Topic: The Periodic Table – Arrangement of Elements
Lesson 1: Structure of the Periodic Table
| Section | Details |
|---|---|
| Objective | Describe the Periodic Table as an arrangement of elements in periods and groups in order of increasing proton/atomic number. |
| Activities | – Starter (5 mins): Show a blank Periodic Table and ask: “What patterns do you notice in the arrangement of elements?”- Main (25 mins): 1. Explain how elements are arranged in periods (rows) and groups (columns). 2. Define the atomic/proton number and its role in the arrangement of elements. 3. Discuss the importance of Dmitri Mendeleev’s contributions to the Periodic Table.- Plenary (10 mins): Students label a blank Periodic Table with group numbers, period numbers, and examples of elements. |
| Resources | Blank Periodic Table, labeled Periodic Table, worksheets. |
| Time | 40 minutes total: 5 mins (Starter) + 25 mins (Main) + 10 mins (Plenary). |
| Homework | Research the history of the Periodic Table and write about one scientist’s contribution. |
| Assessment | Worksheet: Identify elements and their positions on the Periodic Table based on atomic number. |
| Past Paper Practice | IGCSE Chemistry 0620/41/M/J/20 Q1(a) – Periodic Table arrangement and atomic number. |
Lesson 2: Metallic to Non-Metallic Character Across a Period
| Section | Details |
|---|---|
| Objective | Describe the change from metallic to non-metallic character across a period. |
| Activities | – Starter (5 mins): Ask: “Why are some elements like sodium metals, while others like chlorine are non-metals?”- Main (25 mins): 1. Explain how metallic character decreases across a period as proton number increases. 2. Discuss how ionization energy, electronegativity, and the ability to lose electrons change across a period. 3. Relate the position of metals, metalloids, and non-metals in the Periodic Table.- Plenary (10 mins): Students complete a table comparing metallic and non-metallic properties across a period. |
| Resources | Periodic Table, examples of elements (e.g., Na, Mg, Al, Cl), worksheets. |
| Time | 40 minutes total: 5 mins (Starter) + 25 mins (Main) + 10 mins (Plenary). |
| Homework | Write a paragraph explaining why elements on the left of the Periodic Table are metallic. |
| Assessment | Worksheet: Identify metallic and non-metallic elements across a period and explain their properties. |
| Past Paper Practice | IGCSE Chemistry 0620/41/O/N/21 Q1(c) – Changes in metallic character across a period. |
Lesson 3: Group Number and Ion Charge
| Section | Details |
|---|---|
| Objective | Describe the relationship between group number and the charge of ions formed from elements in that group. |
| Activities | – Starter (5 mins): Ask: “Why does sodium form Na+\text{Na}^+ while chlorine forms Cl−\text{Cl}^-?”- Main (25 mins): 1. Explain how group number indicates the number of valence electrons. 2. Discuss how elements form ions by gaining or losing electrons to achieve a full outer shell. 3. Provide examples: Group 1→+1\text{Group 1} → +1, Group 2→+2\text{Group 2} → +2, Group 7→−1\text{Group 7} → -1.- Plenary (10 mins): Students complete a table showing the group number, valence electrons, and ion charges of elements. |
| Resources | Periodic Table, ionic charge charts, worksheets. |
| Time | 40 minutes total: 5 mins (Starter) + 25 mins (Main) + 10 mins (Plenary). |
| Homework | Write the ion charges for elements in Groups 1, 2, 6, and 7, providing reasons for their charges. |
| Assessment | Worksheet: Predict the charges of ions formed by elements in different groups. |
| Past Paper Practice | IGCSE Chemistry 0620/41/M/J/20 Q2(c) – Group numbers and ionic charges. |
Lesson 4: Chemical Properties and Electronic Configuration
| Section | Details |
|---|---|
| Objective | Explain similarities in the chemical properties of elements in the same group in terms of electronic configuration. |
| Activities | – Starter (5 mins): Show examples of Group 1 and Group 7 elements reacting and ask: “Why do elements in the same group behave similarly?”- Main (25 mins): 1. Discuss how elements in the same group have the same number of valence electrons. 2. Relate valence electrons to chemical properties (e.g., reactivity, type of bonding). 3. Compare reactivity trends within Group 1 (alkali metals) and Group 7 (halogens).- Plenary (10 mins): Students draw a diagram showing the electronic configuration of Group 1 and Group 7 elements and their reactions. |
| Resources | Periodic Table, reaction videos, diagrams, worksheets. |
| Time | 40 minutes total: 5 mins (Starter) + 25 mins (Main) + 10 mins (Plenary). |
| Homework | Write a short explanation of why Group 1 elements become more reactive down the group. |
| Assessment | Worksheet: Predict the reactivity of elements based on their group and electronic configuration. |
| Past Paper Practice | IGCSE Chemistry 0620/41/O/N/21 Q3(d) – Chemical properties and electronic configuration. |
Lesson 5: Predicting Properties Using the Periodic Table
| Section | Details |
|---|---|
| Objective | Explain how the position of an element in the Periodic Table can be used to predict its properties. Identify trends in groups, given information about elements. |
| Activities | – Starter (5 mins): Pose the question: “What can the Periodic Table tell us about an element just by its position?”- Main (25 mins): 1. Discuss trends in groups (e.g., reactivity in Groups 1 and 7, melting points in Group 1). 2. Use examples to predict properties of unknown elements (e.g., position of hypothetical elements in Group 2 or Group 6). 3. Practice using the Periodic Table to infer properties.- Plenary (10 mins): Students solve problems predicting properties of elements based on their position. |
| Resources | Periodic Table, example questions, worksheets. |
| Time | 40 minutes total: 5 mins (Starter) + 25 mins (Main) + 10 mins (Plenary). |
| Homework | Research trends in one group of the Periodic Table and write a summary. |
| Assessment | Worksheet: Predict trends and properties for elements in given groups and periods. |
| Past Paper Practice | IGCSE Chemistry 0620/41/M/J/19 Q4(b) – Predicting properties using the Periodic Table. |
Notes for Teachers:
- Use the Periodic Table as a visual aid throughout the lessons.
- Relate abstract concepts (e.g., trends and properties) to real-life examples for better student engagement.
- Provide ample practice with past paper questions to reinforce learning.
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