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Students will work in table groups (of four students) to use their notes and knowledge of the periodic table of elements to complete the lab titled “The Alien Periodic Table.” They will complete the lab by following the steps below. Independent Activity, Small Group Activity The noble gases are usually unreactive.Atoms of noble gases do not usually gain, lose, or share electrons.All of the halogens are very reactive, and the uncombined elements are dangerous to humans.This group is called halogen because it means “salt forming.”.All elements in this group buy astatine are nonmetals.These atoms typically gain or share one electron when reacting with other elements.Oxygen you breathe is diatomic molecule the O 2 and ozone is O 3.Oxygen is highly reactive and can combine with almost every other element.These nonmetals usually gain or share two electrons when reacting with other elements.Contains three nonmetals: oxygen, sulfur, and selenium.Nitrogen is an example of an element that occurs in nature in the form of a diatomic molecule, N 2.Nitrogen does not readily react with other elements.These nonmetals usually gain or share three electrons when reacting with other elements.Contains two nonmetals: nitrogen and phosphorus.Compounds made of molecules containing long chains of carbon atoms are found in all living things. Only Carbon is a nonmetal in this family.Each element in this family can gain, lose, or share 4 electrons when reacting with other elements.Students will put the following notes into their science notebooks.
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Students will review the text reading from the previous lesson on element groups and periods. The groups will share answers in a brief class discussion. Students should also discuss how they might do the activity differently if they were working as a group. Students should identify other students who rationalized their groups similarly and differently. Students will be asked to rejoin their tablemates (groups of 4) and each person at the table should discuss their answers to the independent activity above. What materials would be easiest to place in a group? What materials would be hardest?.On what did you base your groupings? For example, size of item, shape, color?.How would you put the different materials into groups? Please specify what would go in each group.The assortment of materials will not change the activity.) Students will be asked to individually reflect in their science notebook on the following questions: (Any of these materials can be substituted out for other materials. The box will include: checkers (both black and red), marbles, colored paper circles, various game tokens, and beads. Students will enter the classroom and a box of random objects will be placed at each table. O = The learning experience is organized so that students proceed from concrete individual sorting activities, to group discussion and reflection, to whole group note-taking and discussion, to group demonstration of knowledge, and finally to reflection. T = The instruction will be tailored to different learners by providing experiences that accommodate different multiple intelligences, such as: tactile, kinesthetic, audio, visual, and naturalist. Students will reflect on the experiences of the lesson at the end through whole group discussion.Į = Students will express their understandings of the lesson through their answers to the question at the end of the lab and through discussion/reflection at the end of the activity. Students will get to work together to rethink element choices that may not match the criteria of the group in which they were placed. R = Students will revisit and revise their categorizing theories at the beginning of the lesson through discussion. They will experience a similar decision-making process to that of real scientists when categorizing elements. Students will be equipped with notes that will help them place elements on the alien periodic table.
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The lesson will hold the interest of the students by discussing aliens in the lab lesson.Į = Students will be provided real experiences of giving rationale for their sorting of items at the beginning of the lesson. H = The students’ interest will be hooked immediately at the beginning of the lesson through the hands-on sorting activity that each individual must complete. The unit big ideas will be posted so that students know why they are doing the activities of the day. W = The students will know where they are headed in the lesson through the use of a daily agenda on the board.