2025 JHS INSET - SCIENCE

UNIT LEARNING PLAN

LEARNING PLAN​

EXPLORE

TOPIC: Unit Introduction and Overview

1. Use of timelines and charts Unit Introduction: Science of Materials
2. The Atomic Model Have you ever wondered what everything around you is made of? From the air we breathe to the gadgets we use,
3. Subatomic particles everything is made of materials—and science helps us understand their nature and behavior. In this unit, Science of
4. Elements and Compounds Materials, we will explore the building blocks of matter and how scientists have uncovered their secrets over time.
5. The Periodic table We begin our journey with timelines and charts, tools that help us visualize scientific discoveries and organize
information. Then, we’ll dive into the fascinating evolution of the Atomic Model, from ancient ideas to modern theories.
Along the way, you’ll learn about subatomic particles—the tiny parts inside atoms that make up all matter.
Content Standards: Next, we’ll distinguish between elements and compounds, and finally, we’ll uncover how scientists classify these materials
1. The use of timeline and using the Periodic Table of Elements, a powerful tool that reveals patterns in nature.
charts can illustrate Get ready to discover how understanding materials helps us build better technologies, design new products, and improve
scientific knowledge of the everyday life!
structure of the atom has
evolved over time.
Hook Activity: "Mystery Materials Investigation"
2. The current structure of This activity encourages students to explore and classify various materials based on their observable properties. By
the handling and examining different objects, students will begin to appreciate the diversity and characteristics of materials in
atom includes subatomic their everyday environment.​
particles, their symbol, Activity Overview:
mass, charge, and location. ●​ Objective: Students will investigate and classify a variety of materials by observing their physical properties.
●​ Materials Needed: A collection of everyday items made from different materials (e.g., metal spoon, plastic bottle,
3. Elements and compounds wooden block, glass jar, rubber band, fabric swatch).
are identified as pure ●​ Procedure: Students will handle each item, note its properties (such as texture, flexibility, transparency, and
substances. hardness), and attempt to classify the material.​
To access othe activities click : Materials Science Activities for Students - Goodfellow
4. The periodic table is a Guiding Questions:
useful 1.​ What physical properties did you observe in each material, and how did these properties help you classify them?
tool to determine the 2.​ Were there any materials that were difficult to classify? What made them challenging?
chemical properties of 3.​ How do you think understanding the properties of materials is important in real-world applications, such as
elements. engineering or product design?
 Performance Standard: Essential Question
The learners demonstrate an
understanding of the structure How do atomic structure and the periodic table help explain the behavior and properties of substances?
of the atom and how our
understandings have changed Map of Conceptual Change Activity for Students’ Prior/New Knowledge.
over time. Using the Map of conceptual change below, the students will accomplish the first box to give their prior knowledge about
They draw models of the the topic. The student will answer the EQ.
atom and use tables to
represent the properties of
subatomic particles.
They demonstrate their
knowledge and understanding
of the periodic table by
identifying the elements, their
symbols, their valence
electrons, and their positions
within the groups and
periods. They design and/or
create timelines or
documentaries as interesting
learning tools.

LEARNING COMPETENCY FIRM-UP (ACQUISITION)

Learning Competency A1. TOPIC NO. 1 Use of timelines and Charts

Develop a timeline for the
historical background of the Activity No.1 Noting Details with Graphic Organizer
development of the current
Atomic Model (five key Students fill in the missing pieces from the video presentation.
scientists/models:
Democritus/The "Indivisible https://www.youtube.com/watch?v=sG6QoLxwIw4&t=20s&ab_channel=Cognito
Particle" Idea, John Dalton
/The "Solid Sphere" Model,
J.J. Thomson/The "Plum
Pudding" Model, Ernest
Rutherford/The "Nuclear" or
"Planetary" Model, Niels
Bohr/ The "Bohr" Model
(Quantized Orbits), Erwin
Schrödinger/The "Electron
Cloud" or Quantum
Mechanical Model)
that identifies tiny particles
as atoms

Learning Targets:
I can describe how early
scientists imagined the
structure of the atom.
I can match each atomic Watch the video and answer the following questions:
model to the scientist who
proposed it. 1.​ What was John Dalton's model of the atom, and how did it describe atomic structure?
I can develop a timeline 2.​ How did J.J. Thomson's discovery of the electron lead to the development of the 'plum pudding' model?
showing how ideas about 3.​ What observations from Rutherford's gold foil experiment led to the conclusion that atoms have a small, dense
atoms have changed over nucleus?
time. 4.​ How did Niels Bohr's model explain the behavior of electrons in atoms differently from previous models?
5.​ In what ways did each successive atomic model build upon or revise the ideas of its predecessors?
Success Criteria:
Students work in pairs or small groups to create a digital timeline using a Web 2.0 tool like Timeline JS or Padlet. (Can be
I am able to arrange the done remotely in case disruptions)
atomic models in the correct
historical sequence on a
timeline using the graphic
organizers

Learning Resources/Materials/Handout/Worksheet:
https://timeline.knightlab.com/

Students work in pairs or small groups to create a digital timeline using a Web 2.0 tool like Timeline JS or Padlet.
Clickable Links: GCSE Chemistry - History of the Model of the Atom
 https://www.youtube.com/watch?v=sG6QoLxwIw4&t=20s&ab_channel=Cognito
Online Activity:

Assessment 1: A.​ Discovered the neutron in 1932

Matching Type : B.​ Suggested that atoms are indivisible particles called
“atomos”
1.​ ___ John Dalton C.​ First proposed that atoms are solid spheres
2.​ ___ J.J. Thomson D.​ Proposed the presence of energy levels or shells for
3.​ ___ Ernest Rutherford electrons
4.​ ___ Niels Bohr E.​ Model where electrons orbit the nucleus in fixed paths
5.​ ___ James Chadwick F.​ Discovered the electron using cathode ray tubes
6.​ ___ Democritus G.​ Described the atom as a positively charged sphere
7.​ ___ Plum Pudding Model with electrons scattered inside
8.​ ___ Gold Foil Experiment H.​ Proposed a dense, positively charged nucleus at the
9.​ ___ Bohr Model center of the atom
10.​___ Electron I.​ Discovery made through bombarding gold foil with
11.​___ Proton alpha particles
12.​___ Neutron
13.​___ Nuclear Model J.​ Discovered positively charged particles in the nucleus
14.​___ Solid Sphere Model K.​ Proposed the nuclear model after gold foil experiment
15.​___ Quantum Model L.​ Proposed a more accurate, modern model with
probability zones for electrons
M.​ Neutral particle found in the nucleus
N.​ Subatomic particle with a negative charge
M. Model that shows electrons in a cloud around the
nucleus

Learning Competency A2 Activity 2: Unveiling the Atom's Blueprint: Inside the Smallest Building Blocks
Draw the structure of an
atom in terms of the nucleus Instructions:
(protons and neutrons) and
electron shells (where A. "Mystery Box" / What's Inside? (Think-Pair-Share):
electrons are located); ●​ Teacher Action: Hold up a small, opaque box (or a piece of a common object like a pen cap). Ask students: "What
do you think makes up this?" "If we kept cutting it into smaller and smaller pieces, what would be the very, very
Learning Targets: smallest piece we'd still recognize as part of it?"
1.​ I can identify the two ●​ Student Action: Students think individually, then discuss with a partner. Share ideas with the class. (Expected
main parts of an answers: molecules, atoms, tiny particles).
atom: the nucleus ●​ Process Questions:
and electron shells. o​ "Why do you think it's important to understand the smallest parts of matter?"
2.​ I can accurately label o​ "What have you heard about 'atoms' before?"
 the nucleus (Protons o​ "Do you think atoms are just tiny, solid balls, or do they have their own internal structure?"
and Neutrons) and
electron shells in a B. Direct Instruction: Drawing the Atomic Structure
diagram of an atom.
3.​ Read the text: Bohr's Atomic Model

Success Criteria: Following the discoveries of hydrogen emission spectra and the photoelectric effect, the Danish physicist Niels Bohr
I can clearly illustrate the (1885-1962) proposed a new model of the atom in 1915. Bohr proposed that electrons do not radiate energy as they
Bohr’s atomic model of an orbit the nucleus, but exist in states of constant energy that he called stationary states. This means that the electrons
element. orbit at fixed distances from the nucleus (see below). Bohr's work was primarily based on the emission spectra of
hydrogen. This is also referred to as the planetary model of the atom. It explained the inner workings of the
hydrogen atom. Bohr was awarded the Nobel Prize in physics in 1922 for his work.

https://www.britannica.com/science/Bohr-model

Teacher Action: Transition from the text to explicitly drawing. Use a whiteboard, projector, or a digital drawing tool (like
Canva, if available) to demonstrate.

Briefly review that atoms have a nucleus and electrons. Explain that today, we'll focus on where these parts are located.
Guided Exploration:
●​ "Let's look at the central part. What do you see in the center?" (Guide them to identify protons and neutrons
within the nucleus).
●​ "Now, look at the particles moving around the center. What are these called?" (Electrons).

●​ "Notice how the electrons don't just fly anywhere. Do you see paths or levels they seem to follow?" (Guide them
to observe the "shells" or "orbits").
●​ Demonstrate adding electrons one by one and observe how they fill the shells (2 in the first, then 8 in the second,
etc., without going into full electron configuration rules, just the visual concept).
C. Guided Practice: Link to this Video: https://www.youtube.com/watch?v=Q71vwWYE1_0

Watch the video and let the students answer the following questions.
Questions to Answer:
1.​ What is the number that identifies the no. of electrons in an atom?
2.​ How do you compute for the number of neutrons?
3.​ What is the number of protons equal to?
4.​ How do you know the number of rings/circles to be drawn?
5.​ Draw the atom of Cl, Mg and Al

D. Gamification: Pictionary – What’s the Element?

Instruction for Bohr’s Model Pictionary Game

Objective:​
To review and reinforce knowledge of the Bohr's model of atoms and the first 20 elements in the periodic table in a fun,
engaging way.

Materials Needed:

●​ 20 Bohr's model cards (1 for each of the first 20 elements: H to Ca)

Link to the cards:

https://members.teachbesideme.com/wp-content/uploads/2017/08/Bohr-Atomic-Model-Cards-for-First-20-Element
s.pdf

●​ Whiteboard or Manila paper and markers

●​ Timer (or stopwatch)
●​ Scoreboard (optional)
How to Play:

1.​ Divide the class into 2 or more teams.​

Each team should have at least 3 members.
2.​ Prepare the Bohr’s model cards (one for each of the first 20 elements). Each card should show the Bohr model
(number of shells and electrons per shell) without the element name.
3.​ One player from the team will be the “Illustrator”. The rest of the team will be “Guessers.”
4.​ The Illustrator picks a random Bohr’s model card and draws the Bohr model on the board within the time limit
(e.g., 1 minute).
o​ No letters, words, or numbers related to the element name may be used.
o​ Only atomic structure: nucleus (with protons/neutrons optional) and electron shells.
5.​ The team must guess the correct element name (e.g., “Carbon”) within the time limit based on the drawing.
6.​ If they guess correctly, they earn a point. If not, the next team can try to steal the point with one guess.
7.​ Rotate roles and repeat until all cards have been used or a time limit is reached.

Winning the Game:

The team with the most correct guesses at the end of the game wins!

