IPC
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 10 days
Understanding Elements, Compounds, and the Periodic Table
Lesson Synopsis:
After exploring the structure of the atom, students will be reintroduced to the periodic table and its usefulness in
classifying properties of elements and predicting chemical bonding. This lesson will also include the transition
metals as well as the f-block elements (lanthanide and actinide series).
TEKS:
I.6
Science concepts. The student knows that relationships exist between the structure and properties of matter. The
student is expected to:
I.6B
I.6D
Relate chemical properties of substances to the arrangement of their atoms or molecules.
Relate the physical and chemical behavior of an element including bonding and classification to its placement on
the periodic table.
Scientific Process TEKS:
I.1
I.1A
Scientific processes. The student, for at least 40% of instructional
time, conducts laboratory and field investigations using safe,
environmentally appropriate, and ethical practices. The student is
expected to:
Demonstrate safe practices during laboratory and field
investigations.
I.2
Scientific processes. The student uses scientific methods during
laboratory and field investigations. The student is expected to:
I.2C
I.2D
Collect data and make measurements with precision.
Organize, analyze, evaluate, make inferences, and predict trends
from data.
Communicate valid conclusions.
I.2E
I.3
I.3D
I.3F
Scientific processes. The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions. The
student is expected to:
Evaluate the impact of research on scientific thought, society, and
the environment.
Research and describe the history of physics and chemistry and
contributions of scientists.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
• Write a summary predicting the likely properties of a provided set of elements. Indicate which elements
would likely bond together, and relate this information to each element’s placement on the periodic table.
Justify answers using terms such as group, oxidation number, octet rule, ionic compound, and covalent
molecule. (I.2E; I.6B, I.6C, I.6D)
5B, 5G
—
—
—
Key Understandings and Guiding Questions:
• The physical and chemical behavior of an element is related to its placement on the periodic table.
How can the periodic table be used to predict the behavior of elements?
• The periodic table helps us to determine which elements will bond with others to form compounds.
Will all elements form a bond with every other element?
Are all bonds the same?
©2012, TESCCC
06/11/13
page 1 of 10
IPC
HS/Science
Unit: 02 Lesson: 01
Vocabulary of Instruction:
•
•
•
•
•
•
•
•
periodic table
atomic mass
period
group
family
atomic number
proton
neutron
•
•
•
•
•
•
valence electron
metal
nonmetal
•
•
•
metalloids
transition metals
octet rule
•
•
•
element
compound
mixture
•
ionic compound
covalent molecule
oxidation number
matter
• electron
Materials:
Refer to Notes for Teacher for materials.
Attachments:
•
•
•
•
•
Handout: Element, Compound, and Periodic Table Vocabulary Review (1 per student, 1 for
projection)
•
Handout: Blank Periodic Table (1 per student, 2 per page)
Handout: Elements, Compounds, and Mixtures (1 per student)
Teacher Resource: Elements, Compounds, and Mixtures KEY
Teacher Resource: Elements, Compounds, and Mixtures Models
Handout: Scientists of Atomic Theory (1 per group)
•Teacher Resource: Element Assignment Cards PI (1 card per student, see Advance Preparation)
•
Teacher Resource: Evaluate Instructions PI (1 for projection)
Advance Preparation:
1. Access and preview the following site to demonstrate relative size:
http://learn.genetics.utah.edu/content/begin/cells/scale/
2. Conduct a web search for “Powers of 10”. You may wish to include Florida State University (fsu.edu) in
3.
4.
5.
6.
7.
8.
your
search.
Gather a set of materials for the students to use for classification. Make sure each group has the exact
same set of materials, and suggestions include: cotton balls, fabric cut into circles or squares, a variety
of dried beans and/or peas, marbles, rocks, shells, rubber balls, BBs, wax paper cut into circles or
squares, cardboard cut into circles or squares, aluminum foil, cotton, or a variety of beads.
If you did not give your students a copy of the periodic table when they set up their science notebooks in
Unit 01, print and copy a Periodical Table of Elements from the STAAR resource website
(http://www.tea.state.tx.us/student.assessment/staar/science/). Make a copy for each student.
Prepare Element Cards by placing the name of an element at the top of one side of each index card.
