• read the periodic table
• explain the properties of elements based on their placement within the periodic table
• name many elements, their atomic number, and other properties

• Varying academic levels: uses mixed-ability groups to allow students to learn from one another, small-group and whole-group participation
• Visual learners: incorporates colored and labeled drawings of the periodic table
• Auditory learners: uses direct questioning to discuss the properties of groups and elements
• Kinesthetic learners: engages students in guessing games to determine an element based on its properties

•  Distribute hand-outs of the periodic table and crayons, and explain to the class that they are going to color and label the table to show the characteristics of the elements. Have them turn to a partner and take 2 minutes to discuss how they would divide and label the periodic table.
• Ask students to raise their hand if they chose to label (a) the groups, (b) metals and non-metals, (c) s-blocks, p-block, f-block, and d-block.
• Display a periodic table that is labeled.
• Ask students to color and label their periodic tables.

• Below the periodic table or on the back of the handout, have students list the common properties of the groups and metals, nonmetals, and semimetals.
• Ask students what happens to atomic mass and atomic size as you proceed across a period or down a group.
• Distribute one note card naming an element to each student, and have students list the element in their science journals or on a sheet of paper and use their labeled periodic tables to identify the properties the element might have based on its placement in the periodic table.
• Call on students to name their element and describe how they determined what properties the element might have.

• Pair up stronger academic students with challenged students.
• Have students play a periodic table guessing game. One student will chose an element and the other student will try to guess the name of the element by asking questions about its properties.
• Distribute hand-outs with a listing of yes/no questions that students can ask their partners. These questions may include:

• Is the element most likely a gas at room temperature?
• Is the element highly reactive?
• Is the element larger and lighter than other elements in its period?
• Does the element form salts?
• Is the element abundant on earth?

• Have students check off the answers to the questions and then write the element that they guessed.
• Once students have had a chance to play the game at least once, pair them up with academic students on their same level and have them play the game again.

• Have students research the element that was listed in their note card to discover its properties.
• In their science journals or on a sheet of paper, have students list the element and its properties. Ask them to write a sentence about whether the element has the properties that they assigned it based its position in the periodic table.

• Remind students that all substances on earth are made up of these 109 elements.
• Applied learning: Ask students to look for instances in which they encounter the names of the elements in their daily lives (aluminum foil, copper wires, oxygen tanks). Ask them to consider what properties these elements have that make them useful.