Day 1 Lesson Plan: History of the Periodic Table

Subject: Chemistry
Grade: 11th
Students will engage in: (mark all that apply)
_X_ Cooperative learning
___ Project
_X_ Graphic Organizer
_X_ Visuals/ Technology
___ Research/Lab
_X_ Worksheet
___ Whole group instruction
Lesson Objective: Students will watch a video on the history of
and the thought process that accompanied the development of the
Periodic Table from the ancient times to the 19 th century work of
Mendeleev, simulate the initial work done by Mendeleev using
element cards, and analyze and use textual evidence to answer
questions about a reading.
Lesson Outline and Task for the students:
1) As students come to class, they will be instructed to open their
notebooks to take notes on a short video clip about the
development of the Modern Periodic Table (~6:00 minutes)
2. After the video is finished, ask students to write a summary of
the video on their notebooks for 3-4 minutes.
3. While students are writing, pass out the Mini-Mendeleev
Activity handout and element cards and group the students into
pairs.
4. Using the properties of the elements listed in the cards, student
pairs will arrange the elements and create their own version of the
periodic table on a presentation paper that will posted on the wall.
(~18-20 minutes)
5. With the remaining 15-20 minutes of class, students will do a
gallery walk armed with three sheets of sticky-notes that they will

be putting on three of their top choices of periodic tables with the

ranking and their comments and/or questions about the
arrangement of the elements done by their classmates.
6. Assign homework: reading handout Constructing the Periodic
Table
Summative Assessment:
The summary questions from the Mini-Mendeleev Activity will be
collected and checked by the instructor. The gallery walk artifacts
will also be used for summative assessment.
Standards:
CCSS.ELA-LITERACY.RST.11-12.1
Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account.
CCSS.ELA-LITERACY.RST.11-12.2
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms
CCSS.ELA-LITERACY.RST.11-12.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific
or technical context relevant to grades 11-12 texts and topics.
CCSS.ELA-LITERACY.WHST.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically
sequences the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis,
reflection, and research.