7th Grade Science Unit:
Magnificent Mendeleev: An Elemental Tale
Unit Snapshot
Topic: Conservation of Mass and Energy
Duration:
Grade Level: 7
13 days
Summary:
The following activities engage students in exploring properties of matter
as it relates to the arrangement of atoms. Students analyze the periodic
table for trends and patterns and develop a deeper understanding of
properties through researching specific elements.
CLEAR LEARNING TARGETS
“I can”…statements
____ explain that mixtures are materials composed of two or more substances that
retain their separate atomic compositions when mixed.
____describe how elements are grouped based on their properties and position on
the periodic table.
Activity Highlights and Suggested Timeframe
Days 1-2
Engagement: This activity will engage students and formatively assess their
knowledge related to the differences in the arrangement of atoms of elements,
compounds, and mixtures through observations of a saltwater mixture.
Day 3
Exploration: The following activities will give students the opportunity to work with
and begin to develop a basic understanding of the periodic table including
patterns and organization.
Days 4-5
Explanation: The following activities will give students the opportunity to develop
their knowledge of the organization of the periodic table and how it relates to the
properties of the elements using the CPO Lab Investigation Periodic Table tiles.
Days 6-11
Elaboration: The following activities will give students the opportunity to gain
deeper understanding of specific elements of the periodic table and their
properties through a short research project and challenge activity.
Day 12
and on-going
Evaluation: Formative and summative assessments are used to focus on and assess
student knowledge and growth to gain evidence of student learning or progress
throughout the unit, and to become aware of students misconceptions related to
thermal energy transfer. A teacher-created short cycle assessment will be
administered at the end of the unit to assess all clear learning targets.
Day 13
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
LESSON PLANS
NEW LEARNING STANDARDS:
7.PS.1 The properties of matter are determined by the arrangement of atoms.
Elements can be organized into families with similar properties, such as highly reactive metals, lessreactive metals, highly reactive nonmetals and some gases that are almost completely nonreactive.
Substances are classified according to their properties, such as metals and acids.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or
explain the topic.
CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Properties of Matter
PreK-2: Properties can be used to sort objects. Changes, including phase changes are explored.
Grades 3-5: Objects are composed of matter which has mass* and volume. Properties of solids, liquids and
gases are explored. Phase changes are reversible and do not change the identity of the material. The total
amount of matter and mass* remains the same when something changes.
Grade 6: All matter is made up of atoms that are in constant random motion. Elements, compounds and
molecules are introduced. The properties of solids, liquids and gases, and changes of phase are explained
by the motion and spacing of the particles.
Future Application of Concepts
High School: Metalloids and pH calculations are introduced. Mixtures are classified as homogenous or
heterogeneous. Trends in the properties and atomic structure of elements are related to the periodic table.
The role of valence electrons in reactivity is explored, balanced chemical equations are written and
stoichiometric problems are solved.
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MATERIALS:
VOCABULARY:
Engage
Hot Plates/Heat Source
Glass Beakers
Salt
Water
Element, Compound, Mixture Molecular
Picture Cards
Various examples of Elements, Compounds,
and Mixtures
Explore
Period Table Hand-outs
(Optional) History of the Periodic Table
reading
An Elemental Tale: The Golddust Kid WS
Explain
Computers/Research materials
Adopt-An-Element Worksheet
Legal sized blank paper
Coloring Tools
Elaborate
Adopt-An-Element Challenge Question
Cards
Adopt-An-Element Challenge WS
Primary
Compounds
Elements
Metals
Non-Metals
Noble Gases
Mixtures
Periodic Table of Elements
Properties
SAFETY
ADVANCED
PREPARATION
Engage
(2 days)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections are made to
the real world?)
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Secondary
Families
Groups
Periods
If students are completing the saltwater activity (ENGAGE), caution
must be taken around the hotplates.
Establish rules for moving around the room during the challenge game
All other classroom rules and procedures should be adhered to.
Gather and prepare materials for demos and CPO Investigation lab
14A.