You will need four colors of cards. List all metals on one color of index card, all transition metals on
another color, the metalloids on another color, and the non-metals on the last color index card. Make
enough cards so that every student has a different element.
Arrange for access to student computers/Internet for Days 4 and 8.
Print the Teacher Resource: Element Assignment Cards PI, and cut out each card, so that you have
enough for one per student.
Prepare attachment(s) as necessary.
©2012, TESCCC
06/11/13
page 2 of 10
IPC
HS/Science
Unit: 02 Lesson: 01
Background Information:
The structure and design of the periodic table, as well as atomic structure, valence electrons, and basic element
classification, were introduced to students in middle school. This lesson focuses primarily on the element’s
properties and how those properties relate to its placement on the periodic table. A review of the valence
electrons will lead into an introduction to chemical bonding.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs
of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the
Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools
Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Introduction to Matter and Its Composition
1 Day = 50 minutes
Suggested Day 1
1. Post the following questions for students to answer as they come in the
2.
classroom. Students should write their answers in their science notebooks.
•
What do you have in common with a football, a
hamburger, and a cell phone? All of these things are matter, and
they are made up of atoms.
After students have had time to answer the question, allow students to
share a few of their answers and lead the class to a discussion of matter
and the idea that everything is made up of smaller particles.
3. Project the relative size demonstration graphic, and move the toggle slowly
from the left to the right (see Advance Preparation and Instructional Notes).
This will put the size of the atom into perspective.
4. Show students an actual coffee bean, grain of rice, and Times New Roman
print (12 pt font), and then, revisit the website again moving from the coffee
bean down to a carbon atom.
5. Next, display a pencil lead (Called lead, although pencil leads are now
made of graphite, which is carbon).
Ask:
•
Can you list other things that are made of carbon?
(Humans, all living things, oil, diamonds)
Materials:
• coffee bean (1 per teacher)
• rice (few grains, per teacher)
• Times New Roman print (12 pt. font,
per teacher)
• pencil lead (1 per teacher)
• resealable plastic bag (snack size, 1
per student)
• scissors (1 per student)
Attachments:
• Handout: Element, Compound and
Periodic Table Vocabulary Review
(1 per student, 1 for projection)
Instructional Notes:
See Advance Preparation for relative
size demonstration.
See Advance Preparation suggestion for
the Powers of Ten.
6. Display the teacher selected video clip of Powers of Ten (see Advance
Preparation and Instructional Notes). This video explores the size of the
universe and size of the atom.
7. Discuss the size of the carbon atom compared to humans and the
universe. Inform students that they will be studying the atom, elements
and compounds, and the periodic table in the upcoming lesson.
8. Give a brief review of vocabulary terms from Grades 6–8. Use this activity
to access students’ prior knowledge and check for misconceptions and
gaps in learning.
©2012, TESCCC
06/11/13
Misconceptions:
• Students may think atoms can be
seen with a microscope.
• Students may think atoms have
electrons orbiting them like planets
around a star.
• Students may think atoms own
particular electrons.
page 3 of 10
IPC
HS/Science
Unit: 02 Lesson: 01
Instructional Procedures
9. Distribute to each student a copy of the Handout: Element, Compound,
and Periodic Table Vocabulary Review and a resealable snack size
bag. Instruct students to cut the cards apart, reading each term and
definition as they are separated.
10. Challenge students to play a game of “Concentration” with a partner to
review the terms.
Notes for Teacher
Science Notebooks:
Students answer questions and keep
terms and definitions in their notebooks
for future reference.
11. Once students have had an opportunity to play, project a copy of the
handout for students who need assistance in checking their matching.
12. Instruct students to place the terms in the bag and affix the bag of
vocabulary terms and definitions in their science notebooks for future
reference.
Engage/Explore – Organizing Matter and Reviewing the Periodic Table Suggested Days 2 and 3
1. Facilitate a discussion of the vocabulary terms from the previous day’s
activity. Ask students to think of the 2 or 3 most difficult terms to remember.
Give students a few moments to review those terms.
2. Divide the class into groups of 3 or 4 students.
3. Give each group a set of materials to classify.
4. Instruct groups to observe each object and work together to write down all
of the properties that they can think of for each object. Allow about 10
minutes.
