Day 2 Lesson Plan: Organization and Structure of the Periodic

Table
Subject: Chemistry
Grade: 11th
Students will engage in: (mark all that apply)
___ Cooperative learning
___ Project
_X_ Graphic Organizer
_X_ Visuals/ Technology
_X_ Research/Lab
_X_ Worksheet
____Whole group instruction
Lesson Objective: While watching a video on the organization and
structure of the Modern Periodic Table, students will annotate and
label a blank periodic table then conduct a graphing laboratory
investigation, and analyze and use textual evidence to answer
questions about a short reading.
Lesson Outline and Task for the students:
1) As students come in to class, they will be instructed to pick a
blank periodic table which they will label and annotate while
watching a video clip about the organization and structure of the
Modern Periodic Table (~9:06 minutes). Last nights homework
placed on a bin as the students enter the room will be collected and
checked for accuracy and completion.
2. After the video is finished, pass out the Graphing the
Relationship Between Atomic Mass and Atomic Number
laboratory investigation handout.
3. Following the procedure outlined in the handout, students will
plot atomic mass (Y-axis) against atomic number (X-axis) for the
first 103 elements looking for a trend and outliers in the process.
(~18-20 minutes). Remind the students that they may not be able to
complete the entire activity in class and that the questions will be

assigned for homework.

5. For the last 10-12 minutes of class, students will read and
analyze a short text regarding some of the missing elements in
Mendeleevs periodic table. They will use text evidence to answer
four questions about it.
6. Remind students about the questions on the graphing lab
handout which will be their homework for tonight if they have not
completed it yet.
Summative Assessment:
The four questions from the Properties of a Missing Element
handout will be collected and checked by the instructor. The
annotated and labeled periodic table will be checked but glued on
student notebooks.
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.11-12.3
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks;
analyze the specific results based on explanations in the text.
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.