Blended Learning Conversion:

●​ Online: Students could use a digital drawing tool (e.g., Google Drawings, Jamboard, or even a simple "draw"
feature on a learning platform) to complete their "atom blueprints." They could then submit their digital drawings.
Alternatively, they could use the PhET simulation to build the specific atom and then screenshot their correct build
as their output.

Offline: Provide printed templates of atom outlines

(https://members.teachbesideme.com/wp-content/uploads/2017/08/Bohr-Atomic-Model-Cards-for-First-20-Elemen
ts.pdf Students draw and label using pencils/pens. They can use colored pencils to differentiate shells or the
nucleus.

Process Questions
1. Where are the protons and neutrons located?"(In the nucleus, at the center).
2. Where are the electrons located?(Around the nucleus, in shells/energy levels).
3. What happens when you add more electrons? Do they all go to the same shell?" (No, they fill up layers).

Summative Assessment:

Drawing Bohr’s Models

 Instructions: Draw the Bohr’s atomic model for the following elements. Show the correct number of protons in the
nucleus and the correct arrangement of electrons in shells based on the electron configuration.

1.​ Hydrogen (H) – Atomic number: 1

2.​ Carbon (C) – Atomic number: 6
3.​ Neon (Ne) – Atomic number: 10
4.​ Magnesium (Mg) – Atomic number: 12
5.​ Phosphorus (P) – Atomic number: 15

Learning Competency A3. Activity 3: Writing Electron Configuration

Write the ground state Instruction: Conduct a lecture on the Bohr’s model of atom. Demonstrate how no. of electron are identified and how
electron configuration of an these electrons are distributed in the energy levels.
element.

Learning Targets:

1. I can identify the no. of

electron in an atom.
2. I can distribute the
electrons in the main energy
levels , sublevel and orbitals
3. I can write the ground
state electron configuration.

Success Criteria:
I can correctly write the
electron configuration of an How does this worker's energy change as he climbs up and down the ladder?
element.
Climbing a ladder takes energy. At every step, you push yourself up against gravity, and accumulate potential energy.
Coming back down releases that potential energy as you descend step by step. If you are not careful, you can release
that potential energy all at once by falling off the ladder (never a good thing). In addition, you take the climb or descent
in steps. There is no "in-between" position on the ladder—your foot either hits a rung, or it hits empty space, and you are
in trouble until you find a rung to stand on. This situation is similar to the energy of electrons as they are distributed in
the different energy levels.

To be able to write electron configuration of an element, there are steps to be followed.

Step 1: Identify the given element and its atomic number from the periodic table.
Iron: Fe
 Atomic Number =26
Step 2: Write the electron configuration by the energy level and the type of orbital first, then the number of electrons
present in the orbital as superscript.
Electron Configuration :1s22s22p63s23p64s23d6
Note: 4s orbital has less energy than 3d. That's why 4s write before 3d in the electron configuration of copper.
The rule for electron filling in the orbitals is shown in the figure below:

https://study.com/skill/learn/how-to-write-the-electron-configuration-of-an-atom-using-the-periodic-table-explanation.htm
l

Questions to Answer:

1.​ Write the electron configuration of the elements belonging to group no. 2 (Alkaline Earth metals).
How many valence electron each element has?
2.​ Write the electro configuration of the element belonging to group no.8. How many valence electrons each
element has?
3.​ What generalization can you make?

Online Activity:
Electron Configuration Worksheet

Click on this link to access the worksheet for writing electron configuration

https://www.mayfieldschools.org/downloads/electron_configuration_practice_workshe_12.pdf

Assessment 2:
 Students will answer this worksheet

Learning Competency A4. Activity 4: The Atom's Inner Crew: Protons, Neutrons, & Electrons
Differentiate the subatomic
particles protons, neutrons, Instructions:
and electrons in terms of A. "Who Am I?" Riddle Game (Interactive/Think-Pair-Share):
their symbol, mass, charge, Project or write three riddles on the board, each describing a subatomic particle without naming it directly.
and location within an atom;
"I live in the atom's tiny core, and I carry a positive score. Who am I?" (Proton)
Learning Targets: "I'm also in the core, but with no charge, I roam. I help to hold the atom's home. Who am I?" (Neutron)
1. I can write the symbol for "I spin around the outside, negative and light. I'm very important for day and night (and electricity!). Who am I?"
proton, electron and (Electron)
neutron/
2. I can identify the symbol, Students discuss in pairs, then share their guesses with the class.
charge, and general location
of protons, neutrons, and Process Questions:
electrons. Why do you think these particles are important?
3. I can compare and Based on the riddles, what's one key difference between them?
contrast the characteristics Where do you think most of an atom's 'stuff' (mass) is located?
of protons, neutrons, and
electrons using a chart or
diagram.
 B. Project a blank table (or distribute a partially filled one) with columns for "Particle," "Symbol," "Charge," "Relative
Mass," and "Location."
Success Criteria:
I am able to organize this
information into a
comparison chart or
diagram.

Guided Completion: Go through each particle, prompting students for answers based on the PhET simulation and
previous discussions.

●​ Proton: "What's the symbol for a proton?" (p or p+). "Its charge?" (+1). "Its relative mass?" (1 atomic mass
unit, or 1 amu – simplify as "1 unit"). "Where is it located?" (Nucleus).
●​ Neutron: "Symbol?" (n or n0). "Charge?" (0 / neutral). "Relative mass?" (1 amu / "1 unit"). "Location?"
(Nucleus).
●​ Electron: "Symbol?" (e or e-). "Charge?" (-1). "Relative mass?" (Very, very small / almost 0 amu / "much smaller
than 1 unit" or "1/1836th of a proton"). "Location?" (Electron shells / electron cloud / outside the nucleus).

●​ Protons determine an element’s identity. The atomic number is equal to the number of protons. For example,
carbon (C) has 6 protons.
●​ Electrons are equal to protons in a neutral atom. They are responsible for chemical bonding and reactions.
●​ Neutrons add mass and stability. The number of neutrons can vary, forming isotopes. Neutrons = mass number –
atomic number.

Examples:

●​ Hydrogen (H): 1 proton, 0 neutron (most common isotope), 1 electron

●​ Carbon (C): 6 protons, 6 neutrons, 6 electrons
●​ Oxygen (O): 8 protons, 8 neutrons, 8 electrons

Understanding these particles helps students grasp atomic structure, periodic trends, and nuclear reactions.

To further learn about subatomic particles , let the students watch this video
 Link:
https://www.khanacademy.org/science/hs-chemistry/x2613d8165d88df5e:atoms-isotopes-and-ions/x2613d8165d88df5e:
atomic-structure/v/protons-neutrons-and-electrons-in-atoms

Questions to Answer:
1.​ What’s inside an atom?
2.​ What is atom mostly made up of?
3.​ What do you call the place where electrons are most likely to be found?
4.​ What are the charges of protons and electrons? What is the net charge when these two are paired?
5.​ Why is the number of protons important in identifying an element?

Online Activity:
Let the students access this worksheet in this link:
https://www.chemistrylearner.com/wp-content/uploads/2022/06/8th-Grade-Atomic-Structure-Worksheet.webp
and answer by completing the table and fill in the blanks.

Assessment 4: Table Completion

Learning Competency A5. Activity 5: Counting Protons, Neutrons, and Electrons

Calculate the number of
protons, neutrons, and Instructions:
electrons in the atom of
several elements, such as A. Atomic ID Card" Puzzle (Think-Pair-Share /Interactive Whiteboard):
aluminum;

Learning Targets:
1. I can identify the atomic Project or draw three simple "ID cards" for imaginary elements, but with some information missing or jumbled
number and mass number of (e.g., "Element X - Atomic Number: ?, Mass Number: 20, Protons: 10, Neutrons: ?, Electrons: ?"). Keep it
an element from the periodic simple,maybe just 2-3 elements.
table or given data.

2. I can calculate the

number of protons,
neutrons, and electrons in
an atom of an element like
aluminum.

3. I can complete a particle

chart for selected elements
like aluminum and oxygen.

Success Criteria:
I am able to determine the
number of electrons in a
neutral atom by recognizing
it's equal to the number of
protons. | "Imagine atoms have their own ID cards, telling us exactly who they are. Today, we're going to become 'atomic
detectives' to figure out all the missing information on these cards!"

In pairs, students discuss what information they already know (e.g., if protons = electrons for neutral atoms).
They attempt to fill in any blanks they can, sparking curiosity about how to find the rest.

Process Questions:

o​ "What piece of information on an element's ID card is most important for identifying it?" (Protons/Atomic
Number).
o​ "If an atom is 'neutral,' what does that tell us about its positive and negative parts?" (They're equal).
o​ "Where do you think we can find these mysterious numbers?" (Periodic Table).

B. PhET Build an Atom simulation

(Link: https://phet.colorado.edu/sims/html/build-an-atom/latest/build-an-atom_en.html). Project it.

"Let's use our virtual lab to see these numbers in action. We'll pay close attention to the 'Atomic Number' and 'Mass
Number' displays."
Start with the "Atom" tab.

"Add 1 proton. What's the atomic number? How many electrons does it naturally get to be neutral? What's the mass
number?" (Hydrogen).

"Add another proton. What changed? Atomic number? Mass number?" (Helium).

"Now, add a neutron to Helium. What changes? Only the mass number, right? The atomic number (and element identity)
stays the same."

"Let's try Aluminum (Al). How many protons do we need to make it Aluminum?" (13). "What's its atomic number?" (13).
"How many electrons does it have when neutral?" (13). "To get to its typical mass number (27), how many neutrons
would it need?" (14). Guide them to add 14 neutrons.

Emphasize: As they add particles, highlight how the atomic number only changes with protons, mass number changes
with protons AND neutrons, and charge changes with electrons (relative to protons).

Process Questions (during simulation):

▪​ "What particle directly determines the atomic number?" (Protons).

▪​ "Which particles add to the mass number?" (Protons and neutrons).
▪​ "How can you tell if an atom is neutral just by looking at the numbers of protons and electrons?"
(They are equal).
▪​ "If the element is Silicon (Si), how many protons MUST it have?" (14).
▪​
C. The "P.E.N. Method" (Graphic Organizer/Formulas)

The core formulas using a simple, memorable graphic organizer (e.g., a triangle or a P.E.N. acronym with arrows).

o​ Formula Derivations:

▪​ Protons: "From our PhET activity, we saw that the Atomic Number is always the same as the
number of protons. So: Protons = Atomic Number (Z)."
▪​ Electrons (for neutral atoms): "We also noticed that for a neutral atom, the positive charges
balance the negative charges. So: Electrons = Protons (for neutral atoms)."
▪​ Neutrons: "The Mass Number tells us the total 'weight' in the nucleus (protons + neutrons). So, if
we know the mass number and the protons, we can find the neutrons: Neutrons = Mass
Number (A) - Atomic Number (Z)."
Rules:

1. Protons (P) = Atomic Number (Z)

2. Electrons (E) = Protons (P) (for neutral atoms)

3. Neutrons (N) = Mass Number (A) - Atomic Number (Z)

Step-by-step Examples (Teacher-led, using the formulas):

Example 1: Carbon (C)

"Look at the Periodic Table. Carbon's Atomic Number is 6. Its Mass Number is usually 12 (round atomic mass to nearest
whole number for mass number in G8)."

P = 6 (Atomic Number)

E = 6 (same as Protons, for neutral C)

N = 12 (Mass Number) - 6 (Atomic Number) = 6

Result: Carbon has 6 Protons, 6 Electrons, 6 Neutrons.

