Map the periodic table with this simple game of "Atomic Guess Who?"
- Brennan Koch
- Oct 9
- 4 min read
I was looking for a way to review the periodic table during the atomic structure unit. And I found it! A simple game of “Atomic Guess Who?” with laminated periodic tables was a great way to get the students interacting with each other as well as identifying the first patterns on the periodic table (atomic number, atomic mass, valence electrons, etc). It takes minimal prep and the kids got into it. Here is how I did it. (Plus download the student sheet for free!)
Frame the questions
I had tried, more unsuccessfully, to play a similar game in the past. The problem was that the students couldn’t effectively create the clues so that the answers went from broad to narrow. For instance, their first clue would be, “The atom has 6 protons.” Duh. The answer is carbon. Now, no matter what other clues came, they could ignore them because they knew it was carbon.
My solution to this problem was to give them a structure that they had to follow. It was up to them to give clues, but they had to follow the pattern. Here is the pattern of clues they had to give.
1. Metal/Non (Conduct electricity, form anion/cation, high/low number of valence electrons)
2. Valence electrons (Needs to lose/gain a certain number, forms a particular charge)
3. React in a 1:1
4. Average number of neutrons (Compare to other element’s protons, neutrons or electrons)
5. Number of protons (compare protons to another element, compare its proton to neutrons or electrons of another element)
This series of clues starts broad (metals vs nonmetals) and works down to the number of protons. Clue #2 and clue #3 don’t reduce the area on the periodic table, but I like to introduce the idea of the formation of ionic compounds before we have even talked about ionic compounds. The students know about the octet rule. Therefore, they can start to decipher that sodium with one valence electron needs to lose one electron to become stable. At the same time chlorine has seven valence electrons and needs to gain one electron to become stable. Therefore, they would react in a 1:1 ratio.
Pro Tip: This tip is a caution. Students may get the idea that elements can ONLY react in a 1:1 ratio and if it’s not 1:1 then they don’t react. Clarify this early on. Elements react in all sorts of proportions. We are just starting with the simplest.
How to play
Every student gets a laminated periodic table and a dry erase marker. The first thing I had my students do was to mark off the d block and the f block as out of bounds. The students aren’t currently ready to decipher how many valence electrons uranium has!
Then we play one round of “Atomic Guess Who?” with me directing the clues. Every time I give a clue, they mark off the parts of the periodic table that the answer could not be on. Therefore, with each clue the possible area holding the secret element is getting smaller and smaller. I will share the example that I used in class.
1. Unknown is likely to form an anion to become stable.
This tells the students to remove the left side of the periodic table.
2. Has the same number of valence electrons as carbon has protons.
This shows the students that the secret element is in the chalcogens.
3. Would react with magnesium in a 1:1 ratio.
While this technically doesn’t change the location on the table, it causes them to start to think about stability and cancelling of charges. If you want to have your students choose EITHER clue #2 or #3 that would work just as well.
4. Has more neutrons on average than neon has electrons.
I know that dealing with average mass can get a little hairy, but the students did fine with it. This clue reduces the area by removing oxygen as a potential answer
5. Has as many protons as 2 times the number of protons in oxygen.
Ta da! The answer is sulfur.
Use partners to create one puzzle
After the students had solved my clues, I had them work in partners to write their own clues. They each wrote the same set of clues. After they had created their puzzle, they had to split up from their partner and go share their game with a player from another group. Then they had to solve the other player’s puzzle.
Students create their own set of clues
Once they had created a puzzle with their partner, now it was time to go solo. They created their own set of clues and then partnered up with a new player to swap games. One of the best learning opportunities with when their puzzle didn’t make sense. The player trying to solve it would point out that their clue didn’t work. They worked together to make it work. That created some great opportunities for instant feedback.
Games allow students to work at an appropriate level
I used this game for both my grade level and honors classes. In the grade level classes, many of the clues were very straight forward. For example, “The unknown has two valence electrons.” If that is their level of understanding, they get to exercise right in the right spot. If they are more advanced, they could raise the stakes on their clues. “the unknown is likely to form a 2+ cation.”
You can also manage your time in class because you can monitor how many rounds they have created and played. This lets you end it right when you need to.
I found that one period of playing “Atomic Guess Who?” allowed the students to lock in their understanding of the layout of the periodic table. Then on their test, which they just took, I gave them an “Atomic Guess Who?” question. Not only did they have to answer with the correct element, they had to defend their reason with atomic explanations. Without a doubt, this year was the highest performing year on that style of question. I point back to the one period that we played the game. Give it a shot, and watch the student understanding grow!
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