C8 1 Development of The Periodic Table

School Regional Training of Trainers Grade Level 8
Learning Science (PERIODIC TABLE)

Teacher Class 8 Group 1
Area
Teaching Quarter 3rd Quarter
Grade Level Dates
Inquiry Based-Lesson and
Plan Time
I. OBJECTIVES
the periodic table of elements as an organizing tool to determine the chemical properties
A. Content Standard of elements
B. Performance Standard
C. Learning Competencies/ Trace the development of the periodic table from observations based on similarities in properties
Objectives. of elements.
(Write the LC code for S8MT-IIIg-h-11
each)
II. CONTENT
Development of the periodic table

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material Science Learner’s Module – Grade 8, Unit 3-Periodic Table of Elements, Module 3 pp. 210-
pages 217, Science and Technology for the Future III by DIWA Scholastic Press Inc. pp.196-199
3. Textbook pages
4. Additional Material
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
ELICIT
The teacher facilitates a board activity where students are tasked to identify words
related to the previous lessons on matter, arranged in jumbled letters. The following jumbled
words are used:
1. NEGYXO
2. LODIS
3. RIMXTUE
4. NETMELE
ENGAGE
The teacher posts the following questions on the board:

1. What is the periodic table of elements?
2. Who are the persons responsible for the development of the periodic table?
EXPLORE
Activity 1
Development of Periodic Table
Objective:
After performing this activity, you should be able to:
1. Trace the development of periodic table.
Materials:
Long bond paper with blank table of boxes provided by teacher
Masking tape
Pieces of paper of elements provided by the teacher
Masking Tape
Periodic Table of Elements
Procedure:
1. Elements are printed on a piece of paper. The element’s properties are listed
in each card. As a class go over each piece of paper, notice that the cards are arranged
in increasing atomic mass. While keeping the order of increasing atomic mass, put the
elements with similar properties in the same column.
EXPLAIN
1. How many groups of elements were formed?
2. What basis or trend did you use to choose which group an element belongs to?
3. Is there any exception/s to these trends? If so, which elements break the trend? Why did
your group arrange these elements the way you did?
4. Are there any gaps in your arrangement? Where are they? What do you think these gaps
might mean?
5. If you will add new elements, what will happen to the table?
6. How is the table of elements you prepared similar to the modern periodic table? How is it
different?
7. How do you explain the fact that tellurium comes before iodine in the modern periodic
table, though it has a higher atomic mass than iodine?
8. Mendeleev predicted the existence of gallium and germanium because of the gaps in his
table. Why do you think Mendeleev did not predict the existence of the noble gases?
9. Use the modern periodic table. Suppose 2 new elements were discovered with the atomic
numbers 120 and 121. Where in the periodic table do you think you would place these new
elements?
10. Suppose a new element X is known. It forms a compound with chlorine, and the formula
of this compound is XCl4. What group or family do you think this element would belong?
Answers to Analysis Questions:

1. There are 7 families in the table. The noble gases constitute the 8th group but will be realized
after doing procedure for questions number 5 to 10.
2. The properties of the element and the compounds formed
3. Iodine and tellurium broke the trend in terms of properties. The properties are quite dissimilar
with the other elements belonging to the same column or group.
4. There are gaps in the family of boron and aluminum and in the family of carbon and silicon.
These gaps might indicate that there were elements not yet discovered during Meyer’s and
Mendeleev’s time.
5. Gaps were filled. Gallium was placed in the family of boron and aluminum while germanium
was placed in the family of carbon and silicon. The noble gases, on the other hand, were arranged
into a new family.
6. Our table of elements did not include the transition elements like the modern periodic table. The
table stops at xenon and it is organized by atomic mass rather than atomic number.
7. While tellurium has a higher atomic mass than iodine, iodine has the higher atomic number. It is
the atomic number and not the atomic mass that is the organizing principle of the periodic table.
8. The existence of aluminum and silicon gave Mendeleev an idea that gallium and germanium
should also exist. Since Mendeleev did not know about any member of the noble gas family, he
didn’t have an inkling that others might also exist.
9. Element 120 would be placed below radium and element 121 would be placed below actinium.
10. The new element would belong to the group or family of carbon, silicon, and germanium.
ELABORATE
-. How did the periodic table of elements develop?
Answer: It was developed as a result of painstaking work by different scientists and its present
form was a result of meticulous and thorough study by scientists.
EVALUATE
Essay: Discuss the assumptions used by Mendeleev in arriving on his periodic table.
1. Answer: The assumptions used by Mendeleev is to arrange elements in the order of their
increasing atomic mass leaving some gaps for the future discoveries of other elements.
EXTEND
What is the importance of knowing the parts of periodic table? Answer to Questions
V. REMARKS How many elements are man-made? Name some of these elements and their uses.
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

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School Regional Training of Trainers Grade Level 8

Learning Science (PERIODIC TABLE)

Development of the periodic table

The teacher posts the following questions on the board:

Development of Periodic Table

After performing this activity, you should be able to:

1. Trace the development of periodic table.

Long bond paper with blank table of boxes provided by teacher

Pieces of paper of elements provided by the teacher

Periodic Table of Elements

Answers to Analysis Questions:

2. The properties of the element and the compounds formed

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