Reserve computers for element research, and/or gather library materials
related to the elements. Students can also bring in their own resources.
Objective: The objective of this activity is to engage students and formatively
assess their knowledge related to the differences in the
arrangement of atoms of elements, compounds, and mixtures
through observations of a saltwater mixture.
What is the teacher doing?
What are the students doing?
SALTWATER ACTIVITY/DEMO (Day 1)
-This can be done as a teacher demo,
or student activity.
Prior to the activity, the
teacher should set-up hotplate
stations.
The teacher facilitates as
students create saltwater
solutions.
SALTWATER ACTIVITY/DEMO (Day 1)
-This can be done as a teacher demo,
or student activity.
1. Students create a saltwater
solution, by filling beakers with
100mL of water and mixing in only
enough salt for it to fully dissolve.
3
The teacher asks students the
following questions:
1. Why can’t you see the salt
anymore?
2. What happened to the salt?
Is it still there? Did it disappear
or did it become something
else?
3. Is there a way that we could
get the salt back again?
The teacher facilitates the
heating and evaporation of
the water, which will leave the
salt behind in the beaker.
The teacher either projects the
picture onto the board or
distributes the Molecular
Picture Cards WS.
Ask students - Which molecular
arrangement represents the
saltwater?
ELEMENTS COMPOUNDS and MIXTURES
(Day 2)
Prior to the class, prepare
various examples of elements,
compounds, and mixtures.
Examples might include:
ELEMENTS: Lead Pipe, Iron Nail,
Copper Wire, Sulfur Rock, Iron
and Lead density cubes from
the CPO kits
COMPOUNDS: Water, Vinegar,
Salt, Sugar, Plastic
MIXTURES: (pick ones that can
be easily separated – see
related sheet)…Carbonated
water (soda), oil and water,
salt and iron shavings, nuts and
bolts, sand/rocks, iron filing
and salt.
The teacher distributes the
Molecular Picture Cards WS.
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Curriculum Leadership and Development
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2. Students answer and discuss
teacher guided questions.
3. Students heat their beakers on the
hot plates to evaporate the
water, and discuss results.
4. The students are shown pictures of
elements, compounds and
mixtures at a molecular level, and
asked to guess which one
represents the salt water.
5. Students think-pair-share and must
defend their choice through a
quick-write or quick presentation
to the class.
ELEMENTS COMPOUNDS and MIXTURES
(Day 2)
1. Students compare and contrast
the Molecular Picture Cards
looking for similarities and
differences.
2. Students determine which
molecular picture correctly
represents an element,
compound, and mixture and
defines each one based on the
molecular arrangement of atoms.
Use CPO textbook p. 364 as a
resource.
4
The teacher distributes
Elements, Compounds, and
Mixtures Oh My! WS.
The example substances are
placed on desks or
somewhere in the room where
students can view and
observe the substances,
Facilitate a discussion about
the students’ inferences and
discuss correct answers by
holding up the correct
molecule picture card to
reinforce the atomic
arrangement.
Using the mixture examples –
have students develop a
method to separate the
mixtures. Optional: Have
students physically separate
the mixtures using the
proposed methods.
3. Students observe various
substances around the room and
infer if they think each one is an
element, compound, or mixture.
Record on WS.
4. Students discuss their inferences.
The teacher holds up the correct
molecular card for each
substance in order to enforce the
relationship between the
arrangement of atoms and
students record actual results.
5. Students develop methods for
separating the mixtures, in order
to support the statement that the
substances in mixtures retain their
separate atomic compositions.
6. Optional: Students physically
separate the mixtures based on
the methods that they proposed.
Objective: The objective of the following activities is to give students the
opportunity to work with and begin to develop a basic
understanding of the periodic table including patterns and
organization.
EXPLORE
(1 day)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
PERIODIC TABLE (Day 3)
Distribute copies of the Periodic
Tables for students to keep.
They will need these over the
course of the unit.