Example 2: Aluminum (Al) (as per competency)

Atomic Number: 13. Mass Number: 27.

P = 13

E = 13

N = 27 - 13 = 14
 Result: Aluminum has 13 Protons, 13 Electrons, 14 Neutrons.

Process Questions:

1. Why is the atomic number so important?(It identifies the element and tells us the protons).
2. What's the difference between atomic number and mass number? (Atomic number is just protons; mass number is
protons + neutrons).
3. If an atom has 9 protons and a mass number of 19, how many neutrons does it have? (10).
Worksheet/Online Platform Description:

Online Version: Use a Google Form/Quizizz with different sections. Each section asks students to calculate P, N, and
E for a given element, and then identifies the element from the Periodic Table.

Unique Twist: Instead of just listing elements, provide "clues" or "riddles" that hint at their common uses (e.g., "I'm the
element that makes up most of the air we breathe, and my mass number is 14. Find my P, N, E, and identity!" -
Nitrogen).

Students use an online interactive periodic table (e.g., Ptable.com or Chemicool.com) as their primary tool. They
input their calculations and selected element name into the form. Immediate feedback can be set up for correct answers.

Offline Version (Engaging Activity):

Create "Element Mystery Cards." Each card has a different element name, but only its atomic number and typical
mass number are visible (or perhaps just atomic number and a hint like "mass is around X").

Students use a physical periodic table to calculate P, N, E for 3-5 chosen elements.

Self Self-Assessment:

As you complete your work, use this checklist to assess your understanding and accuracy. Place a ✅ if the statement is
true for your work, or write a ✖ if you need to review or correct it.

Criteria
✅/ Comments or Corrections (if
✖ needed)
I correctly identified the atomic number of the element.
I correctly identified the mass number of the element.
I calculated the number of protons correctly (same as atomic number).
I calculated the number of electrons correctly (same as protons for a
neutral atom).
I calculated the number of neutrons correctly (Mass Number - Atomic
Number).
I used the correct formula to find the subatomic particles.

Summative Assessment:

Scenario 1: The Mystery Atom

While investigating a new element, a student observes that the atom has 15 protons and an atomic mass of
approximately 31.

Question:​
a. How many neutrons does this atom have?​
b. What is the name of the element based on the number of protons?​
c. How many electrons does it have if it is neutral?

Scenario 2: Periodic Table Detective

You are given an element with the following information:

●​ Symbol: Ca

●​ Atomic Number: 20

●​ Mass Number: 40

Question:​
a. Determine the number of protons, neutrons, and electrons.​
b. Explain how you used the periodic table to find your answer.

Scenario 3: Bohr Model Blueprint

You are designing a Bohr model for an element that has 6 protons and 6 electrons.
 Question:​
a. How would you distribute the electrons in the shells?​
b. How many neutrons would this element have if its mass number is 12?​
c. Name the element.

Scenario 4: Isotope Investigation

Two students are comparing two versions of the same element. One atom of carbon has a mass number of 12, and
another has a mass number of 14.

Question:​
a. What do both atoms have in common?​
b. How many neutrons are in each isotope?​
c. Why are they still considered the same element?

Scenario 5: Element ID Game

You are given this particle data:

●​ Protons: 11

●​ Electrons: 11

●​ Neutrons: 12

Question:​
a. What is the atomic number of this element?​
b. What is the mass number?​
c. Name the element and write its electron configuration)

Learning Competency A6. Activity 6: Pure and Sure: Unlocking the Secrets of Pure Substances (Station Rotation)

describe the properties of A. Anticipatory Activity

pure substances as:
Have you ever wondered what makes gold, water, or oxygen different from the countless mixtures we encounter every
day?
a. having fixed chemical Today, we will explore pure substances — materials that have a fixed chemical composition. These include elements, like
composition, examples of oxygen and gold, and compounds, like water and salt.
which are elements and
compounds, and You'll also discover that each element is unique because all its atoms have the same number of protons, setting it apart
from all other elements.
b. that all the atoms of an
element have a unique Pure substances are materials that have a fixed chemical composition. This means that no matter where you find a
number of protons; sample of the substance, it will always have the same structure and the same kind of particles. Elements and compounds
are the two main types of pure substances.
Learning Targets:
An element is made up of only one kind of atom. Examples are oxygen (O₂), gold (Au), and carbon (C). Each element is
1. I can define a pure unique because all the atoms of an element have the same number of protons in their nuclei. For instance, every atom of
substance and distinguish carbon always has 6 protons, and every atom of oxygen always has 8 protons. This number of protons is called the
between elements and atomic number, and it defines what the element is.
compounds.
A compound, on the other hand, is a pure substance formed when two or more elements are chemically combined in a
2. I can describe how fixed ratio. Water (H₂O) is a good example — it always consists of two hydrogen atoms and one oxygen atom. No matter
elements and compounds where you find water, this composition never changes.
have fixed chemical
compositions. In summary, pure substances are either elements or compounds that have a definite and unchanging composition, and
each element is defined by the unique number of protons in its atoms.
3. I can identify whether a
given sample is an element or
B. Station Rotation Activity
a compound.
Station 1: Teacher Station - "Mystery Powders & Elemental Fingerprints" (15 minutes)
Success Criteria:
 Mystery Powders (Hands-on): Provide small samples of two pure substances (e.g., pure table salt and pure
sugar - clearly labeled with chemical formulas NaCl and C12H22O11 respectively) and one simple mixture (e.g., salt &
I am able to describe the
sugar mixed, or sand & salt).
characteristics of pure
substances.​
●​ Ask students to observe them closely (color, texture, dissolving in water - if time/safe).
●​ "Which of these do you think are 'pure substances' in a scientific way? Why?" (Guide them to understand fixed
I am able to differentiate
properties).
elements from compounds.
●​ "What makes salt always salt, no matter where it comes from? What about sugar?"

 Fixed Composition Discussion: Explain that pure substances (elements and compounds) always have the exact
same makeup, no matter the sample. Salt is always NaCl (one sodium atom, one chlorine atom). Water is always H2O
(two hydrogen, one oxygen).

 Elemental Fingerprints (Unique Protons): Show a large periodic table. Point to Oxygen (O) and Nitrogen (N).
●​ "Look at Oxygen. What's its atomic number? What does that number mean?" (8 protons). "Can any other element
 have 8 protons?" (No).
●​ "What about Nitrogen? How many protons?" (7).
●​ Direct Instruction: "This is what makes every element unique! Its 'fingerprint' is its atomic number, which is the
exact number of protons in all its atoms. If you change the number of protons, you change the element!"

Process Questions:
1. If I have a spoonful of pure sugar from Brazil and a spoonful from the Philippines, how will their chemical
compositions compare? (They will be identical).
2. Why can't an atom of carbon ever have 7 protons?" (Because then it would be Nitrogen, not Carbon. Protons
define the element).
3. So, what is the key difference between an element and a compound?" (Element: one type of atom, defined by
protons. Compound: two or more different atoms bonded in a fixed ratio).

Station 2: Collaborative Station - "Matter Mastermind Worksheet" (15 minutes)

Materials: "Matter Mastermind" Worksheet (see below), pens/markers.
Student Action: Work collaboratively in pairs/trios, discuss answers, fill out the worksheet, and complete the graphic
organizer.

Worksheet Design:

Part 1: Pure Substance Sort: A list of items (e.g., Gold coin, Tap water, Distilled water, Air, Table salt, Carbon dioxide,
Fruit juice, Diamond). Students categorize each as "Pure Substance" or "Mixture." (Initial sorting helps identify pure
substances). See worksheet:
https://docs.google.com/document/d/1QwpTXihf5rHhxr-ayqZwWSQB8Efa1FDX/edit?usp=drive_link&ouid=117997525113
114761768&rtpof=true&sd=true

Part 2: Element vs. Compound Challenge (Venn Diagram or T-Chart):

Provide a list of pure substances (e.g., Fe, H2O, O2, NaCl, CO2, Ag, C6H12O6).

▪​ Students identify each as an "Element" or "Compound" and explain why (e.g., "Fe is an element because it only has
Iron atoms." "H2O is a compound because it has Hydrogen and Oxygen atoms bonded together.").
▪​ Graphic Organizer: A Venn diagram titled "Pure Substances" with two overlapping circles: "Elements" and
"Compounds." Students place characteristics and examples in the appropriate sections.

See worksheet:
https://docs.google.com/document/d/1ZCLgpDLyi5ipzGqZITqawStsLbRD5PXK/edit?usp=drive_link&ouid=117997525113
114761768&rtpof=true&sd=true

Part 3: Proton Power!

▪​ Why is atomic number considered an element's 'fingerprint'?
▪​ If an atom has 11 protons, what element is it? If it suddenly loses 2 protons, what element does it become?" (This
 reinforces the unique proton count).

Station 3: Technology Station - "Pure Substance Probes" (15 minutes)

Materials: Tablets/mobile devices with internet access, headphones (optional).
Activities:

Interactive Online Simulation (5-7 minutes):

Link: https://phet.colorado.edu/sims/html/molecules-and-light/latest/molecules-and-light_en.html (or PhET "Build a
Molecule" or "Atomic Structure" if "Molecules and Light" is too advanced for the focus on pure substances).

Instructions: Students navigate to the "Molecules" tab. They click on different molecules (e.g., O2, H2O, CO2, N2,
CH4) and observe their fixed structures. This visually reinforces that compounds have a specific, unchanging ratio of
atoms. They can also see elements like O2 made of only one type of atom.

Process Questions (within the online activity, or on a simple reflection sheet):

1. When you look at a water molecule (H2O), is its structure always the same?
2. What do you notice about the atoms in an oxygen molecule (O2) compared to a carbon dioxide molecule (CO2)?
3. How does this simulation show us that compounds have a 'fixed chemical composition'?"

Online Quiz/Check-for-Understanding (5-7 minutes):

Web 2.0 Tool: Use Quizizz or Google Forms.

C. Synthesis/Summary: "Pure Substance Spotlight"

Bring the class back together. Call on a few students from different stations to share one new thing they learned or
one concept that became clearer.
1. Give me one example of a pure substance we discussed today.
2. What's the most important thing to remember about what makes an element unique (Its number of protons).
3. Why is it useful for scientists to classify matter into 'pure substances' and 'mixtures'?

Assessment:
True or False Quiz: Properties of Pure Substances

1.​ In a pure element, the number of neutrons in each atom must always be the same.​

2.​ A compound can be broken down into simpler substances by chemical means.​

3.​ Two samples of pure water from different places will have different chemical compositions.​

4.​ Isotopes of an element have the same number of protons but different numbers of neutrons.​

5.​ When two elements combine chemically, they always form a pure substance.​
 6.​ The unique number of protons in an atom is called its atomic mass.​

7.​ Saltwater is considered a pure substance because it appears uniform.​

8.​ Every atom of oxygen must have exactly 8 protons to be considered an oxygen atom.​

9.​ A pure substance can exist in a solid, liquid, or gas state while maintaining its chemical identity.​

10.​Mixtures have fixed chemical compositions just like pure substances.

Answer Key

1.​ False — Neutrons can vary (isotopes), but protons are fixed in an element.​

2.​ True — Compounds can be decomposed by chemical reactions into simpler substances (elements).​

3.​ False — Pure water (H₂O) always has the same chemical composition regardless of source.​

4.​ True — Isotopes have the same number of protons but different neutrons.​

5.​ True — Chemical combination of elements forms a pure substance (a compound).​

6.​ False — The number of protons is called the atomic number, not atomic mass.​

7.​ False — Saltwater is a mixture, not a pure substance, even if it looks uniform (homogeneous mixture).​

8.​ True — Oxygen must have exactly 8 protons to be considered oxygen.

