Lesson Plan: C1.2.02

LESSON PLAN

Teacher	Subject	Period	Date	Year	Ability	LSA/Other Support
	Science

Context and Landmark Assessment	C1.2.02 Landmark Assessment: Progress Observation Opportunity

Remember to have high expectations

Lesson Title: Today we are learning about
How was the periodic table developed?

Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding

Success Criteria:	You will show your learning by...
Before the discovery of protons, neutrons and electrons, scientists attempted to classify the elements by arranging them in order of their atomic weights. The early periodic tables were incomplete and some elements were placed in inappropriate groups if the strict order of atomic weights was followed. Students should be able to explain how the atomic structure of metals and non-metals relates to their position in the periodic table Mendeleev overcame some of the problems by leaving gaps for elements that he thought had not been discovered and in some places changed the order based on atomic weights. Elements with properties predicted by Mendeleev were discovered and filled the gaps. Metals are found to the left and towards the bottom of the periodic table. Non-metals are found towards the right and top of the periodic table. Knowledge of isotopes made it possible to explain why the order based on atomic weights was not always correct. Students should be able to describe these steps in the development of the periodic table.

Success Criteria:

You will show your learning by...

Before the discovery of protons, neutrons and electrons, scientists attempted to classify the elements by arranging them in order of their atomic weights.
The early periodic tables were incomplete and some elements were placed in inappropriate groups if the strict order of atomic weights was followed.
Students should be able to explain how the atomic structure of metals and non-metals relates to their position in the periodic table
Mendeleev overcame some of the problems by leaving gaps for elements that he thought had not been discovered and in some places changed the order based on atomic weights.
Elements with properties predicted by Mendeleev were discovered and filled the gaps.
Metals are found to the left and towards the bottom of the periodic table. Non-metals are found towards the right and top of the periodic table.
Knowledge of isotopes made it possible to explain why the order based on atomic weights was not always correct.
Students should be able to describe these steps in the development of the periodic table.

Think about how you can match the needs of ALL students

Keywords:

Links: Literacy, Numeracy, SMSC, British values

Memory Anchor:

AFL/Key Questions:

How were elements in early periodic tables ordered?
By atomic mass
Why were early attempts at ordering the periodic table by atomic mass unsuccessful?
As this caused certain elements to be incorrectly placed in groups with elements with very different propertiesno.
How did Mendeleev predict the existence of several undiscovered elements when designing his periodic table?
He identified where there was no existing element that fit the pattern of his periodic table, so left gaps in for them.
How are metals and non-metal elements arranged on the periodic table
Metals are found to the left and towards the bottom of the periodic table. Non-metals are found towards the right and top of the periodic table.
What steps were involved in the development of the periodic table?
1. Groups of three elements with similar properties called triads. 2. More accurate atomic weights 3. Newlands table in atomic weight (law of octaves) 4. Mendeleev who left gaps putting them in groups with similar properties

Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes

Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS

Starter Activity	Differentiation and Challenge question/task
Students to copy and complete the keywords. Teacher reveals missing letters; Students correct mistakes; Discuss the scientific meanings of the words. Students to write down the definitions of the most important / new keywords. Discuss the 'Memory Anchor'. What does it show? How does it relate to the what we are learning about today (title)?

Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Remember to give time to apply knowledge, skills and understanding

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Plenary	Differentiation and Challenge question/task
Students to answer the 'Key Questions' with learning partners.
Progress Check Teacher to reveal and discuss the answers to the questions.	Extension What have learnt about the 'Big Ideas' today?

Homework	Differentiation and Challenge question/task