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Q3 The Periodic Table of Elements

The document outlines a learning plan focused on using the periodic table to understand chemical elements and their properties. It includes various activities such as games, group discussions, and presentations to engage students in learning about the structure and organization of the periodic table. The plan emphasizes inquiry-based learning and aims to enhance students' ability to predict chemical behavior and find information about specific elements.

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Rodrigo Esequille Longcop
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15 views5 pages

Q3 The Periodic Table of Elements

The document outlines a learning plan focused on using the periodic table to understand chemical elements and their properties. It includes various activities such as games, group discussions, and presentations to engage students in learning about the structure and organization of the periodic table. The plan emphasizes inquiry-based learning and aims to enhance students' ability to predict chemical behavior and find information about specific elements.

Uploaded by

Rodrigo Esequille Longcop
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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III.

Learning Plan

Learning
Objective/s:
MELCs Formative Learning Experiences
Assessments
:

 Use the Strategy Remarks


periodic
table to The Periodic Table of Elements
predict
the At the end of Inquiry- I. Preliminary Activities
chemical the lesson, based a. Opening prayer
behavior students will Learning b. Checking of Attendance
of an be able to:
element.  Understand
the II. Interaction
Scenario- a. Opening activity/ Motivation
structure
based The students will be playing a game called “Line Up”. The class will be divided into three
and
Activity (3) groups. Each group will be given 3 minutes to get to know each other.
organizatio
n of the
Each group will need to line themselves up based on the given category. The group that
periodic
gets the correct line up first wins.
table
 Identify Categories:
groups,
periods,  Height
and key  Age (Descending)
element  First letter of their surname (A-Z)
properties  First letter of the first name (Z-A)
 Use the
periodic
table to Process questions:
find
information 1. How do you feel after the game?
about 2. How were you able to quickly know where to stand in line?
specific 3. How important is it to know your members to win the game? Why?
elements
b. Springboard activity
The teacher will present to a picture of a grocery stall to the class. The teacher will ask
the following questions.

Process questions:

1. What have you observed in the picture?


2. How does these shelves help you in buying the things you need?

c. Presentation
The teacher will then show a video showing how the periodic table was developed.
https://www.youtube.com/watch?v=7tbMGKGgCRA

The periodic table of chemical elements, often called the periodic table, organizes all
discovered chemical elements in rows (called periods) and columns (called groups)
according to increasing atomic number.

The periodic table’s arrangement also allows scientists to discern trends in element
properties, including electronegativity, ionization energy, and atomic radius.
d. Analysis
The class will be divided into small groups with at least 5 members to perform the
activity.

ACTIVITY 1: TRACKING THE PATH AND CONSTRUCTING THE PERIODIC TABLE

Objectives:
After performing this activity, you should be able to:
1. Trace the development of the periodic table; and
2. Describe how the elements are arranged in the periodic table.

Materials Needed:
Paper, whole manila paper, pencils or pens, ruler, masking or adhesive tapes , element
cards provided by the teacher (3 cm x 5 cm)

Procedure:
1. Element cards are posted on the board. The element's properties and the
compounds it can form are listed in each card. As a class, go over each card.
2. Notice that the cards are arranged in increasing atomic mass. While keeping the
order of increasing atomic mass, put the elements with similar properties in the
same column.

Process questions:
1. How many groups of elements were formed?
2. What criteria did you use to choose which group an element belongs to?
3. Are there any exception/s to these trends? If so, which elements break the trend?
Why did your group arrange these elements the way you did?
4. Are there any gaps in your arrangement? Where are they? What do you think
these gaps might mean?

e. Abstraction
The periodic table of chemical elements, often called the periodic table, organizes all
discovered chemical elements in rows (called periods) and columns (called groups)
according to increasing atomic number.

The periodic table’s arrangement also allows scientists to discern trends in element
properties, including electronegativity, ionization energy, and atomic radius.
The periodic table provides information about the atomic structure of the elements and
the chemical similarities or dissimilarities between them.

Many scientists worked on the problem of organizing the elements, but Dmitri
Mendeleev published his first version of the periodic table in 1869, and is most often
credited as its inventor. Since then, the periodic table has evolved to reflect over 150
years of scientific development and understanding in chemistry and physics. Today, with
118 known elements, it is widely regarded as one of the most significant achievements
in science.

III. Deepening
a. Application
The periodic table of elements serves as a tool to better understand the elements
present in nature. With the vast number of elements and their unique characteristics,
the periodic table makes it easier for us to know them.

As a student, how does the skill in organizing help in doing tasks efficiently? And how do
you plan to do so?

b. Evaluation
Using your copy of the Modern Periodic Table, answer the following items. Tell
which element is located in the following groups and periods.

a. __________ group 4, period 5 h. __________ group 16, period 6


b. __________ group 2, period 2 i. __________ group 17, period 3
c. __________ group 6, period 6 j. __________ group 11, period 5
d. __________ group 18, period 1 k. __________ group 5, period 4
e. __________ group 14, period 5 l. __________ group 10, period 6
f. __________ group 12, period 4 m. __________ group 13, period 3
g. __________ group 1, period 7 n. __________ group 15, period 6

Prepared by: Checked by:

LEUNNAME R. PAREDES, LPT RUBYLYN A. GILBOY, LPT


Subject Teacher Subject Area Coordinator, Science & Math

Noted by:

ELY E, DE SILVA JR., LPT


Director for Academic Services

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