9.​ True — A pure substance remains chemically the same whether it's solid, liquid, or gas (e.g., H₂O as ice, water, or
steam).​

10.​False — Mixtures do not have a fixed composition.

Learning Competency 7: Activity 7: Periodic Pioneers: The Minds Behind the Table
A. "Mystery Grid" Challenge (Think-Pair-Share):
Discuss the significant Project a very simple, incomplete grid of numbers or symbols, perhaps with some obvious patterns and a few blanks.
contributions of early (e.g., A, B, C, D, ?, F, G, H, I, J, ?, L). Imagine you're an explorer, and you've found these strange symbols on an ancient
scientists (Dmitri Mendeleev, tablet. Your job is to figure out the pattern and fill in the blanks, even if you don't know what the symbols mean yet. How
John Newlands would you start?
Henry Moseley, Lothar In pairs, students discuss strategies for finding patterns and predicting missing items. They might suggest looking for
Meyer) in the development of increasing numbers, repeating sequences, or properties.
the periodic table; Process Questions:
1. What kind of patterns are you looking for?
2. If you found a pattern, how confident would you be in predicting what comes next or what's missing?
3. What if some of the pieces didn't quite fit your pattern? What would you do?

B. Explore & Explain

1. Video Presentation: "The Genius of the Periodic Table" (10 minutes)
Introduce the video as a journey back in time to meet the scientists who built the Periodic Table.
Video Link: https://www.youtube.com/watch?v=0RRVV4Diomg
(This link is a placeholder. You would replace it with a suitable, engaging Grade 8 level video on the history of the
periodic table, focusing on the target scientists. A good example would be from TED-Ed, SciShow, or Crash Course Kids,
if available for this topic).

Pre-Video Task (Graphic Organizer): Distribute a simple graphic organizer (e.g., a table or a "Scientist Profile"
template) for students to fill in while watching.

Watch the video, actively fill in their graphic organizer, focusing on the contributions of Newlands, Meyer, Mendeleev, and
Moseley.

Process Questions (post-video):

1. Which scientist was the first to notice a repeating pattern in properties when elements were arranged by mass?
(Newlands)
2. What was unique about Mendeleev's table that made it so powerful?(He left gaps and predicted elements).
3. What problem did Henry Moseley fix with the Periodic Table?(He changed the order from atomic mass to atomic
number, fixing discrepancies).

2. Interactive Exploration: Royal Society of Chemistry Periodic Table History (15 minutes)
Direct students to the interactive periodic table history website.
Website Link: https://periodic-table.rsc.org/history

Guided Exploration:
1. Click on the 'Evolution of the Periodic Table' timeline or 'Key Scientists' sections."
2. Find the scientists we just learned about (Newlands, Meyer, Mendeleev, Moseley). Read a bit more about their
specific work.
3. Pay attention to the 'Early attempts' section. What were some of the challenges they faced?
4. How did each scientist build upon or refine the ideas of others?

Students use information from the website to complete or add more details to their graphic organizer.

Process Questions:
1. How was Lothar Meyer's contribution similar to Mendeleev's?(Both published tables based on atomic mass around the
same time, recognizing periodicity).
2. Why was it revolutionary for Mendeleev to leave gaps in his table? (Showed confidence in his system, allowed for
future discovery, gave the table predictive power).
3. How did Moseley's work using X-rays change our understanding of element identity?" (Showed that atomic number,
not mass, is the true identity).

3. Collaborative "Scientist Snapshots" (10 minutes)

Divide the class into small groups (3-4 students). Assign each group one or two of the target scientists.
Each group creates a "snapshot" or short summary (3-4 bullet points, maybe a simple drawing) of their assigned
scientist's key contribution. They can do this on a small poster paper, a mini-whiteboard, or digitally on a shared Google
Slid.
Groups collaborate to summarize their assigned scientist's role, preparing to share.
(For Blended Learning Conversion)
Online: Each group creates a single slide on a shared Google Slides presentation. They embed an image of their
scientist and use bullet points for contributions. They can then "present" their slide virtually.
Offline: Provide large index cards or half-sheets of paper. Groups draw a caricature of their scientist and list their
contribution. These can then be arranged in a timeline on the classroom wall.
Process Question: "Why is it important to learn about these scientists? What does it tell us about how science
progresses?"

4. Synthesis/Summary: "Periodic Table Anthem" (Song & Performance)

Introduce the exciting challenge of creating a song that summarizes the contributions of the scientists.

"We're going to put all our learning into a song! Your task is to listen to the song and observe the lyrics that tell the story
of how the Periodic Table came to be, mentioning our scientists and their key ideas."

The Chemistry Anthem Song (Lyrics):

https://drive.google.com/file/d/1G8Ly2R6qc43yyiUDpPhNOejqdStjtBHp/view?usp=drive_link
(Verse 1) Today, I don't feel like doin' anything 'Cept maybe learnin' 'bout the elements, yeah Got the Periodic Table, big
and bold But how it came to be, a story to be told Gonna find the scientists who laid it all out flat Yeah, who discovered
this, and where's it all at?
(Pre-Chorus) Ooh-ooh-ooh-ooh-ooh It started way back when, you see Ooh-ooh-ooh-ooh-ooh With patterns, oh, so
chemistry!
(Chorus) 'Cause Newlands saw the octaves, like a song you sing, Every eighth element, repeating everything. Then
Meyer and Mendeleev, side by side, By atomic mass, they were unified. Left gaps for new ones, oh, so very keen,
The Periodic Table's grandest scene! And Moseley then, with atomic number bright, Fixed it all perfectly, shining with
X-ray light!
(Verse 2) Alright, John Newlands, he was kinda clever, Arranging properties, hoping they'd stick forever. But some
elements, they just didn't fit, The music scales, a little bit of a glitch. Then Meyer and Mendeleev, what a pair! Similar
ideas floating in the air.
(Pre-Chorus) Ooh-ooh-ooh-ooh-ooh They saw the patterns, yeah, it's true Ooh-ooh-ooh-ooh-ooh For elements, me and
you!
(Chorus) 'Cause Newlands saw the octaves, like a song you sing, Every eighth element, repeating everything. Then
Meyer and Mendeleev, side by side, By atomic mass, they were unified. Left gaps for new ones, oh, so very keen,
The Periodic Table's grandest scene! And Moseley then, with atomic number bright, Fixed it all perfectly, shining with
X-ray light!
(Bridge) So next time you're lookin' at Carbon or Tin, Remember all the work, from where it did begin. From early
patterns, to predictions grand, To the perfect order, across the land! Learning this competency, you're doing great,
Unlocking science, sealing your fate!
(Outro - fade out with some spoken words) Yeah, the Periodic Table... Those scientists, they were smart, you
know? Mendeleev... Moseley... Newlands... Meyer... Awesome stuff!
As a whole class, or in small groups (if time allows for quick collaboration and then sharing), students brainstorm and
write additional stanzas. The teacher facilitates, guiding them to include scientific concepts and the names of other
scientists.
The class sings the collaboratively written song! This is a unique and memorable way to summarize the learning.

🧪
Assessment
Multiple Choice Questions: Development of the Periodic Table
1. Who is credited with developing the first widely accepted version of the periodic table?​
A. Henry Moseley​
B. John Newlands​
C. Dmitri Mendeleev​

✅
D. Lothar Meyer​
Answer: C
2. What property did Mendeleev use to arrange elements in his periodic table?​
A. Atomic number​
B. Atomic mass​
C. Electron configuration​

✅
D. Density​
Answer: B

3. What was the main contribution of Henry Moseley to the periodic table?​
A. He left gaps for undiscovered elements.​
B. He grouped elements into triads.​
C. He arranged elements by increasing atomic number.​

✅
D. He introduced the Law of Octaves.​
Answer: C

4. What pattern did John Newlands observe among elements?​

A. Similar properties every 5th element​
B. Increasing reactivity​
C. Repeating properties every 8th element​

✅
D. Equal atomic radii​
Answer: C

5. What challenge did Mendeleev’s table solve?​

A. How to classify mixtures​
B. How to predict the charges of ions​
C. How to organize elements with similar properties​

✅
D. How to describe covalent bonding​
Answer: C
 6. Lothar Meyer created a periodic table similar to Mendeleev’s. What was one of his key focuses?​
A. Electronegativity​
B. Ionization energy​
C. Atomic volume and physical properties​

✅
D. Radioactivity​
Answer: C

7. Which scientist’s work led to the modern definition of the periodic law based on atomic number?​
A. Meyer​
B. Newlands​
C. Mendeleev​

✅
D. Moseley​
Answer: D

8. What made Mendeleev's table especially useful to scientists at the time?​

A. It grouped noble gases together.​
B. It included all 118 elements.​
C. It accurately predicted properties of undiscovered elements.​

✅
D. It showed isotope behavior.​
Answer: C

9. What was the main flaw in Newlands’ Law of Octaves?​

A. It didn’t apply to heavier elements.​
B. It included nonmetals only.​
C. It used atomic number.​

✅
D. It ignored reactivity.​
Answer: A

10. Why is Moseley’s version of the periodic table more accurate than Mendeleev’s?​
A. It used a better visual layout.​
B. It ordered elements by increasing atomic number, not mass.​
C. It separated metals from nonmetals.​

✅
D. It included the noble gases.​
Answer: B

Learning Competency
A.8. Activity 8: Elemental ID: Mastering Names & Symbols

Identify the names and 1. Present Puns about Periodic Table:

symbols of the first 20 or
“I heard Oxygen went on a date with Potassium and it went OK.”
several common elements of “Want to hear a joke about Sodium? Na”
the periodic table. “I would tell you more Chemistry jokes, but all the good ones Argon.”

Learning Targets:

1. I can recall the names and

symbols of the first 20
elements on the periodic
table.
2. I can recognize and write
the symbols for common Teacher says: “Good morning, future chemists! Today, we're going to dive into the secret language of the universe:
elements like Hydrogen, element names and symbols! But first, let's warm up our brains with some elemental fun. Can you guess the elements
Oxygen, and Sodium. these emojis represent? And then, let's see if you can figure out these chemistry jokes!"
Success Criteria: Process Questions:
I am able to use a periodic
table to locate and verify the 1. What element symbol did we see repeated in the 'laughing gas' joke? What's its name?
names and symbols of
elements. 2. What element name is part of the 'funny criminal' joke? What's its symbol?

I am able to create and label 3. Why do you think scientists use these short symbols instead of writing out the full names of elements all the time?
a visual representation of the
first 20 elements. (This activity uses a relatable, visual, and humorous hook to introduce the concept of element identification and the
importance of knowing both names and symbols.)

2. Periodic Table Navigation

2.1. Project or distribute a large periodic table. Focus on the first 20 elements, plus the common ones listed in the
competency (Hydrogen, Oxygen, Nitrogen, Carbon, Sodium, Sulfur, Chlorine, Helium).

Each element on the periodic table is represented by a chemical symbol, which is a short way of writing the name of the
element. These symbols are very important because they help scientists all over the world communicate easily, no matter
what language they speak.