PERIODIC TABLE (Day 3)
1. Students observe the various
versions of the Periodic Table
and look for and discuss patterns
that they see.
-original
-melting point
-boiling point
Ask students to observe the
various Periodic Tables for a few
minutes first independently,
then share with a partner to
discover any patterns that they
might see.
-Patterns might include
increasing atomic numbers,
Atomic symbol always starts
with a capital letter, Numbers
increase left to right, aligned in
rows and columns, Melting
points generally increase going
from sodium to silicon, then
decrease going to argon (with
a “bump” at sulphur).
Boiling points generally increase
going from sodium to
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aluminium, then decrease to
argon (again with a “bump” at
sulphur).
While students are looking at
the periodic table, play the
Element Song.
http://www.youtube.com/watc
h?v=GFIvXVMbII0
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Curriculum Leadership and Development
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Play the
www.unitedstreaming.com
video: The Periodic Table: How
the Elements are Organized.
[2:59]
2. Students watch the
www.unitedstreaming.com
video: The Periodic Table: How
the Elements are Organized.
[2:59]
Optional: Distribute and
facilitate a close reading of the
History of the Periodic Table http://www.azed.gov/wpcontent/uploads/PDF/PeriodicT
able-Lesson.pdf
or other related non-fiction
reading material. Consider
using suggested ELA reading
techniques and strategies for
reading informational text.
3. Optional: Engage in a close
reading of the History of the
Periodic Table or other related
nonfiction reading material.
Distribute the WS: An Elemental
Tale: The Golddust Kid to help
students become more familiar
with the elements of the
Periodic Table.
4. Complete An Elemental Tale: The
Golddust Kid using the periodic
table.
Optional HW: Have students go
home and find 10 things in their
house that are made up of
elements and possibly bring it in
or take pictures if possible (e.g.
aluminum foil or pop can, cast
iron pan, silver spoon, gold
jewelry, pennies - copper and
zinc mix, lithium batteries).
5. Optional HW: Students go home
and find 10 things in their house
that are made up of specific
elements.
6
Objective: The objective of the following activities is to give students the
opportunity to develop their knowledge of the organization of the
periodic table and how it relates to the properties of the elements
using the CPO Lab Investigation Periodic Table tiles.
EXPLAIN
(2 days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
CPO LAB INVESTIGATION 14A
(Days 4-5)
Facilitate a close reading of pp.
345-346 in the CPO textbook.
CPO LAB INVESTIGATION 14A
(Days 4-5)
1. Using the CPO textbook pp. 345346, students either read the
sections aloud or silently.
2. Students watch the
www.unitedstreaming.com video
clip: Metals and Non-Metals [3:05]
Play the
www.unitedstreaming.com
video clip: Metals and NonMetals [3:05]
Assist students as they shade
the metals, nonmetals, and
noble gases on their periodic
table using the following colors:
-metals=yellow;
nonmetals=green; noble gases
(column 18)=orange
3. With the help of CPO textbook p.
346, students will shade in their
periodic table handout sheet (from
the day before) using the following
colors:
-metals=yellow; nonmetals=green;
noble gases (column 18)=orange
Facilitate CPO Investigation
14a: Periodic Table
-see textbook resources for
more information
Facilitate a discussion related to
lab results and answers.
3. Students engage in the CPO Lab
Investigation 14a, with the use of
the CPO kit materials and textbook
pp. 344-348; 351-356
Optional: CPO Investigation 14B 4. Optional: CPO Investigation 14B
Periodic Table Group
Periodic Table Group Challenge
Challenge
Objective: The objective of the following activities is to give students the
opportunity to gain deeper understanding of specific elements of
the periodic table and their properties through a short research
project and challenge activity.
ELABORATE
(5 days)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
Columbus City Schools
Curriculum Leadership and Development
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What is the teacher doing?
What are the students doing?
ADOPT-AN-ELEMENT PROJECT
(Days 6-10)
The teacher introduces
students to the adopt-anelement project. See Rubric.
