| Method |
Precise Learning Objective |
Linked |
Question / Activity
(Designed for maximum working out) |
Stepping Stones |
Pitstop Check
(Thinking Map) |
|
The elements in the periodic table are arranged in order of atomic (proton) number and so that elements with similar properties are in columns, known as groups. The table is called a periodic table because similar properties occur at regular intervals. |
|
How are elements ordered in the periodic table? |
|
|
|
Elements that react to form positive ions are metals. |
|
Metals react to form __________ charged ions Model transfer of electrons using plasticine/fluffy balls. Students then practice drawing electronic configuration of ions to establish the charges to develop recall of knowledge from C1.1 |
|
|
|
Elements in the same group in the periodic table have the same number of electrons in their outer shell (outer electrons) and this gives them similar chemical properties. |
|
In terms of electron structure, how are elements in the same group similar? Students draw electronic configurations of hydrogen, lithium, sodium, fluorine, chlorine and bromine. Complete a double bubble map to compare a contrast each group. |
|
|
|
Elements that do not form positive ions are non-metals. |
|
Non-metals react to form __________ charged ions GF: What would happen to the chemical properties of Sodium if it had a full outer shell of electrons? |
|
|
|
Students should be able to explain how the position of an element in the periodic table is related to the arrangement of electrons in its atoms and hence to its atomic number |
|
What does the group and period of an element tell us about its electron structure? |
|
|
|
The majority of elements are metals. |
|
Are there more metals or non-metal elements on the periodic table? |
|
|
|
Students should be able to predict possible reactions and probable reactivity of elements from their positions in the periodic table. |
|
Predict how the reactivity of caesium would compare to lithium |
|
|