Here’s how element symbols are usually assigned:

1.​ One or Two Letters

○​ Most symbols have one or two letters.
○​ The first letter is always capitalized, and if there is a second letter, it is lowercase.
○​ Examples:
 ■​ H for Hydrogen
■​ O for Oxygen
■​ Na for Sodium
2.​ Based on English Names
○​ Many symbols come from the English name of the element.
○​ Examples:
■​ C for Carbon
■​ N for Nitrogen
■​ Ca for Calcium
3.​ Based on Latin Names
○​ Some symbols come from the Latin names of the elements, especially for older, well-known elements.
○​ Examples:
■​ Na from "Natrium" (Latin for sodium)
■​ Fe from "Ferrum" (Latin for iron)
■​ K from "Kalium" (Latin for potassium)

2.2 Create a 3D Periodic Table

Students construct a small 3D paper cube model for each of the first 20 elements. Assemble all cubes into a class
periodic tower or wall.

Cube Template: https://www.twinkl.com/resource/3d-shape-nets-au-t2-m-2379

1.​ Why is it important that chemical symbols are the same all over the world?​

2.​ What is the rule for writing element symbols when they have two letters?​

3.​ Give two examples of elements whose symbols are based on their Latin names.​

4.​ Explain why the chemical symbol for sodium is "Na" and not "So" or "Sd".​
 5.​ Some elements are named after places or scientists. Give one example and explain its symbol.
Suggested Blended Learning Activities:

Activity Offline Version Online Version

Periodic Table Song Lyrics sheet & class singing YouTube video + Flipgrid reflection
3D Element Cubes Printed cube template Canva/Google Drawing elements poster
Element Game Flashcards or board game Wordwall / Blooket / Quizizz
Worksheet Printed table Editable Google Docs/Sheets

3. Synthesis
Bring the class together. Ask students to connect the elements they learned to their daily lives.
Think about your everyday life. Can you name one thing you use or see that contains Carbon? (Pencil lead, sugar, all
living things)"
What about Oxygen?m(Air we breathe, water)
Where might you find Sodium? (Table salt)
Why is it important for us, as scientists and everyday citizens, to know the names and symbols of these
elements?".(Understand ingredients, read chemical labels, communicate scientifically).
Students share examples and reflect on the relevance of learning elements.

Assessment:

Directions: For each item, write the correct name for the given symbol, or the correct symbol for the given name.
1.​ H = ________________________
2.​ Oxygen = ___________________
3.​ C = _________________________
4.​ Sodium = ___________________
5.​ N = _________________________
6.​ Chlorine = _________________
7.​ S = _________________________
8.​ Helium = __________________
9.​ Al = ________________________
10.​Potassium = ________________

Revisiting KWL Chart:

From all the discussions, answer the EQ on the L part of KWL Chart:
How do atomic structure and the periodic table help explain the behavior and properties of substances?
 DEEPEN (MAKE MEANING)

Learning Competency 9: Activity 9: Valence Vibes: Electrons, Groups, and the Periodic Code
Explain how the electron
structure of an atom, 1. Mystery Elements & The Unspoken Code" Challenge (Think-Pair-Share):
Project a periodic table. Cover up a few elements in different groups (e.g., Lithium, Beryllium, Carbon, Oxygen, Fluorine,
particularly the number of
Neon).
valence electrons,
determines its position within "Imagine you're a detective, and you have these 'mystery' elements on our Periodic Table that are covered up. Your only
a group on the periodic table. clue to uncover their identity and where they belong is a secret code: their 'electron arrangement'. How do you think
Learning Targets: elements are arranged on the Periodic Table, besides atomic number? Is there a deeper 'code' that groups them
together?"
I can identify the number of
valence electrons for a given Show the Bohr model (or just the electron shell configuration, e.g., 2, 1 for Lithium; 2, 2 for Beryllium; 2, 4 for Carbon; 2,
atom from its electron 6 for Oxygen; 2, 7 for Fluorine; 2, 8 for Neon) for the covered elements one by one. Ask students to observe the last
configuration (up to period number in the configuration.
3).
Process Questions:
I can explain that elements
1. What do you notice about the last number of electrons for elements in the same vertical column (group)? (Lead them
in the same group on the to notice the pattern for groups 1, 2, 13-18).
periodic table have the same 2. What do we call those outermost electrons? (Valence electrons – introduce term if new).
number of valence electrons. 3. Why do you think these 'valence electrons' might be important for how elements behave?

I can predict the group 2. Project the image Periodic table of energy levels.
number of an element (main
group) using the number of
valence electrons.

Success Criteria:
I am able to use the number
of valence electrons to
correctly place a given main
group element into its
corresponding group on the
periodic table.

I am able to explain that

elements in the same group
on the periodic table share
the same number of valence
electrons.

I am able to provide a Have students look for patterns in rows and columns of the first 20 elements in the periodic table.
reasoned answer to an Continue to project the image Periodic table of energy levels for elements 1–20 and have students look at their activity
open-ended question about sheets to find patterns in the number of electrons within each energy level.
the significance of valence
electrons. Have students look at the periods (rows going across).
Number of energy levels in each period
●​ The atoms in the first period have electrons in 1 energy level.
●​ The atoms in the second period have electrons in 2 energy levels.
●​ The atoms in the third period have electrons in 3 energy levels.
●​ The atoms in the fourth period have electrons in 4 energy levels.
How the electrons fill in the energy levels
●​ First energy level = 1, 2
●​ Second energy level = 1, 2, 3, …8
●​ Third energy level = 1, 2, 3, …8
●​ Fourth energy level = 1, 2

A certain number of electrons go into a level before the next level can have electrons in it. After the first energy level
contains 2 electrons (helium), the next electrons go into the second energy level. After the second energy level has 8
electrons (neon), the next electrons go into the third energy level. After the third energy level has 8 electrons (argon),
the next 2 electrons go into the fourth energy level.
Note: The third energy level can actually hold up to 18 electrons, so it is not really filled when it has 8 electrons in it. But
when the third level contains 8 electrons, the next 2 electrons go into the fourth level. Then, believe it or not, 10 more
electrons continue to fill up the rest of the third level. Students do not need to know this.

Have students look at the groups (columns going down).

Tell students that the vertical columns in the periodic table are called groups or families. Ask students to compare the
number of electrons in the outermost energy level for the atoms in a group. Students should realize that each atom in a
group has the same number of electrons in its outermost energy level. For instance, hydrogen, lithium, sodium, and
potassium all have 1 electron on their outer energy level. Let students know that these electrons in the outermost energy
level are called valence electrons. They are the electrons responsible for bonding, which students will investigate in the
next lesson.

Ask students to complete the table based on their understanding:

Looking at your completed table, what is the 'rule' you can make about valence electrons and an element's group number
(for the main groups)?

3. Short Text/Excerpt Introduction: "The Atom's Outer Shell - Its Social Circle"
Distribute a short text or project this excerpt.
Excerpt:
"Think of an atom like a busy city, and its electrons are the citizens. They live in different 'neighborhoods' or energy
shells around the atom's center. But the most important citizens, the ones who decide how the city interacts with other
cities, are those living in the outermost neighborhood, the ones on the edge. These are called valence electrons.
They're like the atom's 'social circle' – they're the ones involved in making friends (forming bonds) with other atoms.
Scientists noticed a fascinating pattern: atoms with the same number of these 'social' valence electrons tend to hang out
in the same 'club' or group on the Periodic Table. It’s like they have the same social style!"
Process Questions (after reading):
1. In this analogy, what are the 'valence electrons' compared to?
2. Why are these specific electrons so important?
3. What connection does the text suggest between valence electrons and an atom's place on the Periodic Table?

Based on our 'Atom's Social Circle' analogy and what you've learned about valence electrons, if you discovered a brand
new element on another planet and observed that its atoms always had 5 electrons in their outermost shell, what might
you predict about its chemical 'personality' and where it might fit into our Periodic Table? Justify your reasoning,
explaining how its electron structure would likely influence its interactions with other elements.

4. Synthesis: "The Atom's Job Interview" (Real-Life Connection)

Imagine each atom is applying for a 'job' – which 'job' (or how it reacts) depends on its 'resume,' and the most important
part of its resume is how many valence electrons it has! Just like in real life, your skills and how you interact with others
determine your role in a team or community. Valence electrons are the 'skills' that determine an atom's 'job' on the
Periodic Table.

Can anyone give an example of an element's 'job' (like being a gas, a reactive metal, or something that doesn't react)
and link it to its valence electrons?

Why is knowing about valence electrons helpful for chemists? (Predicting reactions, designing new materials).

5. Summative Assessment:
Draw the electron shell configuration for Nitrogen (N), which has 7 electrons. How many valence electrons does it have?
What group would you place it in on the Periodic Table? (Requires drawing/identifying valence electrons and linking to
group). Explain in your own words why elements in the same group on the periodic table tend to have similar chemical
properties, relating your answer to valence electrons. (Requires explanation and connection).

Blended Learning Alternatives – Valence Electrons & Periodic Table

Scenario: Full Online Conversion (Asynchronous/Synchronous)

Learning Segment Online Activity / Tools
Engage (Synchronous / Mystery Elements – reorder electron configurations (e.g., 1, 2,
Asynchronous) 8 → 2, 8, 1).​
 Web Tools: Google Form or Mentimeter poll with Bohr model
images.
Explore & Explain: Make Meaning Interactive text annotation in Google Docs (Suggesting Mode).​
Virtual Lab: PhET "Build an Atom".​
Unique: "PhET Electron Detective Report" (screenshots,
explanations).​
Gamified: "Challenge another detective!"
Graphic Organizer (Digital) Google Sheets or Google Drawing: "Valence Electron-Group
Link" table.
Analysis Question (HOTS) Padlet or Google Classroom forum. Students answer and reply
to peers.
Closure "Atom’s Job Interview" recorded teacher video.​
Reflection via Google Form: "What is the job of atoms in Group
18?"
Scenario: Full Offline Conversion (Flexible Home Learning)
Learning Segment Offline Activity / Materials
Engage Printed "Mystery Electron Code" cards (e.g., 2,1 for Lithium).​
Use printed periodic table to match to element & group.
Explore & Explain: Make Meaning "DIY Atom Model Kit": Draw or build Bohr models with paper,
beads, or pebbles.​
Printed excerpt ("Atom’s Outer Shell") with margin
annotations.
Graphic Organizer Printed "Valence Electron-Group Link" table filled by hand
using models and periodic table.
Analysis Question (HOTS) Worksheet with open-ended written response on electron
structure and group behavior.
Closure "My Element’s Job Application": Students draw element model
and write a paragraph describing its "job" based on valence
electrons.

