Transcript Prior Knowledge and Remediation

DE High School
Chemistry Techbook
5-Minute Prep for
The Structure of the Periodic Table
Table of Contents
Slide # Slide Title
3.
Objectives
4.
Essential Questions
5.
Prior Knowledge and Remediation
7.
Common Misconceptions
8.
Connecting to S.T.E.M.
9.
Formative Assessment Ideas
10.
Modifications for English Language Learners
11.
Modifications for Struggling Learners
Objectives
• By the end of this lesson, students should be able to:
– Distinguish between metals, metalloids, and nonmetals.
– Recognize that the columns of the periodic table are called groups or
families and contain elements that have similar properties.
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Essential Questions
• How do scientists distinguish between metals, metalloids, and
nonmetals?
• How are the columns of the periodic table organized, and what
do the elements in each group have in common?
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Prior Knowledge and Remediation
• Prior to studying the Structure of the Periodic Table, students
should be able to define the terms matter, element, and atom,
describe the basic structure of an atom using the terms proton,
nucleus, neutron, electron cloud, and electron, and explain the
basic configuration of electrons in energy levels, including the
role of valence electrons.
• Remediation Strategies:
– Students learn this content by exploring the resources associated with
the Concepts Chemical and Physical Properties and Changes, Physical
Behavior of Matter, Parts of the Atom, and Arrangement of Electrons in
the Atom in Discovery Education’s high school Chemistry course.
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Prior Knowledge and Remediation
• Remediation Strategies:
– Reviewing the relevant glossary terms can provide a good overview of
the structure of atoms.
– The video segment Characteristics of Matter relates atomic structure to
chemical and physical properties.
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Common Misconceptions
• Students may believe the placement of elements is based on
randomly assigned atomic numbers.
– Reality: In fact, the position of an element on the periodic table
and its atomic number are based on atomic structure, which is
related to many properties of the element.
• Students may believe that atomic radii always increases as atomic
number increases.
– Reality: In fact, for representative elements the inverse
relationship occurs within a period because nuclei with more
protons exert a stronger pull on the atoms’ outer electrons,
bringing these electrons closer to the nuclei. Atomic radius does
increase as atomic number increases down a group for
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representative elements. The variation in atomic
radius is more complicated for transition elements.
Connecting to S.T.E.M.
• Students will explore the common occurrence of elements in
world around them by finding samples of as many elements as
possible to display in class.
• Students learn how the properties of elements make them
useful in particular applications. Students will watch the video
segments Silicon and Silicon Transistors to learn how the
properties of silicon make this element especially important to
in computer technology applications.
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Formative Assessment Ideas
• Students will practice constructing scientific explanations by
creating a model of the periodic table using a variety of Web 2.0
tools. They may then present their models to their classmates,
and revise their posters based on their classmates’ feedback.
• To evaluate students’ mastery of the learning objectives, assign
them the Constructed Response (CR) items for The Structure of
the Periodic Table. You may also wish to assign the online
student self-assessment and use the results in the student
reports to guide you in assigning remediation to students.
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Modifications for English Language Learners
• To help English Language Learners solidify the concepts
presented, provide examples of what elements look like in
various forms, such as pure metals and alloys, using real
elemental samples or presenting videos.
• When students are working in small groups or pairs, encourage
students who speak the same native language to work together.
They can read in English, and summarize in their native
language. When needed, have them complete assignments in
their native language, then translate responses into English
before turning them in.
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Modifications for Struggling Learners
• Instruct students to keep a “dictionary” of vocabulary words,
including drawings, sample sentences, and mnemonic devices
for each term. For example, students might note that luster
means shiny or that malleability is the property of an element to
be molded into another shape without breaking or cracking.
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• When students are reading the Core Interactive Text, have them
work in pairs. Each student can read the text individually, then
students can explore the Discovery Education resources and
write summaries of each section together.
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