![]() Let students know ahead of time that there are clues should they get really stuck. Some groups will need more time, some groups will need less time. With the right amount of time, every group can figure out the pattern. ![]() Predict the characteristics of the missing pieces based on evidence from the pattern they developed.Before passing out the puzzles, make sure to remove one or two pieces. Determine a way to arrange the pieces of the puzzle demonstrating a pattern for each characteristic (color, number, decimal, stars, holes, notches).The pieces all have a color, whole number, and decimal number with varying numbers of stars, holes, and/or notches on the side. In a final discussion the teacher verbally synthesizes their thoughts and looks for themes across the different groups.īrief the students on the puzzle. Students can also do a gallery walk around the room to look at other groups’ ideas. Then after the silent dialogue, groups are allowed to talk and discuss what everyone wrote or drew. Set the timer for two minutes and during that time students silently write, draw, respond, pose new questions, and react to each other’s responses. Each student has a different colored marker. Students gather around a whiteboard or large poster paper with the essential question written in the middle. In order to do so they will have to persevere.īefore starting the puzzle, the teacher asks the essential question “Where have you seen patterns in your life?” In groups of three to four students they will respond to this question using the Chalk Talk strategy ( Ritchart, Church, and Morrison 2011). Reinforce that they absolutely can complete the puzzle and figure out the pattern. Students are informed that the puzzle will be challenging, and they need to draw on their growth mindset. This is important because many students find science challenging, and having these conversations in the beginning starts to create a culture that welcomes mistakes as part of the learning process. Students should have experience with the ideas of Carol Dweck and understand the difference between having a growth mindset and fixed mindset, and what it means to have a mastery response or a helpless response ( Dweck 2006 Mindset Works 2016). Explain that today they will be working on some different kinds of puzzles. Students spend time sharing about their experiences with puzzles and connecting them to their own interests. Start class by asking students about their experiences with puzzles, if they like puzzles, and what kinds of puzzles they like. Then after reading a non-fiction text about his contributions ( Bryson 2008), students gain a foundational understanding of the patterns within the periodic table before spending time exploring the properties of the families. Students first emulate Dmitri Mendeleev’s own experience with organizing the elements through a puzzle activity, using patterns to make predictions. The following lesson requires about two traditional class periods or one block period and follows the 5E Instructional Model designed by the Biological Sciences Curriculum Study ( Bybee 2014) with the added Elicit stage proposed by Eisenkraft (2003). Furthermore, observing patterns and the relationships underlying them is one of the key crosscutting concepts found in the NGSS (see NGSS connection box, page 35). The underlying patterns described by periodic law, such that the table is organized horizontally by the number of protons and vertically by similar chemical properties in addition to the repeating patterns associated with those electrons found in the outermost shell of an atom correlate with the Next Generation Science Standards ( NGSS) Disciplinary Core Idea (DCI) Structure and Properties of Matter (PS1.A) ( NGSS Lead States 2013). This year, The International Year of the Periodic Table, marks its 150th anniversary, and represents a good opportunity to highlight its history. This might involve memorizing the symbols of the elements, learning about the properties of the families, or understanding its general organization. Teaching the periodic table is a central part of chemistry.
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