Activity 10: The Analysis of Periodic Table's Secrets - Where Elements Belong!
Learning Competency 10: 1. Hook: "Categorize This!"
Explain that the Display various everyday objects on a slide (e.g., a spoon, a fork, a knife; a book, a notebook, a pen; a banana, an apple,
arrangement of elements grapes; a shirt, pants, socks).
in the periodic table as 7
periods and 18 groups Ask students: How would you group these items? What criteria would you use?(Listen for responses like "kitchen
utensils," "school supplies," "fruits," "clothing").
Discuss that: Just like we categorize everyday objects based on their properties and uses, scientists do the same thing
is based on their atomic with elements! Today, we're going to explore the ultimate 'element organizer' – the Periodic Table – and discover the
structure and chemical amazing secrets behind its arrangement.
properties, such as
reactivity, electronegativity, Display again a large Periodic Table (Review Previous Lesson)
atomic size, metallic
Periods: The horizontal rows are called periods. There are 7 periods. Think of them as 'floors' in our element
character, ion formation;
apartment building. What happens as you go across a period from left to right? (Atomic number increases). We'll find out
later that elements in the same period have the same number of electron shells, or energy levels, around their nucleus."
Learning Targets: Groups: The vertical columns are called groups (or families). There are 18 groups. Think of them as 'apartment stacks'
I can discuss that the or families living on different floors but sharing a common 'family trait' – their chemical behavior! Elements in the same
arrangement of elements in group have similar chemical properties.
periods is related to their
electron shells. 2. Laboratory Activity: Reactivity of Alkali Metals (CER Focus)
Introduction (Safety First!): "Now, let's see some of these 'family traits' in action! We're going to observe two
I can describe how elements elements from the same group – Group 1, the Alkali Metals – and see if they behave similarly. This will be a
in the same group share demonstration by the teacher due to the reactive nature of these elements. Safety is our top priority!"
similar chemical properties Setup: Have two beakers of water with a few drops of phenolphthalein indicator. Explain that phenolphthalein turns pink
due to their electron in the presence of a base (which is produced when alkali metals react with water).
structure, using evidence
from a hands-on activity. Demonstration:
1. Carefully add a very small piece of Lithium (Li) to the first beaker of water. Observe the reaction. Point out fizzing,
I can describe how movement, heat, and color change.
properties such as reactivity 2. Carefully add a very small piece of Sodium (Na) to the second beaker of water. Observe the reaction. Compare its
and metallic character vigor to Lithium. (Sodium will be more vigorous).
change across a period and
down a group. CER Lab Report (Guided): Distribute or project the "CER Lab Report" template.
●​ Claim (C): "Based on our observations, make a claim about the reactivity of elements in Group 1." (e.g.,
"Elements in Group 1 are highly reactive, and their reactivity increases as you go down the group.")
Success Criteria:
●​ Evidence (E): "What did you see during the demonstration that supports your claim? Be specific." (e.g., "Both
I am able to articulate that Lithium and Sodium reacted with water, fizzing and moving. Sodium's reaction was more vigorous and produced
elements within a group more heat/fire than Lithium's. Both turned the water pink with phenolphthalein.")
exhibit similar chemical ●​ Reasoning (R): "Why do you think elements in Group 1 behave similarly? Think about their atomic structure –
behaviors, supported by specifically their valence electrons (remind them that Li and Na are in Group 1). How does this relate to their
observations and an placement in the periodic table?" (Guide them: "Both Li and Na are in Group 1, meaning they both have 1 valence
electron. This single valence electron makes them eager to lose it in chemical reactions, hence their high
explanation of electron
reactivity and similar behavior.")
structure.
Process Questions:
1. What did you observe when Lithium was added to water? What about Sodium?
2. Did they react similarly or differently? How so?
3. Why do you think the phenolphthalein turned pink?
4. What do Lithium and Sodium have in common in terms of their periodic table position and electron structure? (They
are in Group 1, have 1 valence electron).

Ask students to generate a conclusion based on the CER.

Note: If Materials are not available, ask students to watch the video: https://www.youtube.com/watch?v=jI__JY7pqOM
and do the CER worksheet.

Laboratory Activity Worksheet: Reactivity of Alkali Metals (Group 1)

Introduction:
In this activity, we observe the chemical behavior of two alkali metals—Lithium and Sodium—when they are placed in
water. Both elements belong to Group 1 of the periodic table. We aim to explore the similarities and differences in their

⚠️
reactivity using the CER (Claim, Evidence, Reasoning) format.
Safety First: This demonstration should only be conducted by the teacher. Alkali metals are highly reactive.
Observations:
Watch the teacher demonstration carefully. Take note of what you see in each reaction.
Lithium (Li) + Water Sodium (Na) + Water
​ ​
​ ​
​ ​
​ ​

C-E-R Lab Report: Reactivity of Alkali Metals

Claim (C):
Based on our observations, make a claim about the reactivity of elements in Group 1.
​
__________________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________________________________
Evidence (E):
What did you see during the demonstration that supports your claim? Be specific.
​
__________________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________________________________

Reasoning (R):
Why do you think elements in Group 1 behave similarly? Think about their atomic structure – specifically their valence
electrons.
​
__________________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________________________________
3. Interactive Online Simulation – RSC or Ptable.com Exploration (10 minutes)

Link: https://www.rsc.org/periodic-table/ (Recommended for clear visualization of trends) OR https://ptable.com/

Instruction: "Now, let's use this powerful online tool to discover other patterns on the periodic table! Go to the link.

Trend 1: Atomic Size (Atomic Radius): Click on the 'Properties' tab (RSC) or select 'Atomic Radius' (Ptable.com).
Observe what happens to the size of atoms as you move across a period (left to right, e.g., Period 2: Lithium to Neon)
and down a group (top to bottom, e.g., Group 1: Lithium to Francium). Record your observations on your graphic
organizer."
Trend 2: Electronegativity: Change the property to 'Electronegativity'. Observe what happens to this property across a
period and down a group. Record it." (Briefly define electronegativity as an atom's "pull" on electrons in a bond).
Trend 3: Metallic Character: Discuss how metals are on the left and nonmetals on the right. How does metallic
character change across a period and down a group? Record it.

Process Questions:
1. As you go across a period, what happens to the atomic size? Why do you think this is happening in terms of atomic
structure (more protons pulling electrons closer)
2. What about going down a group – does atomic size increase or decrease? Why (more electron shells)?
3. Where are the most 'electronegative' (strongest electron-pulling) elements found on the periodic table? Why do
elements on the left side tend to lose electrons, while those on the right tend to gain them?
4. How does the arrangement of elements help you predict if an element will be a metal or a nonmetal?

4. Closure / Synthesis

Real-Life Connections: "So, why is this arrangement important in the real world? Imagine chemists trying to create
new materials, or doctors developing new medicines. Knowing the periodic table's patterns helps them predict how
elements will behave and combine. For example, understanding that elements in Group 17 (like Chlorine) are highly
reactive helps us use them as disinfectants, but also understand their corrosive nature. This table isn't just a poster; it's a
powerful tool for innovation because it reveals the atomic structure of elements and how it drives their properties!

Today, we've seen that the periodic table is incredibly organized. We learned that periods are about the number of
electron shells, and groups are about similar chemical properties because of the same number of valence electrons. This
allows us to predict so much about an element just by knowing its address on the table!

Assessment on Learning:
You are given two unknown elements, 'Element X' and 'Element Y'. You observe that Element X is a shiny, malleable solid
that reacts vigorously with water, while Element Y is a colorless, odorless gas that does not react with other elements.
●​ Claim: Which element (X or Y) would you predict is located in Group 1, and which in Group 18?
●​ Evidence: What specific observations from the description (and perhaps our lab demo) support your claims?
●​ Reasoning: Explain why their atomic structure (electron behavior, particularly valence electrons) makes them fit
into those specific groups and behave that way.
Learning Competency 11: ACTIVITY 11: Atomic Clues: Discovering Patterns in Substances and the Periodic
Generalize that the identity, Table – Using Generalization Table
properties, and interactions
of substances can be I. "What Makes Everything Different?" Think-Pair-Share
explained using scientific
patterns and relationships. Hook: Display images of vastly different substances (e.g., a diamond, water, oxygen gas, rust, a piece of gold).

Ask: Look at these substances. They are all so different! What do you think makes them unique? What makes a diamond
Learning Targets: hard, but water a liquid? What makes gold shiny, but rust crumbly?" (Allow for initial, unguided responses).
I can discuss that the
arrangement of elements in
periods is related to their Do you think there's a hidden 'code' or a set of rules that explains why everything behaves the way it does?
electron shells.
Introduce the EQ: Today, we're going to try to answer our big question: How do atomic structure and the
I can describe how elements periodic table help explain the behavior and properties of substances?
in the same group share
similar chemical properties Introduce the "Generalizations Table": "We're going to use a special table to organize our thinking. The first column
due to their electron is 'My Initial Thoughts.' Take 2 minutes to write down your initial ideas about what makes different substances behave
structure, using evidence differently, before we start exploring."
from a hands-on activity.

I can describe how

properties such as reactivity
and metallic character
change across a period and
down a group.

Learning Competency:
Generalize that the identity,
properties, and interactions
of substances can be
explained using scientific
II. Explore & Findings and Corrections
patterns and relationships.
Students will read a series of short, focused articles (provided digitally or as printouts) and answer process questions to
Essential Question (EQ): refine their understanding. These articles are designed to build foundational knowledge that will lead to their "Findings
How do atomic structure and and Corrections."
the periodic table help
explain the behavior and Instructions: "You will read several short articles, one at a time. After each article, discuss the process questions with
properties of substances? your group or partner. These readings will help you refine your 'Initial Thoughts' and fill in the 'My Findings and
Enduring Understanding Corrections' column of your table."
(EU): The identity,
properties, and interactions Phase 1: Engage & Initial Thoughts (10 minutes)
of substances can be
explained using scientific Activity: "What Makes Everything Different?" Think-Pair-Share
patterns and relationships.
1.​ Hook: Display images of vastly different substances (e.g., a diamond, water, oxygen gas, rust, a piece of gold).
Assessment Goal:
o​ Ask: "Look at these substances. They are all so different! What do you think makes them unique? What
Students will demonstrate
makes a diamond hard, but water a liquid? What makes gold shiny, but rust crumbly?" (Allow for initial,
their ability to generalize
unguided responses).
about the predictability of
matter's identity, properties, o​ "Do you think there's a hidden 'code' or a set of rules that explains why everything behaves the way it
and interactions by analyzing does?"
new information through the
lens of atomic structure and 2.​ Introduce the EQ & EU: "Today, we're going to try to answer our big question: How do atomic structure
periodic table patterns, and the periodic table help explain the behavior and properties of substances? By the end of this
using the provided lesson, we'll understand that the identity, properties, and interactions of substances can be explained using
"Generalizations Table." scientific patterns and relationships."

3.​ Introduce the "Generalizations Table": "We're going to use a special table to organize our thinking. The first
column is 'My Initial Thoughts.' Take 2 minutes to write down your initial ideas about what makes different
substances behave differently, before we start exploring."

o​ Students fill in "MY INITIAL THOUGHTS" column of their table.

Phase 2: Explore & Findings and Corrections (30 minutes)

Students will read a series of short, focused articles (provided digitally or as printouts) and answer process questions to
refine their understanding. These articles are designed to build foundational knowledge that will lead to their "Findings
and Corrections."

Instructions: "You will read several short articles, one at a time. After each article, discuss the process questions with
your group or partner. These readings will help you refine your 'Initial Thoughts' and fill in the 'My Findings and
Corrections' column of your table."

Article 1: The Building Blocks of Matter: Timelines and Models

Article Text (Excerpt/Adapted):

"For thousands of years, humans have wondered what everything is made of. Ancient thinkers like Democritus first
imagined tiny, indivisible particles called 'atomos.' Much later, scientists like John Dalton, J.J. Thomson, Ernest Rutherford,
and Niels Bohr built upon these ideas, each proposing new models for the atom as new discoveries were made. Our
current understanding, the 'electron cloud' model by Erwin Schrödinger, shows electrons moving in probability clouds
around a tiny nucleus. These models were not discovered overnight but evolved over time, showing a progression of
scientific thought."

Source: Adapted from various Grade 8 Chemistry texts and historical science resources.

