Below that side-by-side models representing oxygen: a Bohr diagram, an Aufbau diagram and an electron configuration. Next to this I have a note about how to fill orbitals (Aufbau principle, Pauli Exclusions Principle and Hund’s Rule). I pick a color scheme that I maintain for the rest of the page. The colors are consistent and shade the regions of the periodic table that correspond to the s, p, d and f orbitals. We start with a small periodic table at the top left that I have them color code. This page is where I introduce electron configuration. I do an output activity that requires them to do that (described below) so I don’t label family names on this side because it feels redundant. Depending on the output you choose for the leftside, you could also have them label the family names. They also draw the stair step and then shade the metals, metalloids and nonmetals. I have them draw arrows to show which direction periods and families/groups run. If you don’t want to cover ions at this point, remember that not all parts of the foldable have to be filled out at the same time! I like having all information in one place for students to make the comparisons, but you could certainly have students come back to circle the type of ions formed after working with them in class, or delete that part altogether if you wish.Īt the bottom of the page I have students paste a small periodic table that they label with the vocabulary of the table. In considering the idea that I want the interactive notebook to be the World’s Best Study Guide, I have included information about the ions that each can form. Inside each of the three flaps are side-by-side characteristics so that comparisons between the types of elements are obvious. The outside flaps are unlabeled so students can write in the categories themselves. The top of this page is a hamburger foldable comparing metals, nonmetals and metalloids.
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