patterns of behavior of the elements based on the attraction and repulsion between electrically charged particles.
  • Use the periodic table to predict the patterns of behavior of the elements based on the patterns of the valence electrons.
  • Use the periodic table to predict the patterns in bonding and shape based on the patterns of the valence electrons.
  • Use the arrangement of elements on the periodic table to name compounds.
Teacher Vocabulary:
  • Protons
  • Neutrons
  • Nucleus
  • Electrons
  • Valence
  • Main group elements
  • Properties
  • Atoms
  • Elements
  • Periods/ Rows
  • Groups/ Families/ Columns
  • Atomic/ molecular level
  • Macroscopic level
  • Periodic trends
  • metal/ nonmetal/ metalloid behavior
  • electrical/ heat conductivity
  • electronegativity
  • electron affinity
  • ionization energy
  • atomic-covalent/ ionic radii
  • Molecular modeling
  • Lewis dot
  • 3-D ball-and-stick
  • space-filling
  • VSEPR
  • Types of bonds
  • ionic bonds
  • covalent/ molecular bonds
  • metallic bonds
  • Molecular shapes
  • Ions
  • Ionic compounds
  • Covalent/ molecular compounds
Knowledge:
Students know:
  • The atom has a positively-charged nucleus, containing protons and neutrons, surrounded by negatively-charged electrons.
  • The periodic table can be used to determine the number of particles in an atom of a given element.
  • The relationship between the arrangement of main group elements on the periodic table and the pattern of valence electrons in their atoms.
  • The relationship between the arrangement of elements on the periodic table and the number of protons in their atoms.
  • The trends in relative size, reactivity, and electronegativity in atoms are based on attractions of the valence electrons to the nucleus.
  • The number and types of bonds formed (i.e. ionic, covalent, metallic) by an element and between elements are based on the arrangement of valence electrons in the atoms.
  • The shapes of molecules are based on the arrangement of valence electrons in the atoms.
  • The rules for naming chemical compounds are based upon the type of bond formed.
  • The number and charges in stable ions that form from atoms in a group of the periodic table are based on the arrangement of valence electrons in the atoms.
Skills:
Students are able to:
  • Predict relative properties of elements using the periodic table.
  • Predict patterns in periodic trends based on the structure of the atom.
  • Predict patterns in bonding and shape based on the structure of the atom.
  • Use the periodic table to determine how elements will bond.
Understanding:
Students understand that:
  • Models are based on evidence to illustrate the relationships between systems or between components of a system.
  • Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
  • The periodic table arranges elements into periods/ rows by the number of protons in the atom's nucleus.
  • Elements with similar properties are placed into groups/ families/ columns based on the repeating pattern of valence electrons in their atoms.
  • Attraction and repulsion between electrical charges at the atomic scale explain the structure, properites, and transformations of matter, as well as the contact forces between material objects.
  • The attraction and repulsion of charged particles in the atom creates patterns of properties of elements.
  • The arrangement of valence electrons in an atom also creates patterns of properties of elements.
  • Elements form bonds based upon their valence electron arrangement.
  • Chemical compounds are named based upon the type of bonds formed by their constituent atoms/ ions.
  • Different patterns may be observed at the atomic/ molecular level and the macroscopic level.
AMSTI Resources:
ASIM Module:
Chemicool People; It's In The Cards; Paramagnetism and Diamagnetism; Periodic Trends; Properties of Elements; Chem Cubes; Chemical Nomenclature; Bond Types and Physical Properties; Covalent Bonding and Lewis Structures; Molecular Shape and Polarity; Elephant Toothpaste

Local/National Standards:

National Science Education Standards (NSES)-

Content Standard B:

As a result of their activities in grades 9-12, all students should develop an understanding

  • Structure of atoms

  • Structure and properties of matter

  • Chemical reactions

  • Motions and Forces

  • Conservation of energy and increase indisorder

  • Interactions of energy and matter

Primary Learning Objective(s):

The students will provide the electron configuration of elements on the periodic table. The students will be able to relate the electron configuration to the location of the element on the periodic table and the quantum model of the atom.

Additional Learning Objective(s):

The students will hypothesize an explanation for the electron configuration deviations of some elements found in the 4th period and higher on the Periodic Table.

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Periodic Tables

Markers

Wooden Buttons(from a craft store)

Technology Resources Needed:

Laptop

Interactive white board

Background/Preparation:

Teacher will need to divide the students into cooperative learning partnerships.

Teachers will need to make enough Periodic Tables for all students. (A printable version of the Periodic Table can be found at http://education.jlab.org/itselemental/index.html   )

Teacher will need to print the post activity quiz from the site listed in the assessment region and make copies for all students.

Students will need a basic understanding of the quantum model of the atom, Aufbau Principle, Periodic Table and electron configuration.

  Procedures/Activities: 

1. The teacher will use the following sites to review electron configuration of the atom.

http://education.jlab.org/qa/electron_config.html   http://chemistry.about.com/od/electronicstructure/ss/aufbau.htm

2. The students will move into their cooperative learning partnerships and use the "Electron"-ic Battleship activity instructions found in the attachment to begin reviewing.

3. The teacher will move throughout the room as the activity occurs acting as a facilitator. 

4. As the cooperative learning partnership completes the activity, they will begin the post activity quiz individually.

 



Attachments:
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  Assessment  

Assessment Strategies

The students will take a post activity quiz on electron configuration. (The quiz can be printed from the following site http://misterguch.brinkster.net/PRA014.doc )

Acceleration:

Students will go to the site that follows and perform the activity related to various elements behavior within a magnetic field.  The students will write the electron configuration for each element locating the electron region that produces the diamagnetic or paramagnetic behavior. www.magnet.fsu.edu/education/tutorials/java/paramagnetism/index.html

Intervention:

Students that need additional help may use the Electon Configuration Tutorial presentation posted in attachments.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.