Process Questions:
1. What is an "atomos" according to Democritus?
2. How did the models of the atom change over time? Why do you think scientists kept changing their ideas about the
atom?
3. Connect to EQ: How does understanding the changing models of the atom begin to help us think about what
substances are made of?

Article 2: The Atom's Inner World: Subatomic Particles

Article Text (Excerpt/Adapted):

"Every atom, no matter the substance, is made of even smaller parts called subatomic particles. The three main ones
are protons, neutrons, and electrons. Protons have a positive charge and are found in the atom's center, the
nucleus. Neutrons have no charge and are also in the nucleus. Electrons are negatively charged and orbit the nucleus in
specific energy levels or shells. The number of protons determines an element's identity. The number of electrons,
especially those in the outermost shell (valence electrons), plays a huge role in how an atom behaves."

Source: Adapted from CK-12 Foundation, Basic Chemistry Concepts (e.g., similar to content found at
https://www.ck12.org/chemistry/subatomic-particles/)

Process Questions:
1. What are the three main subatomic particles, and what are their charges?
2. Which subatomic particle's number defines an element's identity?
3. Connect to EQ: How might the number of electrons, especially those on the outside, affect how a substance behaves
or what it can do?

Article 3: Elements and Compounds: The Building Blocks of Everything Else

Article Text (Excerpt/Adapted): "An element is a pure substance made of only one type of atom. For example, a
piece of pure gold is made only of gold atoms. Each element has a unique number of protons. When two or more
different elements chemically combine in a fixed ratio, they form a compound. Water (H_2O) is a compound made of
hydrogen and oxygen atoms bonded together. Salt (NaCl) is a compound of sodium and chlorine. The properties of a
compound are often very different from the properties of the elements it's made from!"

Source: Adapted from general Grade 8 science curricula and concepts (e.g., similar to content found at
https://www.thoughtco.com/definition-of-element-604593 and
https://www.thoughtco.com/what-is-a-chemical-compound-definition-and-examples-604712)

Process Questions:
1. What is the main difference between an element and a compound?
2. Can you think of another example of an element and a compound?
3. Connect to EQ: If compounds have different properties than their elements, how might the structure of the atoms
and how they connect explain this difference?

Article 4: The Periodic Table: An Organized Universe

Article Text (Excerpt/Adapted):
"The Periodic Table is a remarkable chart that organizes all known elements. It has 7 horizontal rows called
periods and 18 vertical columns called groups (or families). This arrangement isn't random. Elements in the same
period generally have the same number of electron shells. Elements in the same group have very similar chemical
properties because they have the same number of valence electrons (outermost electrons). This brilliant organization
allows scientists to predict properties of elements simply by knowing their position on the table."

Source: Adapted from various Grade 8 Chemistry texts and online resources like Royal Society of Chemistry - Visual
Elements (https://www.rsc.org/periodic-table/) or Ptable.com (https://ptable.com/).
Process Questions:
1. What are the two main ways elements are organized on the periodic table?
2. What is similar about elements in the same group? What about elements in the same period?
3. Connect to EQ: How does knowing an element's "address" (its period and group) on the periodic table help you
predict something about its behavior?

After reading all articles and discussing process questions, students fill in "MY FINDINGS AND
CORRECTIONS" column of their table.

Phase 3: Supporting Evidence & Unifying Ideas

"You will read three short 'consumer fact sheets' (or excerpts from articles). Each one describes a chemical found in
personal care products. As you read, think about:

o​ What is the chemical's job?

o​ How is its structure described?
 o​ How might its structure help it do its job or explain its safety/concern?
o​ How does this relate to our big question: How do atomic structure and the periodic table help
explain the behavior and properties of substances?

Articles & Process Questions (Students read and discuss/answer in groups):

Supporting Evidence Article 1: Aluminum Compounds in Antiperspirants – How Structure Stops Sweat

Article Text (Excerpt/Adapted): "Many antiperspirants contain aluminum compounds, such as aluminum
chlorohydrate. These compounds work by forming a temporary 'plug' in the sweat ducts, reducing the amount of sweat
released. Aluminum atoms are found in Group 13 of the periodic table, and they tend to lose three electrons when they
form ions. This ability to form charged particles that can interact with water and proteins is key to their 'plugging' action.
The specific way aluminum atoms bond with chlorine and oxygen to form these compounds creates a molecular structure
that can effectively block sweat, but also leads to questions about how these compounds interact with the body over
time."

Source: Adapted from scientific explanations of antiperspirant mechanisms and chemical properties of aluminum, often
found in chemistry textbooks or health science resources. (Example concept from: American Academy of Dermatology
Association - "Is antiperspirant safe?" or similar health sites discussing ingredients).

Process Questions:

1.​ What is the main function of aluminum compounds in antiperspirants?

2.​ Based on its position (Group 13), how does an aluminum atom typically behave with electrons?
3.​ Connect to EQ: How does the structure of aluminum (its electrons, its tendency to form certain ions)
explain how it works to stop sweat? What does this tell us about the link between atomic structure and a
substance's function?

Supporting Evidence Article 2: The Role of Parabens – Structure for Preservation

Article Text (Excerpt/Adapted): "Parabens are a group of chemicals often used as preservatives in cosmetics, food,
and pharmaceuticals. They prevent the growth of bacteria and mold, extending product shelf life. Common parabens
include methylparaben and propylparaben. Their chemical structure involves a central benzene ring (a stable ring of
carbon atoms) with an 'ester' group attached, which is made of carbon, hydrogen, and oxygen atoms arranged in a
specific way. This particular arrangement allows them to interfere with microbial growth. The stability of the carbon ring,
combined with the reactive parts of the ester group, gives parabens their preservative properties, acting as a 'shield'
against spoilage. However, questions have been raised about how this structure might interact with human hormones."

Source: Adapted from scientific explanations of preservative mechanisms and organic chemistry structures. (Example
concept from: FDA - "Parabens in Cosmetics" or scientific review articles on preservatives).

Process Questions:

1.​ What is the purpose of parabens in personal care products?

2.​ The article mentions carbon atoms forming a stable ring, and other atoms making an 'ester' group. How
does this specific arrangement of atoms (structure) allow parabens to work as a preservative?
3.​ Connect to EQ: This shows us that the way atoms are connected to form a molecule (its structure) is a
cause that has a specific effect (preservation). How does this example demonstrate that the structure of
a substance explains its function?

Supporting Evidence Article 3: Synthetic Fragrances – Building Scents with Specific Structures

Article Text (Excerpt/Adapted): "Synthetic fragrances in personal care products are complex mixtures of chemical
compounds designed to create specific smells. Many of these fragrance molecules are composed primarily of carbon,
hydrogen, and oxygen atoms, often arranged in ring structures or long chains. Even slight differences in the arrangement
of these atoms can create a completely different scent! For example, a molecule with a lemon scent might be structurally
very similar to one with a rose scent, but a few atoms moved or added can change how our smell receptors interpret it.
The ability of these molecules to evaporate easily and interact with our nose's receptors is a direct result of their specific
atomic arrangement and the types of bonds formed between the atoms."

Source: Adapted from discussions of organic chemistry and olfaction science (e.g., resources on essential oils, synthetic
fragrances, or basic organic chemistry principles). (Example concept from: ACS - "Molecules & Odor: A Tale of Two
Chirals" or similar chemistry education sites).

Process Questions:
1.​ What is the purpose of synthetic fragrances?
2.​ How can just a slight difference in the arrangement of carbon, hydrogen, and oxygen atoms lead to a
completely different smell?
3.​ Connect to EQ: This article highlights the "structure and function" relationship. How does the
arrangement (structure) of atoms in a fragrance molecule directly cause its particular function (its smell)?
What does this reveal about the power of atomic structure in explaining a substance's properties?

After reading all three "Supporting Evidence" articles and discussing process questions, students fill in the
"SUPPORTING EVIDENCE" column of their table, summarizing how these real-life examples demonstrate
the connection between structure, properties, and interactions.

Phase 4: Qualify & Generalize: Synthesizing the Big Picture

"QUALIFYING EVIDENCE" (Teacher-Guided Brainstorm):

o​ "Now, let's bring it all together. Look at your 'Findings and Corrections' (from the earlier articles on atomic
models, subatomic particles, etc.) and your 'Supporting Evidence' (from the personal care product
articles). What are the big ideas that emerged from all of our readings? What are the most important
scientific patterns and relationships we've seen that help explain how substances behave?"

o​ Teacher guides students to identify key takeaways, writing them on the board or a shared
digital document. Emphasize the Crosscutting Concepts of PATTERNS, CAUSE AND EFFECT,
and STRUCTURE AND FUNCTION.

▪​ Examples of "Big Ideas" to guide students towards:

▪​ Atoms are the fundamental building blocks (from Article 1).

▪​ Protons define identity; electrons, especially valence electrons, determine how an atom
behaves (from Article 2).

▪​ Elements combine (interact) based on their atomic structure to form compounds with new
properties (Article 3).

▪​ The Periodic Table organizes elements by patterns in their atomic structure (electron shells
for periods, valence electrons for groups) and related chemical properties (Article 4).

▪​ Patterns exist in how properties (like reactivity, atomic size, electronegativity) change
across the periodic table, all linked to atomic structure (from Unifying Article/Simulation).

▪​ A substance's specific structure (arrangement of atoms and their electrons) is the cause
for its specific function or property (like aluminum stopping sweat, parabens preserving, or
fragrance molecules having a certain smell) – this is structure and function and cause
and effect in action (from Supporting Evidence Articles).

▪​ Therefore, by understanding atomic structure and the periodic table's patterns, we can
explain and even predict the identity, properties, and interactions of substances.

Students copy these "Big Ideas" into the "QUALIFYING EVIDENCE" column of their table.

2.​ MY GENERALIZATION (Individual Synthesis):

 "Now, for the final and most important part! Based on all the evidence and big ideas we've collected, write your
own comprehensive generalization.

Make sure it answers our Essential Question (How do atomic structure and the periodic table help explain the
behavior and properties of substances?). Use the scientific patterns and relationships we've discussed.

Students write their final generalization in the "MY GENERALIZATION" column.

Summative Assessment: Unlocking Matter's Secrets - Generalization Task

Task: You are a junior scientist investigating new materials for space exploration! You've been given some new articles
about elements and compounds that are important for spacecraft. Your mission is to analyze these articles and use them
to complete the "Generalizations Table," ultimately forming your own powerful generalization about how matter behaves.

Remember: Your final generalization should answer our big question: How do atomic structure and the periodic
table help explain the behavior and properties of substances?
Steps:

1.​ "MY INITIAL THOUGHTS": Before reading any articles, write down your current ideas about what makes
different substances unique and how we might explain their behaviors.

2.​ Read Articles 1-3: Read each article carefully. As you read, think about the core ideas and how they connect to
atomic structure or the periodic table.

Article 1: The Timeline of Tiny Particles – Our Evolving View of the Atom
Source: Adapted from "The History of Atomic Chemistry: Crash Course Chemistry #37" (YouTube) and "The
Feynman Lectures on Physics, Vol. I: The New Millennium Edition" by Richard Feynman (for foundational ideas,
simplified for Grade 8). Self-generated adaptation for Grade 8, ensuring appropriate vocabulary and focus.

