Assignment in SCE590: Integrating HPS in the Curriculum

CHRISTY ANN M. RAHON (11784490)

LESSON PLAN IN SCIENCE GRADE 8

USING THE MONK & OSBORNE MODEL

I. OBJECTIVES:
A. Content Standards
The periodic table of elements as an organizing tool to determine the chemical
properties of elements.
B. Performance Standards
C. Learning Competencies (S8MT-IIIgh-11 from the K to 12 Basic Education Science CG)
Trace the development of the periodic table from observations based on
similarities in properties of elements.
D. Key Concepts:
1. How did chemists begin to organize the known elements?
2. How did Mendeleev organize his periodic table?
3. How is the modern periodic table organized?

II. CONTENT: Development of the Periodic Table

III. LEARNING RESOURCES:
A. References:

Rabago, Lilia M., et. al., 2014. Science and Technology 8. Philippines: Vibal Pub.
House.
The Development of the Periodic Table – Royal Society of Chemistry retrieved
from www.rsc.org/Education/Teachers/Resources/periodictable/post16/develop.doc
Wilbraham, Anthony C., et. al., 2005. Chemistry. Massachusetts: Prentice Hall.

B. Materials:
Powerpoint presentation, Activity Cards, Illustrations and graphs of the old
periodic table.

IV. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS:

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

STAGE 1: PRESENTATION
Odd Man Out Activity (Please see attached
sheet.)
The teacher will group students into 5 groups
and give each group an activity card. The Commented [G1]: Inserted: he t
students will be given 5 minutes to do the
activity. The rapporteur of the group will present their
After 5 minutes, the students will present and answer to the class for 2 minutes.
explain their output.

Q1: Will you give some ways on how the 118 (Students will give some answers)
elements in the periodic table were arranged?
Assignment in SCE590: Integrating HPS in the Curriculum
CHRISTY ANN M. RAHON (11784490)
STAGE 2: ELICITATION
Q2: How did you identify the element that does Students will answer the teacher’s question.
not belong to the group? Commented [G2]: Inserted: es
Q3: What are the informations you considered
in classifying the elements or identifying the
element which does not belong in the group? Commented [G3]: Inserted: es
STAGE 3: HISTORICAL STUDY
Commented [G4]: Inserted: s
Using a powerpoint presentation, the teacher The students will listen to the discussion taking
will discuss the development of the periodic notes of how the scientists formulated their
table. The teacher will elaborate the discussion arrangements.
of how each scientist was able to come up with
their own arrangement and how each
arrangement develops into the Modern Periodic
Law.
STAGE 4: DEVISING TESTS
The teacher will give a worksheet for the Students will answer the worksheet.
students to answer.
Worksheet No. 1: Think Like Them!
STAGE 5: SCIENTIFIC IDEAS AND EMPIRICAL TESTS
The teacher will discuss the answers to the Students will present their answers.
questions given in stage 4. Commented [G5]: Inserted: he t
While discussing the answers, the teacher will
also discuss historical data/stories related to
how the elements were arranged. Commented [G6]: Inserted: al
STAGE 6: REVIEW AND EVALUATION
The teacher will ask the students to make a The students will make a timeline showing the
timeline of the development of the periodic development of the periodic table. The timeline
table. should show how the periodic table developed
from previous arrangements and the connection
from one arrangement to another.
Assignment in SCE590: Integrating HPS in the Curriculum
CHRISTY ANN M. RAHON (11784490)

ACTIVITY 1: ODD MAN OUT

You will be given 4 element cards. Discuss among yourselves which of the elements do not belong to
the group. After 5 minutes, report to the class the result of your discussion. Use the questions below
as your guide in reporting your choice.
1. Which element does not belong to the group? Commented [G7]: Inserted: es
2. Why is the element not included in the group?
3. What are the characteristics of the element that is not present in the other elements given?
4. Which group should the element be included? (This is to be answered after all the groups have
reported. Choose from the groups of elements given to the other groups in the class.) Commented [G8]: Inserted: s

Element cards to be distributed to the groups:

Group 1: Na, Li, K, I
Group 2: Ar, Ne, He, P
Group 3: C, N, O, Cs
Group 4: F, Cl, Br, Ag
Group 5: Pt, Au, Hg, Kr

 Element cards were downloaded from

https://www.tes.com/teaching.../element-cards-with-properties-of-elements-6122161
Assignment in SCE590: Integrating HPS in the Curriculum
CHRISTY ANN M. RAHON (11784490)

WORKSHEET NO. 1
THINK LIKE THEM!
(Worksheet adapted from The development of the Periodic Table - Royal Society of Chemistry
www.rsc.org/Education/Teachers/Resources/periodictable/post16/develop.doc)

Given are pictures/ illustrations or results of experiments done by the proponents of the periodic
table. Analyze each and answer the questions given.

A. Thinking like Newlands

Just four years before Mendeleev announced his Periodic Table, John Alexander Reina Newlands
wrote in Chemical News
‘If the elements are arranged in order of their equivalents [ie relative atomic masses in today's
terminology] with a few transpositions, it will be seen that elements belonging to the same group
appear on the same horizontal line. Also, the numbers of similar elements differ by seven or multiples of
seven. Members stand to each other in the same relation as the extremities of one or more octaves of
music. Thus in the nitrogen group phosphorus is the seventh element after nitrogen and arsenic are the
fourteenth elements after phosphorus as is antimony after arsenic. This peculiar relationship I propose
to call The Law of Octaves'. Commented [G9]: Inserted: are
Commented [G10]: Inserted: ,
Newlands listed those known in order of their atomic weight putting their position in this sequence alongside the
symbol. He did not give a name to this position number. A copy of his table is shown below using the symbols Commented [G11]: Inserted: o
Newlands used. Commented [G12]: Deleted:i

H1 F8 Cl 15 Co/Ni 22 Br 29 Pd 36 I 42 Pt/Ir 50 Commented [G13]: Deleted:is

Li 2 Na 9 K 16 Cu 23 Rb 30 Ag 37 Cs 44 Tl 53

Gl 3 Mg 10 Ca 17 Zn 25 Sr 31 Cd 34 Ba/V 45 Pb 54

Bo 4 Al 11 Cr 18 Y 24 Ce/La 33 U 40 Ta 46 Th 56

C5 Si 12 Ti 19 In 26 Zr 32 Sn 39 W 47 Hg 52

N6 P 13 Mn 20 As 27 Di/Mo 34 Sb 41 Nb 48 Bi 55

O7 S 14 Fe 21 Se 28 Ro/Ru 35 Te 43 Au 49 Os 51

1. What pattern can you see with the arrangement? Is it consistent with that of the Modern
Periodic Table?
2. In the modern periodic table, what do the position numbers correspond to?
Assignment in SCE590: Integrating HPS in the Curriculum
CHRISTY ANN M. RAHON (11784490)

B. Thinking like Meyer.

Above is a plot of the atomic mass vs. atomic volume (size of the atom), a property on observed by Meyer. Commented [G14]: Inserted: the

1. What pattern can you see from the graph?

2. Can you predict which elements are at the peak of the pattern?
3. Is the pattern consistent with the Modern Periodic Law?
Assignment in SCE590: Integrating HPS in the Curriculum
CHRISTY ANN M. RAHON (11784490)

C. Thinking like de Chancourtis

Below is a copy of de Chancourtis plot when he arranged elements in increasing weights.

1. What can you say about the arrangement of the elements?

2. Is there a relationship among elements belonging in the same column/grid lines? If there
is, how are they related?
3. Is the pattern consistent with the Modern Periodic Law?
Assignment in SCE590: Integrating HPS in the Curriculum
CHRISTY ANN M. RAHON (11784490)

D. Thinking like Mendeleev

The world’s first view of Mendeleev’s Periodic Table – an extract from Zeitschrift fϋr
Chemie, 1869.

1. What predictions can you make from the list of elements given by Mendeleev?
2. Give 1 similarity and difference between the table produced by Newlands and
Mendeleev? Meyer and Mendeleev?
3. Is the arrangement consistent with the Modern Periodic Law?