Mary Beth Armstrong

Lesson Plans Chemistry Unit Week 13

Week of Jan. 28-Feb. 1

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Students will understand that there are groups of elements that have similar properties, including highly
reactive metals, less-reactive metals, highly reactive nonmetals (such as chlorine, fluorine and oxygen)
and some almost completely non-reactive gases (such as helium and neon). Some elements don’t fit into
any of the categories; among them are carbon and hydrogen, essential elements of living matter
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Students will interpret models/representations of elements;
Students will classify elements based upon patterns in their physical (e.g., density, boiling point, solubility)
and chemical (e.g., flammability, reactivity) properties.
Models enhance understanding that an element is composed of a single type of atom.
Organization/interpretation of data illustrates that when elements are listed according to the number of
protons, repeating patterns of physical (e.g., density, boiling point, solubility) and chemical properties
(e.g., flammability, reactivity), can be used to identify families of elements with similar properties
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Students will understand that all matter is made of tiny moving particles called atoms, which are far too
small to see directly through a microscope. The atoms of any element are alike but are different from
atoms of other elements.

Monday (28)

Learning Target:
LT - 4 I can describe and apply the octet rule.

If needed, students will finish the handout, “Determining the Number of Electron Shells” handout.
Then, students will copy learning target 4 in their composition books and will view a presentation
concerning the octet rule. Students will practice using the octet rule (handout) for some of the first 20
elements.

Tuesday (29)

Learning Target: I can describe and apply the octet rule.

Students will practice the octet rule by completing a handout in which students must determine the
type of element (metal or nonmetal) and must calculate valence electrons, whether the element will
gain or lose electrons etc. Students will then take a formative assessment using the SMART Response
clickers over learning targets 1-4.

Wednesday (30)

Learning Target:

LT – 5 I can identify the oxidation numbers for elements 1-20.

LT -6 I can define ion, cation, and anion and can identify the groups of elements that form them.

Learning Target: I can diagram or identify the first 20 elements using the Bohr or Lewis Dot Diagram.
Students will work with multimedia from the www.middleschoolchemistry.com site to make Bohr
Models of the first 20 elements. Students will then work in small groups to figure out the appropriate
placement of a group of cards. The cards will contain the Bohr’s models of elements 1-20. Students
must figure out which elements are represented by the cards. An index card representing each of the
20 elements will be placed around the room. Students will put their Bohr’s model cards next to the
correct element. After all of the model cards have been placed, student groups will be asked to evaluate
the placement of cards in one stack to the rest of the class. If time remains or for homework, students
will complete the Lewis Dot diagrams for elements 1-20.

Thursday (31)

Lt -6 I can define ion, cation, and anion and c an identify the groups of elements that form them.

Students will review the octet rule by completing a bell work. Students will define “oxidation number”
on their periodic tables and will number each group on the table with the appropriate oxidation
number. Students will then work in small groups to create ions of different elements using colored
disks. Students will complete a data table as they work through the ion examples.

Friday (1)

LT -7 I can use the correct ratio of ions to make an electrically neutral compound.

Students will work with element cards and skittles to model how specific ionic compounds form.
Students will be able to see how electrons are lost from the metal elements and gained by the nonmetal
element. Students will then diagram their models for their composition books.