The Periodic Table
CONCEPTUALDescribe the organisation of the periodic table into periods and groups, explain the contribution of Mendeleev, and use the table to identify metals, non-metals, and predict patterns in reactivity
Mastery Evidence
- Explains why the periodic table is arranged into periods (rows) and groups (columns)
- States that elements in the same group have similar chemical properties
- Locates metals, non-metals, and metalloids in the periodic table
- Explains how Mendeleev ordered elements by atomic weight and predicted missing elements
Assessment Prompt
“If [child] was looking at a periodic table, could they explain why elements in the same column tend to behave similarly — and say what Mendeleev did that made it so useful to chemists?”
Curriculum Standards4 alignments
MS-PS1-1Next Generation Science Standards (NGSS) Middle Schoolcodes onlyKS3.Sci.Chem.AEC.7The national curriculum in Englandthe Periodic Table: periods and groups; metals and non-metals
KS3.Sci.Chem.PT.2The national curriculum in Englandthe principles underpinning the Mendeleev periodic table
KS3.Sci.Chem.PT.3The national curriculum in Englandthe Periodic Table: periods and groups; metals and non-metals
Prerequisites1
- Atoms, Elements & CompoundshardAges 11—12
Show full prerequisite tree
- Atoms, Elements & Compounds hard
The periodic table organises elements by their atomic structure — atoms and elements must be understood first
- The Particle Model hard
Atoms and molecules are the particles referred to in the particle model — builds directly on it
- Drawing Particle Diagrams hard
Using the particle model to explain density, compressibility, and anomalous expansion requires fluent reading and drawing of particle diagrams
- Matter Is Made of Particles hard
KS3 particle model extends US KS2 introduction to matter as particles too small to see
- Drawing Particle Diagrams hard
Developing a model of matter as particles too small to see is built on the particle diagram representation
- Heating & Cooling Changes hard
Must observe state changes before explaining them with particle model
- States of Matter Vocabulary hard
Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
- Drawing Particle Diagrams hard
Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
- Solids, Liquids & Gases hard
Must understand observable states of matter before modelling them with particles
- States of Matter Vocabulary hard
Comparing and grouping materials as solids, liquids, or gases requires the naming vocabulary for the three states
- Drawing Particle Diagrams hard
Comparing and grouping solids, liquids, and gases by properties is greatly aided by the particle diagram representation
- Heating & Cooling Changes hard
Must classify states of matter before understanding changes between states
- States of Matter Vocabulary hard
Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
- Drawing Particle Diagrams hard
Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
- Grouping Materials hard
Must group materials by properties before classifying into three states of matter
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
- Changing Shapes of Solids soft
Changing shapes of solids provides context for understanding solid properties
- Describing Material Properties hard
Must know material properties before investigating how shapes change
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
- Solids, Liquids & Gases hard
KS3 particle model extends KS2 classification of solids, liquids and gases by observable properties
- States of Matter Vocabulary hard
Comparing and grouping materials as solids, liquids, or gases requires the naming vocabulary for the three states
- Drawing Particle Diagrams hard
Comparing and grouping solids, liquids, and gases by properties is greatly aided by the particle diagram representation
- Heating & Cooling Changes hard
Must classify states of matter before understanding changes between states
- States of Matter Vocabulary hard
Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
- Drawing Particle Diagrams hard
Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
- Grouping Materials hard
Must group materials by properties before classifying into three states of matter
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
- Changing Shapes of Solids soft
Changing shapes of solids provides context for understanding solid properties
- Describing Material Properties hard
Must know material properties before investigating how shapes change
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
Unlocks1
- Metals vs Non-MetalshardAges 11—13