Article Text: "Imagine trying to figure out what everything around you is made of – long before microscopes or
fancy equipment! That's what brilliant thinkers like Democritus did over 2,000 years ago, proposing that matter
was made of invisible, unbreakable particles called 'atomos.' Fast forward to the 1800s, John Dalton proposed
atoms were solid, indivisible spheres. Then, J.J. Thomson discovered the electron and imagined the atom as a
'plum pudding' with electrons sprinkled throughout a positive goo. Ernest Rutherford's famous gold foil
experiment shattered that idea, showing a tiny, dense, positive nucleus with electrons orbiting far away. Niels
Bohr refined this, suggesting electrons orbit in specific energy levels, like planets in fixed paths. Finally, Erwin
Schrödinger’s 'electron cloud' model described electrons existing in fuzzy regions of probability. Each new
discovery changed our understanding, building on what came before, showing that what we thought we knew
about the 'smallest' thing was always getting more detailed."

Process Questions:
1. List three scientists mentioned and their key idea about the atom.
2. Why do you think scientists kept changing their models of the atom over time?
3. Connecting to EQ: How does the idea that atoms are the basic building blocks, even if our model of them
changes, help us start to understand why different substances are... well, different?

Article 2: The Atom's Inner Circle: Protons, Neutrons, and Electrons

Source: Adapted from CK-12 Foundation, Basic Chemistry Concepts (e.g., content similar to
https://www.ck12.org/c/chemistry/subatomic-particles/lesson/Subatomic-Particles-CHEM/).

Article Text: "Every single atom, regardless of the element, is made of three fundamental subatomic
particles: protons, neutrons, and electrons. Protons are positively charged particles located in the atom's tiny,
dense center, called the nucleus. The number of protons is unique to each element and gives it its atomic
number – it's like the atom's identity card! Neutrons are also found in the nucleus, but they have no electrical
charge. Electrons are negatively charged and are much, much smaller than protons or neutrons. They move
rapidly in regions of space outside the nucleus, often described as 'electron shells' or 'energy levels.' The electrons
in the outermost shell, called valence electrons, are especially important because they are the ones involved
 when atoms interact and form bonds. If an atom gains or loses electrons, it becomes an ion, which is a charged
particle."

Process Questions:
1.​ Which subatomic particle gives an element its unique identity?
2.​ Where are protons and neutrons located in an atom? Where are electrons found?
3.​ What are "valence electrons," and why are they considered especially important?
4.​ Connecting to EQ: How might the number and arrangement of electrons (especially valence electrons)
in an atom help explain why some substances are metals (like iron) and others are gases (like oxygen)?

Article 3: Elements & Compounds: Building Matter's Variety

Source: Adapted from educational resources on basic chemistry definitions (e.g., ThoughtCo: "Definition of
Element" https://www.thoughtco.com/definition-of-element-604593 and "What Is a Chemical Compound?"
https://www.thoughtco.com/what-is-a-chemical-compound-definition-and-examples-604712).

Article Text: "Atoms are the building blocks, but they don't always exist alone. An element is a pure substance
made up of only one type of atom – like a chunk of pure silver contains only silver atoms. There are about 118
known elements, each with its own unique number of protons. However, most of the matter we encounter in daily
life isn't just a single element. Instead, different elements often join together chemically to form compounds. A
compound is a substance made from two or more different elements chemically bonded together in a fixed ratio.
For example, water (H_2O) is a compound: two hydrogen atoms bonded to one oxygen atom. Salt (sodium
chloride, NaCl) is another. The amazing thing about compounds is that their properties are often completely
different from the properties of the individual elements they are made from. Think about sodium (a highly
reactive metal) and chlorine (a poisonous gas) combining to make table salt (something we eat!) – a totally new
substance with totally new properties."

Process Questions:
1.​ What is the key difference between an element and a compound? Give an example of each.
2.​ Why is it surprising that sodium (a reactive metal) and chlorine (a poisonous gas) can combine to form
table salt?
3.​ Connecting to EQ: How does the idea that elements combine to form compounds with new properties
suggest that how atoms interact (which is related to their structure) is important for explaining the
properties of substances?

3.​ "MY FINDINGS AND CORRECTIONS": After reading Articles 1-3, use your notes to summarize key
information from each article. If your initial thoughts were different from what you learned, note those corrections
here.

4.​ Read Article 4 ("Supporting Evidence"): This article will help you see how all the pieces fit together.

Source: Adapted from various general chemistry resources focusing on periodic trends, structure-property
relationships, and toxicology basics. (Conceptual basis from: Khan Academy - "Periodic Table Trends"
https://www.khanacademy.org/science/chemistry/periodic-table/periodic-table-trends-bonding/a/periodic-table-tre
nds-atomic-radius-and-ionization-energy; general principles of structure-property relationships, and basic chemical
safety guidelines from reputable health organizations).

Article Text:

"Every time you reach for your deodorant, lotion, or shampoo, you're interacting with a complex world of
chemistry, whether you realize it or not. The brilliant design of the Periodic Table is like a cosmic filing system
for atoms, revealing deep patterns in their structure and behavior. It's not just a random chart; it's a map that
shows us how every element's identity, properties, and interactions are predictable, allowing us to understand
the hundreds of compounds in our personal care products.

The atomic number (number of protons) sets an element's identity. But it's the electron arrangement,
especially the valence electrons (the outermost electrons), that truly explains an element's 'personality' and its
tendency to form bonds. Elements in the same group (vertical column) act similarly because they have the same
number of valence electrons – this is a huge pattern! For example, elements like Sodium (Na) and Potassium (K)
in Group 1 are highly reactive because they all have just one valence electron they want to lose, often forming
ionic bonds with other elements. This reactivity is carefully managed when these elements are part of stable
compounds in our products, such as sodium stearate in soaps, where their original highly reactive nature is
neutralized.

Elements in periods (horizontal rows) show patterns in atomic size and electron shells; as you go across a
period, electrons are pulled tighter by an increasing number of protons, making atoms generally smaller. These
patterns are crucial for understanding how atoms bond to form compounds. For instance, Carbon, Nitrogen, and
Oxygen are all in the second period, and their positions reveal their bonding tendencies that lead to the vast array
of organic compounds found in fragrances, moisturizers, and preservatives.

These patterns and relationships are powerful! They allow us to understand why compounds like water (H2O)
form in a specific way with predictable properties (it's an excellent solvent in many products), or why titanium
dioxide (TiO2) in sunscreens is strong and unreactive, effectively blocking UV rays without being absorbed by the
skin. Even concerns about ingredients like parabens (e.g., methylparaben) or aluminum compounds (e.g.,
aluminum chlorohydrate) stem from their atomic and molecular structures. Parabens, for instance, are organic
compounds whose specific molecular structure allows them to act as preservatives by inhibiting microbial growth,
but their similar structure to natural hormones has raised questions about potential endocrine disruption.
Aluminum compounds in antiperspirants work by forming a temporary plug in sweat ducts; their effectiveness and
safety are directly tied to how the aluminum atoms interact at a molecular level with skin proteins.

By knowing an atom's inner structure, its 'address' on the periodic table, and how these patterns dictate its
bonding behavior, we can explain its identity, predict its properties, and understand how it will interact with other
substances, including our bodies. This is the heart of chemistry: finding the underlying rules and patterns that
 govern all matter and using that knowledge to make informed decisions about the products we use daily."

Process Questions:
1.​ What is the "cosmic filing system" mentioned in the article?
2.​ How does the arrangement of elements in groups show a pattern related to their behavior?
3.​ How does the arrangement in periods show a pattern related to atomic structure?

5.​ "SUPPORTING EVIDENCE": After reading Article 4, explain how it strengthens or expands your understanding
of the patterns and relationships between atomic structure, the periodic table, and substance properties.

6.​ "QUALIFYING EVIDENCE": Review your "Findings and Corrections" and "Supporting Evidence" columns. List
the most important, big ideas that consistently explain the identity, properties, and interactions of substances.

7.​ "MY GENERALIZATION": Using all the insights from your table, write a clear and comprehensive generalization
that answers the Essential Question and reflects the Enduring Understanding. This should be your final, powerful
statement about how matter works.

Finalizing the KWL Chart:

From all the discussions of the deepen part, FINALIZE your answer to the EQ on the L part of KWL Chart:

How do atomic structure and the periodic table help explain the behavior and properties of substances?
 LEARNING COMPETENCY TRANSFER

Performance Standard: Introduction

By the end of the Quarter,
Scaffold Activities: Modelling, Guided Practice
The learners demonstrate an
understanding of the structure
of the atom and how our Modelling: How to Make a Timeline or Mini-Documentary
understandings have changed
over time. Objective:
They draw models of the
atom and use tables to Learn how to design a timeline or mini-documentary about the development of technology in real life (medicine,
represent the properties of technology, or environmental science).
subatomic particles.
Teacher Modeling:
They demonstrate their
knowledge and understanding
of the periodic table by
🔵 Step 1: Show an Example

identifying the elements, their The teacher shows a simple sample timeline (paper/poster) OR a short documentary video (2–3 minutes) about an
symbols, their valence
important invention (example: "The History of Vaccines" or "The Evolution of Solar Panels").
electrons, and their positions
within the groups and periods.
They design and/or 🔵 Step 2: Think-Aloud
create timelines or As you show the example, talk aloud about what you are doing:
documentaries as interesting
learning tools. “First, I chose my topic — Medicine.”

“Next, I found 5 important events like the invention of the vaccine and arranged them by year.”
Competency A6.
“I added a short explanation for each event.”
Learning Targets:
“In my video, I made sure each part was clear and short.”

Success Criteria: 🔵 Step 3: Break It Down

On the board, draw this simple plan:

Choose a topic

Find important events

Arrange them in order

Add pictures and short explanations

Make it colorful and clear

(For a video: Write a simple script, record, and edit.)

🔵 Step 4: Group Practice

In small groups, students brainstorm:

What topic will we choose?

What events can we put on a timeline or video?

Give them a practice worksheet or short draft template.

🔵 Step 5: Class Discussion

Ask a few groups to share their drafts or ideas.
Give positive feedback and reminders:

Keep it simple.

Make it interesting and easy to understand.

●​ After modeling, students are ready to start their real project.

Performance Task

As part of Science Month, your school is hosting an event titled“Atoms and Us: Unveiling the Building Blocks of Matter.”
You’ve been selected to contribute by developing a creative output that shows how scientific thinking about atoms
evolved—from Dalton’s time to Bohr—and how these models laid the foundation for real-life applications like: “How x-ray
machines and PET scans use atomic theory” and “How radiation therapy and nuclear medicine work”You are a student
science ambassador or science exhibit curator preparing materials for a school-based science fair or public awareness
campaign. You are responsible for making complex scientific ideas accessible and relevant to your audience. Your goal is
to create an educational resource that can be used as part of a science campaign or exhibit for Science Month. Your
output will help discuss the significant contribution of scientist in the development of the periodic table; explain to
students and the public how atomic models have evolved over time and why understanding these developments is
important in real-life contexts like medicine, technology, and environmental science.

Your audience are the school stakeholders such as, students, Parents and community visitors, school administrators and
parents. Your product is a documentary video that can be shown during the exhibit or posted on the school’s science
page. Your work will be evaluated based on Scientific Accuracy, Creativity and Presentation, Relevance to Real Life and
Visual/Technical Quality.

Analytic Rubric
Values Integration and Reflection

Answer the following questions:

1.​ How does the development of technology in medicine, technology, or environmental science show the importance
of using knowledge to help others and improve life?
2.​ Why is it important to use scientific discoveries responsibly, especially when they can affect people's health and
the environment?