The Arizona STEM Acceleration Project

Overview of the Periodic Table

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Overview of the Periodic Table

An 8th grade STEM lesson

Jaszie Pena

October 3, 2023

Notes for teachers

This lesson may need to be broken into 4-8 days depending on your time.

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This lesson is designed to be a big picture of the elements of the periodic table, how the molecules water, ammonia, carbon dioxide, ect can be built.

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This lesson will have students look at some vocabulary, color code a periodic table, and uses some candies/supplies to build atoms.

List of Materials

• Copy of periodic table for each student found here
• Colored Pencils to label and color Code
• Science Journal for Vocabulary/Notes
• Gum Drop Candy
• Tooth Picks
• Technology for simulation
• Website to check molecules built

Standards

• 8.P1U1.1 Develop and use a model to demonstrate that atoms and molecules can be combined or rearranged in chemical reactions to form new compounds with the total number of each type of atom conserved.

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Action Items

• Interactive Vocabulary Wall
• Label/Color Code Periodic Table
• Identify components of vocabulary with the periodic table
• Identify specific element names
• Evaluate how these elements combine to make other things.
• Use simulation to see these different molecules after drawing them
• Use candy gum drops (different colors) and toothpicks to create these various compounds.

Objectives:

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• Atoms can combine in different numbers and in different ways to make different molecules.
• Atoms and molecules make up all of the different substances, including solids, liquids, and gases that are all around us.
• Models can be used to represent atoms and these models can be rearranged to represent different molecules

Agenda

1. 5 minutes
1. Show students the periodic table and ask them if they know what it is or what it means.
2. 5 minutes
• Introduce interactive vocabulary wall. Each word will get it’s own card and we will add vocabulary as we come to it.
• Add periodic table with the definition
1. the organized chart of all the chemical elements in order of increasing atomic number
3. 20 minutes
• Pass out the periodic table to each student and have them take out their colored pencils
• Take time to discuss the groups and periods on the periodic table
1. add group to the interactive word wall
1. A column on the periodic table
2. add period to the interactive word wall
• A row on the periodic table
• Take time to color code the table according to this slide

1. 10 minutes
1. Create an anchor chart to show the atom on the periodic table with labels and meanings
2. Anchor Chart
2. 10 minutes
• Add vocabulary from anchor chart to interactive vocabulary wall
1. Element name
2. Atomic number
3. Symbol
4. Atomic Mass
3. 10 minutes
• Now that we have the basis of what this table is and how the table works we now need to discuss some terminology that will help us build molecules using these elements.
• Add vocabulary to the interactive vocabulary wall
• Proton- Positive charge based on the atoms atomic number
• Neutron- Particle in the nucleus that has almost the same mass as a proton but has no charge. For the atoms of the first 20 elements, the number of neutrons is either equal to or slightly greater than the number of protons.
• Electron- Negative charge, equal to the number of protons.

Agenda

1. 5 minutes
1. Now that we know and understand what an element is and how these elements work together to create molecules. Today we will look at some molecules.
2. 10 minutes
• Have students think about
1. Water
2. Methane
3. Ammonia
4. Vinegar
5. Carbon Dioxide
6. Hydrogen peroxide
• What elements do you think you will need to make these molecules?
• Hydrogen and Oxygen molecules
• Carbon and Hydrogen molecules
• Nitrogen and Hydrogen molecules
• Carbon, Hydrogen, and Oxygen molecules
• Carbon and Oxygen molecules
• Hydrogen and Oxygen molecules
3. 10 Minutes
• Discuss with students that the number of the molecules will change for each molecule created. We will be using a lot of Hydrogen, Oxygen, Carbon, and Nitrogen molecules. The only things changing are the order used and the amounts.
4. 10 minutes
• Add molecular formula to thee interactive word wall
• a formula giving the number of atoms of each of the elements present in one molecule of a specific compound.
• Take time to make sketches in journals of what the students think the molecules will look like. Use simulation if needed to model for students/ discuss. When coloring use this key hydrogen- red, oxygen- white, carbon- green, and nitrogen- purple. These colors used will be the same for the gumdrops when building.
• H20
• CH4
• NH3
• CH3COOH
• CO2
• H2O2

1. 10 minutes
1. Remind students that today we will be building. Since we will be building it is important to discuss bonds before building. Not all molecules look the same
1. Play this video
2. 5 minutes
• Have students go back and revise their drawings now that they have more information on the types of bonds.
3. 20 minutes
• Pass supplies to allow the students to now build the supplies. Limit if needed or divide into rows/small groups to create 2-3 of the molecules.
• Check on students as they are building to support
4. 10 minutes
• Once done allow students an opportunity to see the molecules built by others that are different than their own groups.

Intro/Driving Question/Opening

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How are elements from the periodic table used to make molecules like water, ammonia, vinegar, ect?

Hands-on Activity Instructions

• Day 1 is designed to be a whole group lesson where students are turning and talking to a neighbor to include partners, but really seeing what the periodic table is and giving a review of the information or introducing the information for the first time. Students will label their periodic tables and have time to color code so they understand what each type of element is on the periodic table.
• Day 2 is designed to be a whole group lesson where vocabulary is solidified and students understand what the periodic table atoms are and how to understand all of their information.
• Day 3 is where the students begin doing more hands on of drawing and identifying the various. Students will also use technology to see the molecules for themselves before drawing and sketching.
• Day 4 is the hands on building/engineering. Students will use all of the knowledge and information gained to build their 3D models.

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Assessment

1. When looking at the periodic table how do you identify groups? How do you define periods?
2. When looking at the atom H what is the Atomic number, name, and atomic mass?
3. How were molecules created?

Differentiation

Group students instead of doing independently.

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Make copies of interactive vocabulary wall.

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Provide more time in the days for each activity, give 2 days instead of 1.

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Adapt for a multiple choice test rather than short answer.

Remediation

Extension/Enrichment

Allow students to look at some harder molecules like:

• N₂ (nitrogen)
• O₃ (ozone)
• CaO (calcium oxide)
• C₆H₁₂O₆ (glucose, a type of sugar)

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Allow students to lead a small group of students struggling

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Allow students to us the simulation to observe molecules using other elements

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