5. Instruct groups to decide on a way of organizing all of the objects. Groups
will lay the objects out on their desk in some kind of organizational system
that they can share with the class. Allow about 10 minutes.
6. Ask each group to share their organizational strategies with the class.
7. As each group shares with the class,
Ask:
•
•
What properties did you use to organize the objects?
Can you give groups of objects a common name? What
would it be? Answers will vary.
8. Project a periodic table. It is recommended that the table from the STAAR
Grade 8 Science Reference Materials be used.
Ask:
•
What is this? (Periodic table)
Materials:
• variety of materials for classification
(see Advance Preparation, set per
group)
• triple beam balance (1 per group)
• hand lens (2 per group)
• ruler (metric, 2 per group)
• colored pencils (per group)
• glue or tape (per group)
Attachments:
• Handout: Blank Periodic Table (1
per student, 2 per page)
Instructional Notes:
Some of the terms will overlap. Give
students ideas on how to represent the
different classifications on the same
periodic table.
Transition metal is a new term for
students. Transition metal - an element
in groups 3–12 with one, two, or three
electrons in their outer shells. You may
wish to have students create another
vocabulary card for this term to add to
their bags.
•
What do you know about the periodic table? Answers will
vary, but should include: periods, groups, families, metals, nonmetals,
and metalloids.
©2012, TESCCC
06/11/13
Science Notebooks:
page 4 of 10
IPC
HS/Science
Unit: 02 Lesson: 01
Instructional Procedures
9. Distribute a copy of the Handout: Blank Periodic Table and colored
pencils to each student.
10. Put the terms: periods, groups, families, metals, nonmetals, metalloids,
and transition metals on the board or overhead.
Notes for Teacher
Students write properties and
organizational strategies in their
notebooks.
Students affix the periodic table into
their science notebook.
11. Work with students to use the colored pencils to color code and represent
the terms on the periodic table. Discuss each term, and remind students of
the different classifications. Students should make a key to reinforce the
locations of the different areas. Note: Transition metal may be a new term
for students.
12. Instruct the students to glue the periodic table into their science notebooks.
EXPLORE – Element Cards
1. Review the previous day’s concepts by calling on students to come up to
the board and present each area/term on the periodic table. Correct any
misconceptions.
2. Distribute an Element Card to each student.
Suggested Day 4
Materials:
• Element Cards (see Advance
Preparation, 4 different colors of
index cards, 1 per student)
3. Display the information the students will need to find about their elements:
• element symbol
• density
• boiling point
• freezing point
• atomic mass
• number of valence electrons
• classification – metal, transition metal, nonmetal, metalloid
• physical attributes
• reactivity information
• interesting fact
4. Students should write down the requirements in their science notebooks.
5. Instruct students to research the information and include it on their cards.
Several helpful websites have been included in the Resources and
References section to assist with this task.
6. Monitor and assist students as necessary.
7. Remind students to put their names on the cards, and collect the cards for
tomorrow’s activity.
EXPLAIN – Kinesthetic Model of the Periodic Table
©2012, TESCCC
Suggested Day 5
06/11/13
page 5 of 10
IPC
HS/Science
Unit: 02 Lesson: 01
Instructional Procedures
1. Distribute the Element Cards created in Day 4.
Notes for Teacher
2. Instruct students to stand, if the element represented on their card is a
Materials:
• Element Cards (from previous
activity)
metal.
3. Direct this group of students to move to one side of the room.
4. Instruct students to stand if the element represented on their card is a
nonmetal.
5. Direct this group of students to move to the other side of the room.
6. Instruct students to stand if the element represented on their card is a
metalloid.
7. Direct this group of students to move to the middle of the room, next to the
nonmetals.
8. Instruct students to stand if the element represented on their card is a
transition metal.
9. Direct this group of students to move to the middle of the room between
the metals and the nonmetals.
10. Instruct students to arrange themselves by atomic mass in rows to match
the periodic table.
11. Instruct students to arrange themselves by atomic number in rows to
match the periodic table.
12. Explain to the students that the current periodic table is arranged by atomic
number.
13. Ask students who represent elements that will easily bond to stand next to
each other.