The teacher facilitates the
assignment of the first 20
elements to student partner
groups through random
selection – draw an element
out of a hat or random
generator on the
SMARTBoard.
ADOPT-AN-ELEMENT PROJECT
(Days 6-10)
It is recommended that students work
with a partner.
1. Students randomly select one of the
first 20 elements.
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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
The teacher facilitates
student element research by
providing internet access
and or print media from the
library, etc.
Discuss internet protocols
and proper use with
students.
Discuss reliable informational
sources with students.
The teacher will provide
students with blank legal size
paper, and other utensils if
needed (rulers,
markers/colored pencils,
scissors, etc.)
ADOPT-AN-ELEMENT CHALLENGE
(Day 11)
PREPARATION: The teacher
will need to create question
cards based on the
information on the students’
posters…see attached
template. Consider having
students create a question
based on their poster.
Hang student element
posters on walls or cabinets
in the room. If there are
multiples of the same
element, group them
together in one area.
2. Students conduct research on their
assigned element using the adopt-anelement research guided worksheet.
Distribute the Adopt-AnElement Challenge
worksheet…one to each
group.
Determine a place to have
the question cards – a large
table or hanging on a wall,
where kids can easily retrieve
the questions.
Facilitate the challenge - See
the challenge rules sheet.
Establish rules for moving
around the room safely.
The teacher will sit in one
area with the answer key
and stamp students
worksheets as they come up
with correct answers.
The group with the most
correct answers when time is
up, is the winner.
2. Students will go to the question card
area and pick a question. Based on
the element hint, they find the poster
that can help them figure out the
answer or use the textbook, notes, etc.
if needed.
3 Students use the worksheet to write
down the question #, and then
answer the question.
4. Students will go to the teacher to
have their answer checked. If the
answer is correct, the teacher will put
a stamp on that answer, showing that
it was correct, and students return that
card to the card area and retrieve a
new question card. If it is not correct,
students must try again until they get
the question correct.
5. When moving around the room,
partners must travel together at all
times.
3. Students create a presentation on
one sheet of legal sized paper,
summarizing and highlighting the most
important aspects of their research.
(This will also be used in the next
activity). Optional: Students may
present their major findings to the
class.
ADOPT-AN-ELEMENT CHALLENGE
(Day 11)
1. PREPARATION: Students create a
question card based on the student’s
poster to be used during the
challenge game.
The goal is to answer as many
questions correctly, using the
adopt-an-element posters,
textbook , and/or periodic table
as a resource.
Students can work individually or
with a partner.
8
If you are considering giving points,
find the mean number correct from
all group worksheets. Groups higher
than the mean score get extra
credit. Groups that meet the mean
score get full credit, and groups that
fall below the mean score get points
taken off.
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or
progress throughout the lesson, and to become aware of students
misconceptions related to the influence of atomic arrangement on
the properties of matter.
Formative
How will you measure learning as it occurs?
EVALUATE
(1 day and on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
EXTENSION/
INTERVENTION
(1 day or as needed)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Consider developing a
teacher-created formative
assessment.
1. Element, Compound, Mixture
Molecular Picture Cards/activity –
This activity can formatively assess
the students’ knowledge of
elements, compounds, and
mixtures at a molecular level, as
well as student knowledge
related to atomic composition of
mixtures in particular.
2. Lab 14a questions/answers – This
can be used to assess the
student’s understanding of
Periodic table organization as it
relates to elemental properties.
EXTENSION
1. Create a pictoral version of the
periodic table highlighting everyday
objects that contain or are made up
of each element.
2. Science Module Activity:
Modeling the Periodic Table:
interactive Simulation…
http://genesismission.jpl.nasa.gov/e
ducate/scimodule/cosmic/ptable.ht
ml
3. Have students research the
similarities between elements in
specific groups: Alkali metals,
Alkaline Earth Metals, Halogens,
Transition Metals, Lanthanides etc.
