EDU 5170

EDUCATIONAL TECHNOLOGY I
Lesson Plan Integrating Technology & Pedagogy Directions and Outline
Lauren Gonyea 3/12/2014
Standards:
HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based
on the patterns of electrons in the outermost energy level of atoms.
ISTE- 1-b. Create original works as a means of personal or group expression
ISTE- 1-c. Use models and simulations to explore complex systems and issues
Lesson Objectives:
A) Predict the trends in atomic number, atomic radius, electronegativity, and ionization energy
on the Periodic Table
B) In groups of three or working individually, use a creative medium to illustrate the trends in
the Periodic Table. Students may record create an assessment (using MS Word, MS Office, etc.),
record a song/music video, or create a poster (Powerpoint, MS Word, MS Publisher, etc.)
illustrating the trends in the Periodic Table. Students may select the programs that they feel most
comfortable using.
Introduce the Learning Activity:
1. Communicating lesson objectives:
On the board, write the objectives of what students will be able to do at the end of class. The
specific objective is not as important as communicating to students what they will be doing that
day. Write the following on the board and verbally express the objectives for today's lesson:
After today's lesson, you will be able to:
Describe basic trends in atomic number, atomic radius, electronegativity, and ionization
energy on the Periodic Table
Begin to create original works illustrating these Periodic Trends
2. Hook:
Pull up the following video on the projector screen and have students watch the video on
YouTube:
https://www.youtube.com/watch?v=zUDDiWtFtEM
This video will introduce students to the elements on the Periodic Table and get them thinking
about how the elements are organized. This video covers 118 elements on the Periodic Table.
Provide Information:
All information will be provided in the form of links for students on the Resource page of my
website. Students may refer to these resources to refresh their memory about electronegativity,
atomic radius, atomic number, and ionization energy. Students may also use other websites if
needed. Allow students to browse these websites while working on their "Quick Guide" and
other assignments for this unit. The links below are the same links on the Resources page of my
website.
The Spark Notes website provides an explanation for the periodic trends and visuals of
how the trends are related to the Periodic Table.
http://www.sparknotes.com/chemistry/fundamentals/atomicstructure/.html
The ACS website provides specific data about the ionization energy, electronegativity,
atomic number, and atomic radius.
https://acswebcontent.acs.org/games/pt.html
The Phet simulation provides a visual of how each molecular orbital is constructed for
each atom on the Periodic Table.
http://phet.colorado.edu/en/simulation/build-an-atom
Teacher reference:
Atomic radius decreases moving from left to right across a period and increases moving
down a group. Atomic radius decreases moving across a period because the nucleus gains
a proton moving from left to right. This increases the attractive force of the nucleus.
Electrons moving across a period are located in the same energy shell so this does not
influence electron shielding. Atomic radius increases moving down a group because
electron energy shells are added. This adds an electron shield which provides a limited
amount of attraction from the protons' positive charge.
Electronegativity increases moving from left to right across a period and decreases
moving down a group. Electronegativity is the ability of an atom to attract an electron.
This is because valence electrons wish to achieve the octet rule where atoms with close to
full valence shells will gain an electron.
Atomic number is the number of protons in the nucleus of an atom. Atomic increases
moving from left to right across a period and increases moving down a group. The
elements in the Periodic Table are arranged in order of increasing atomic number.
Ionization energy is the energy needed to remove an electron. The closer the electron is to
the nucleus, the tougher it is to remove and the higher the ionization energy is. Ionization
energy increases moving from left to right across a period because atomic radius
decreases so the electrons are closer to the nucleus. Ionization energy decreases moving
down a group because atomic radius increases moving down a group and the electrons
are farther away from the nucleus.
Provide Practice:
Part 1
Students will go to the website http://student.plattsburgh.edu/lgony001/Resources.html and will
click on the link titled ACS Periodic Table. This link can also be found at
https://acswebcontent.acs.org/games/pt.html. Students will explore this website and click through
the elements on the Periodic Table. On a separate piece of paper, students will create a "Quick
Guide" which will record the following general trends as you move across the periods and down
the groups of the Periodic Table:
1. Atomic Number
2. Atomic Radius
3. Electronegativity
4. Ionization Energy
