Course:

IGCSE Combined Science

Lesson: The Periodic Table of the Elements

Designer: Gary Kearns

Stage 1 Desired Results

Established Goals:
IGCSE Combined Science C9. The Periodic Table & C10 Metals
9.0.2. Use the Periodic Table to predict properties of elements by means of groups and periods.
9.1.1 Describe the change from metallic to non-metallic character across a period.
9.2.1 Describe lithium, sodium and potassium in Group I as a collection of relatively soft metals showing a trend in melting point and reaction with
water.
9.2.3 Describe the trends in properties of chlorine, bromine and iodine in Group VII including colour, physical state and reactions with other halide
ions.
9.3.1 Describe the transition elements as a collection of metals having high densities, high melting points and forming coloured compounds, and
which, as elements and compounds, often act as catalysts.
9.4.1 Describe the noble gases as being unreactive.
9.4.2 Describe the uses of the noble gases in providing an inert atmosphere, i.e. argon in lamps, helium for filling balloons.
10.1.1 Distinguish between metals and non-metals by their general physical and chemical properties.
Understandings:
Essential Questions:

The Periodic Table of the Elements is organized based on

similarities and trends of the elements.
There are many properties that common to different groupings
of elements and distinguish them from other groups.
Alkali & alkaline earth metals get more reactive moving down
the table.
Halogens get more reactive moving up the table.
Noble gases tend to be unreactive.

How is the Periodic Table of the Elements divided into groups?

How do the properties of the alkali and alkaline earth metals
change moving down the Periodic Table?
How do the properties of elements change moving from left to
right on the Periodic Table?
How do the properties of the halogens change moving down the
Periodic Table?
How are noble gases different from all other elements?

Students will know

Students will be able to

Alkali metals are very reactive and increase in reactivity moving

down the table.
Alkaline earth metals are also reactive and increase in reactivity
moving down the table.
Transition & other metals tend to conduct heat & electricity, are
ductile, malleable, shiny, and hard.
Lanthinide & actinides are uncommon on Earth and often
radioactive.
Non-metals tend to be dull, brittle, and poor conductors of heat &
electricity.
Halogens are very reactive and increase in reactivity moving up
the table.
Noble gases are very unreactive.
Semimetals, also called metalloids, share properties with both
metals and non-metals.

Identify which category an element belongs based on its location

of the table.
Describe how properties change across the periodic table, as well
as moving up & down.

Stage 2 - Evidence
Performance Tasks:
1. Color-code the Periodic Table of the Elements. This activity,
completed in class, will involve students filling in each elements
box on the Periodic Table with a specific color, identifying it as
fitting into a specific category.
2. The next laboratory experience will involve students examining
various elements, as well as watching some reactions performed
by the teacher, and identifying which category the elements fit
into.

Other Evidence:
1. The next few lessons with begin will a class quiz where randomly
picked members will be asked to identify the name of a specific
category.
2. There will be a formal, individual quiz a week after the initial
lesson.

Stage 3 Learning Plan

Learning Activities:
1. Introduce the Periodic Table of the Elements (Slides 1 3) As the class explores the Periodic Table of the Elements, they will focus on 10
different groups within the table. As they examine each group, they will fill in each section with a unique color, learn a mnemonic to
associate the color with the section, watch one two videos, and discuss properties and trends. Distribute a copy of the Periodic Table to
each student and make sure that they have the following colors of pencils: red, orange, yellow, light green, dark green, light blue, dark blue,
purple, pink & gray/black. Explain that the class will be exploring the Periodic Table and coloring ten different sections. Have the class
create a key at the top or left side of their table and remind them to be careful to use the correct color/shade for each stage.
2. The Alkali Metals (Slides 4 7) The alkali metals will be colored yellow and that color will be associated with the idea that they are reactive
and explosive. The first video shows a comparison of the first four alkalis reacting with both air and water. Pause the video after the water
portion and ask questions about what students observed guide the students to the discovery that the later alkalis reacted faster. After the
second portion of the video question the students again about what they saw and which elements reacted faster or with more power. (The
fires that are seen are a result of hydrogen gas being released along with enough heat to ignite it.) The second video is more explosive and
exciting; use it to emphasize how dangerous the alkali metals can be.
3. The Alkaline Earth Metals (Slides 8 10) The alkaline earth metals will be colored orange and that color will be associated with being
reactive and explosive, but less so than the alkali metals. After the video, question the students on what they saw, which elements reacted
faster, and also make a comparison to the alkali metals.
4. The Transition Metals (Slides 11 13) The transition metals will be colored red and that color will be associated with red-hot metal and
that these metals have high melting points (except Hg). This video is not a comparison of reactions, but a song about the general properties
of transition metals. After the video, ask the students to list the properties of transition metals. Ask if they can add any that the video
missed. Ask for comparisons between transition metals and the ones previously studied.
5. The Lanthanides (Slides 13 17) The lanthanides will be colored light green and that color will be associated with their other name: the
rare earth elements (along with the actinides). After the video ask the students to list some common properties of the lanthanide metals.
Ask for comparisons to the other metals seen so far.
6. The Actinides (Slides 18 20) The actinides will be colored dark green and that color will be associated with their other name: the rare
earth elements (along with the lanthanides); they are a different shade of green because they are unique from the lanthanides. After the
video ask about the properties of actinides. Also, ask for comparisons with the lanthanides, as well as the other metals discussed.

7. The Other Metals (Slides 21 23) The other metals will be colored pink and that color will be associated with their similarity, but slight
difference, to the transition metals. After the video, ask for comparisons between the properties of other metals and transition metals.
8. The Non-Metals (Slides 24 26) The non-metals will be colored light blue and that color will be associated with many of them being
common in the atmosphere (N2, O2 & H20). It will be beneficial to mention that the next two categories, the halogens and noble gases, are
considered non-metals along with their additional titles. After the video ask the students about what they observed and what are some
properties of the non-metals.
9. The Halogens (Slides 27 30) The halogens will be colored dark blue and that color will be associated with being a type of non-metal (light
blue) and that some halogens are used to clean pools. After the videos ask questions about what the students saw and which elements were
more reactive or reacted with compounds of the other halogens.
10. The Noble Gases (Slides 31 33) The Noble gases will be colored gray and that color will be associated with being a type of non-metal (light
blue) and that they are unreactive and boring. After the video, ask what the students observed and make comparisons on the noble gases.
11. The Semimetals (Slides 34 36) The semimetals will be colored purple and that color will be associated with them sharing properties of
metals (red) and non-metals (blue). After the video ask what some properties of semimetals are. Compare the properties with metals and
non-metals. Also, the video lists carbon as a semimetal despite the class calling it a nonmetal, ask questions directing students to realize this
and about the nature of science not all scientists always agree on every detail.
12. Review (Slides 37 & 38) The review song lists all of the elements with a creative drawing. The tune is quite catchy (and students generally
like the image for silicon. Although the video goes in order of atomic number, and not the groupings that were just identified, it can be
replayed at the lanthanide & actinide portions to reemphasize similarities between each of those groups.