Ask:
• Will all elements form a bond with every other element? (No)
• How can the periodic table be used to predict the behavior of
elements? (It helps to tell what elements will bond. Ex. - Metals and
nonmetals can bond; noble gases will never bond.)
14. Ask a student representing a metal and one representing a nonmetal
element to “bond”, or to stand next to each other. Explain that this is an
ionic compound. The metal ion gives its electrons to the nonmetal ion.
• An example would be hydrogen and chlorine – How many
electrons does hydrogen give to chlorine? (1)
15. Ask two students representing nonmetal elements to “bond”. This is a
covalent bond. The electrons are shared between the atoms.
©2012, TESCCC
06/11/13
page 6 of 10
IPC
HS/Science
Unit: 02 Lesson: 01
Instructional Procedures
•
Notes for Teacher
An example would be carbon and oxygen (CO2) – How many
electrons do they share? (4)
16. Facilitate a discussion on bonding by using the students to demonstrate
different types of bonds. All elements need to have 8 electrons in their
outer shells. When they bond with other elements, they are becoming
stable with 8 electrons in their outer shells. (Octet rule)
Ask:
•
Are all bonds the same? (No)
•
An example would be NaCl – salt. How many electrons
does sodium have in its outer shell? (1)
•
How many electrons does chlorine have in its outer shell?
(7)
17. Explain how sodium gives its one electron to become stable and chlorine
takes the one electron and now has eight in its outer shell. Both elements
are now stable.
EXPLORE/EXPLAIN – Types of Matter
1. Project/post the terms element, compound, and mixture.
Suggested Day 6
2. Instruct students to individually write down in their notes or science
Materials:
• beaker with water (per pair of
students)
• salt packets (small, 2 per student or
pair of students)
• pepper packet (small, 1 per student
or pair of students)
notebooks anything they remember about elements and compounds, and
then, explain how they would define a mixture. Note: Ask students not to
use their vocabulary cards for this activity.
3. Circulate around the room, and be prepared to ask guiding questions for
students who are having trouble remembering the concepts.
4. If they are having difficulty expressing a definition or characteristic, ask for
examples instead.
5. Allow about five to ten minutes for this.
6. Instruct students to work with a partner and share what they have written
down, explaining to each other what they know about elements and
compounds.
7. Allow students to add to or revise their statements.
8. Ask a student volunteer to come to the board to record comments from the
class. Ask each group to share something they came up with until
everyone has had a chance to contribute. Correct any misconceptions.
Check for Understanding:
This activity gives you the chance to
start class off assessing your students’
prior knowledge of the concepts of
elements and compounds.
Instructional Notes:
Start this part of the activity by sharing
two examples of matter that would be
difficult to classify without some prior
knowledge, air and water. After
discussing these have students come
up with their own examples.
9. Facilitate a discussion with students:
•
Since early childhood you have been taught that water (H20) is
made up of hydrogen and oxygen. Because you know this, you
can correctly classify it as a compound since water’s properties
©2012, TESCCC
06/11/13
Science Notebooks:
Record questions and observations in
page 7 of 10
IPC
HS/Science
Unit: 02 Lesson: 01
Instructional Procedures
•
Notes for Teacher
are quite different than those of the two gases that make it up.
If a scientist were discovering water for the first time, would it be
as obvious? Why or why not? Answers will vary.
their science notebooks.
10. Explain that ‘air’ in the atmosphere is a mixture of the following gases in
the following proportions: nitrogen 78%, oxygen 21%, and 1% other trace
gases including carbon dioxide.
Ask:
• Just by looking at air, is it easy to tell whether it is an element,
compound, or mixture? Why or why not? (No, the particles are too
small to see and identify.)
11. Explain that in order to classify matter, we have to answer certain
questions to the best of our ability based on the information we have
available. If that information is incomplete, we may come to the wrong
conclusion, but we would normally perform more and better tests over time
to confirm our answers.
12. Instruct students to copy the following questions in their science notebooks
under the heading: “Is this substance an element, a compound, or a
mixture?”
• Is the substance composed of more than one substance? If “no”, it
is an element. If “yes”, it is either a mixture or a compound.
• If the substance is composed of more than one substance, do the
individual substances retain their individual properties? If “no”,
then it is a compound. If “yes”, then it is a mixture.