This will be collected at the end of class and students will receive a check grade.
Part 2
Students will then visit the website http://phet.colorado.edu/en/simulation/build-an-atom and will
select "Run Now!" This link is also available under the Resources page of my website titled
Build an Atom Simulation. This provides a simulation which allows students to create atoms
from the Periodic Table. Instruct the students to create a stable fluorine atom and a stable lithium
atom. Once both of the atoms have been built, instruct the atoms to discuss with a partner how
the number of electrons in the outer shell is different. Ask groups to share their thoughts with the
entire group. Be sure to relate this to electronegativity, atomic radius, atomic number, and
ionization energy.
Provide Knowledge of Results:
1. Verbal feedback will be provided to the students by circulating around the room while
students are working with the Phet simulation as well as finding the Periodic Trends on the ACS
website. The teacher will check for understanding by asking students about their findings and
answering any questions students may have.
2. Written feedback will be provided for students when they turn in their "Quick Guide". This
will be graded based on effort; however, written feedback will be provided indicating any errors
that were made. Written feedback will also be provided when students turn in their project
assessment. Students will be graded based on the rubric that is attached at the end of the lesson
plan.
Review the Activity:
Before the end of class, bring the group together an initiate a group discussion for review. Have
students report their findings from the each of the four periodic trends and provide an
explanation as to why these trends exist. Ask students to report how the Phet simulation helped
them to provide explanations behind the four Periodic Trends. Finally, have students write an
exit slip on a separate piece of paper describing any questions that they have at this point. These
questions may be answered during the next class.
Method of Assessment:
Each assessment is aligned with two of the standards listed in the objective (HS-PS1-1) and
(ISTE- 1-b). The third objective (ISTE- 1-c) was covered during the Provide Practice section of
the lesson plan. Students will choose 1 of the following:
a) You work for the New York State Education Department (NYSED) and your boss asked you
to develop an assessment for high school chemistry students. This must be typed (MS Word, MS
Publisher, PowerPoint, etc.). You must provide a key or a sample needed to achieve a perfect
score for the assessment. You must include the following:
Patterns/trends of the periodic table (atomic number, atomic radius, ionization energy,
electronegativity)
Relationships between groups AND periods on the periodic table
Include a creative component for assessment
Sample or key of a perfect score for the assessment
b) In groups of three, create a "Periodic Trends" song create a music video. You must illustrate
relationships between the elements. Specifically, the song must include the following:
Patterns/trends of the periodic table (atomic number, atomic radius, ionization energy,
electronegativity)
Relationships between groups AND periods on the periodic table
c) You work for a graphic design company and are asked to create a poster to illustrate important
trends in the periodic table. You may use any software program that you feel comfortable using
(MS Paint, MS Word, MS Publisher, etc.). You must include the following:
Patterns/trends of the periodic table (atomic number, atomic radius, ionization energy,
electronegativity)
Relationships between groups AND periods on the periodic table
Students will be given two weeks to complete the assignment and will present their creations in
class.

Assessment Rubric
Criteria 3 2 1
Content Excellent

All four trends are
accurately depicted
and included
Average

Three of the four trends
are accurately depicted.
All trends are included
Below Average

At least one of the four
trends is missing or more
than one trend is
inaccurately depicted.
Effort/Creativity Excellent

The assessment is
creative and
demonstrates the
student's best work
Average

More effort is needed.
Below Average

Little effort was put into
the assignment
Clarity Excellent

The meaning was
conveyed in a clear
and concise manner
Average

Few grammar mistakes
detract from meaning
Below Average

Many grammar mistakes
detract from meaning
Presentation Excellent

The final product is
organized and
pleasing to the eye
Average

Minor improvements
could be made to make
the presentation more
appealing
Below Average

The final product is
disorganized and many
improvements are needed

Answer Key to "Quick Guide"*
Moving from left right across a period
Atomic Radius Decreases
Ionization Energy Increases
Atomic Number Increases
Electronegativity Increases
Moving from top bottom down a group
Atomic Radius Increases
Ionization Energy Decreases
Atomic Number Increases
Electronegativity Decreases
*Students will be given a Check Grade based on effort. Written feedback will be given to
students indicating their results/mistakes.