![]() In Explain 1, students learn to identify important information about each element. Students should be familiar with terms, including reactivity and valence electrons. ![]() Some knowledge of elements reacting to form compounds would be beneficial, but not necessary. Preteaching will be necessary if students are unfamiliar with the atomic structure. It is assumed that students have had exposure to the atomic structure, including protons, electrons, and energy levels, and understand that in an uncharged atom the number of protons and electrons are the same. Additional videos are provided to help students’ understanding of the Periodic Table. It is suggested that the teacher stop or direct students to pause the videos in order to record notes. Students complete notes to describe characteristics of the groups and periods during or immediately after watching the videos. ![]() Students learn how to interpret the Periodic Table. It is assumed that students are familiar with physical and chemical properties and terminology such as malleable, ductile, and luster. If students are unfamiliar with physical and chemical properties, encourage students to revisit Project Share resources for TEKS 8(5)(E), Physical or Chemical Change Interactive. Students should focus on how Mendeleev arranged the elements on his table and the unique shape of Periodic Table. Later in the lesson, students will compare the arrangement of a grocery store to the Periodic Table.Īs an introduction, students watch a video that discusses how Mendeleev developed the Periodic Table based on chemical properties. Students read about the organization of grocery store items and arrange several items in a grocery store. In this lesson, students will interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements (TEKS 8.5A).
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