13. Instruct students to apply the questions they have just written down to the
following examples, as they observe them.
14. Divide the class into pairs, and distribute the materials for observations.
15. Ask groups to observe the water in the beaker and answer the questions in
the notebook. Remind students to draw and label the investigation set up,
and then, record their observations. (Compound)
16. Ask students to open and examine a salt packet. Instruct them to repeat
the above process. Explain to students that salt is made up of sodium and
chloride, both of which are toxic individually to humans, but together are
edible. (Compound)
17. Ask students to open and examine a pepper packet and to repeat the
process. (Mixture)
18. Instruct students to mix the already opened salt and pepper and repeat the
process. (Mixture)
19. Instruct students to mix a salt packet into the beaker of water and repeat
the process. (Mixture, because both the water and the salt retain their
original properties and could be separated by boiling.)
©2012, TESCCC
06/11/13
page 8 of 10
IPC
HS/Science
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
EXPLORE/EXPLAIN – Atomic Arrangement
Suggested Day 7
1. Distribute a copy of the Handout: Elements, Compounds, and Mixtures
to each student.
Materials:
•
2. Divide the class into groups of two students.
3. Instruct students to create each of the different models in the activity and
follow the directions to label each as an element, compound, or mixture.
4. Facilitate a discussion about students’ observations of each model.
Ask:
• What can the arrangement of the atoms of a substance tell you
about the substance’s properties? Size, number of electrons,
reactivity, etc.
5. Use the Teacher Resources: Elements, Compounds, and Mixtures KEY
and Elements, Compounds, and Mixtures Models to help guide the
discussion.
6. Students should affix the handout in their science notebooks.
gum drops (1 bag per
group)
•
resealable plastic bags
(sandwich size, 1 box per group)
•
toothpicks (1 box per group)
Attachments:
• Handout: Elements, Compounds,
and Mixtures (1 per student)
• Teacher Resource: Elements,
Compounds, and Mixtures KEY
• Teacher Resource: Elements,
Compounds, and Mixtures
Models
Instructional Notes:
In order to save materials, you may
reuse the gumdrops, bags, and
toothpicks for each class. Ask students
to separate the materials at the end of
class to prepare for the next group.
ELABORATE – Timeline
1. Divide the class into groups of two or three students.
Suggested Days 8 and 9
2. Assign each group a scientist that contributed to the development of the
Materials:
• paper (butcher, to create class
timeline, 5 to 6 ft long, 1 per class)
current periodic table.
3. Distribute a copy of the Handout: Scientists of Atomic Theory to each
group.
4. Build a class atomic theory timeline by asking each group when the
scientist they researched made their discovery. You may wish to add
significant events to the time line to give students a reference for the time
period.
5. As each group adds their scientists to the timeline, have them present the
information that they found in their research.
Attachments:
• Handout: Scientists of Atomic
Theory (1 per group)
Instructional Notes:
This activity can be done by allowing
each group time to research their
scientists instead of providing the
research for them.
Some scientists who contributed to the
development of the periodic table
include:
• Johann Dobereiner
©2012, TESCCC
06/11/13
page 9 of 10
IPC
HS/Science
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
•
•
•
•
•
•
•
•
•
EVALUATE – Performance Indicator
Performance Indicator
• Write a summary predicting the likely properties of a provided set of
elements. Indicate which elements would likely bond together, and
relate this information to each element’s placement on the periodic
table. Justify answers using terms such as group, oxidation number,
octet rule, ionic compound, and covalent molecule. (I.2E; I.6B, I.6C,
I.6D)
5B, 5G
Alexandre Beguyer de Chancourtois
John Newlands
Dimitri Mendeleev
Lothar Meyer
Lord Rayleigh
William Ramsey
Henry Moseley
Earnest Rutherford
Glenn Seborg
Suggested Day 10
Attachments:
• Teacher Resource: Element
Assignment Cards PI (1 card per
student, see Advance Preparation)
• Teacher Resource: Evaluate
Instructions PI (1 for projection)
1. Refer to the Teacher Resource: Evaluate Instructions PI for
information on administering the performance assessment.
©2012, TESCCC
06/11/13
page 10 of 10