4. Graphing Periodic Properties using
excel http://www.scienceclass.net/Lessons/Chemistry/Periodic
%20Table/Graphing%20Periodic%20
Properties.pdf
Summative
What evidence of learning will demonstrate to you
that a student has met the learning objectives?
1. Adopt-An-Element Poster – This can
assess the students understanding of
properties and the periodic table as it
relates to a specific element.
2. Adopt-An-Element Challenge – This
can assess the students
understanding of major concepts
related to whole periodic table
organization, as well as properties
and characteristics of specific
elements.
3. Teacher-created short cycle
assessment will assess all clear
learning targets (Day 12).
INTERVENTION
1. www.unitedstreaming.com related
videos
2. The Mixtures Lab: Interactive
simulation for separating the
components of a mixture.
http://www.harcourtschool.com/activity
/mixture/mixture.html
3. Compounds and Mixtures BBC KS3
Bitesize interactive simulation…
http://www.bbc.co.uk/bitesize/ks3/scie
nce/chemical_material_behaviour/com
pounds_mixtures/activity/
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COMMON
MISCONCEPTIONS
Something is considered a mixture if you can see all parts individually
-Saltwater solution is a homogeneous mixture in which you cannot see
both substances separately.
All elements can combine to form compounds
-Elements will only bond with certain other elements to form compounds
based on the properties of the element and the make-up of the atomic
structure.
The Periodic Table has been around for a long time and has never
changed.
-It has changed several times (see History of the Periodic Table
reading)and continues to change to this day as new elements are
being synthetically produced.
Elements aren't discovered or created in order of atomic number
-Elements are grouped according to their properties and the atomic
number represents the number of protons that an element contains.
Strategies to address misconceptions:
Misconceptions can be addressed through the use of UnitedStreaming
videoclips, pictures and diagrams of elements, compounds, and mixtures, as
well as through the use of molecular models.
Lower-Level: Consider providing additional text resources (tradebooks, articles)
that are appropriate for the reading level of the students. For the
group work, consider mixed grouping strategies. Consider modeling
through a demonstration and then allowing students to explore
these topics through guided inquiry. For the research project,
consider putting students in groups and assigning specific research
categories to each student. Also, give students a focus for
gathering information – specific websites or books, pages.
DIFFERENTIATION
Higher-Level: Consider having students learn more about the other families and
groups in the periodic table and how the properties of the
elements within a period or group are similar. Consider having
students create the questions for the Periodic Table Group
Challenge 14B or the Adopt-An-Element Challenge. For the
research project, consider having students go beyond the required
research categories, then create a ppt. or prezi.
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown
load.aspx?DocumentID=105523
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
10
Textbook Resources:
CPO Physical Science Textbook:
Chapter 14: Elements and the Periodic Table pp. 343-362
CPO Lab Investigation 14A
Websites:
www.periodicvideos.com/ - contains videos for each element
www.chem4kids.com/ - contains information about atoms, matter, the
periodic table, and reactions.
http://periodic.lanl.gov/index.shtml - Periodic Table of Elements: Los
Alamos National Laboratory
http://www.webelements.com/ - contains key information about the
chemical elements.
ADDITIONAL
RESOURCES
Discovery Ed:
Matter and Its Properties: What Makes Up Matter? [17:20]
Discovering the Elements [57:12]
Chemistry Basics: Matter [32:24]
The Periodic Table [18:19]
The Periodic Table: The Elements [2:05]
The Periodic Table: How the Elements are Organized [2:59]
Literature:
Simon, Charnan. (2010) Super Coll Science Experiments Compounds
and Mixtures. Cherry Lake Publishers.
Mullins, Matt. (2012). The Elements. Children’s Press.
Gray, Theodore. (2009). The elements: A visual exploration of every
known atom in the universe. Black Dig & Leventhal Publishers.
Dingle, Adrian. (2007). The periodic table: Elements with Style! Kingfisher.
Movies/Videos:
Elements, compounds & mixtures [videorecording] / Schlessinger
Media. Summary: Part of a series about the basics of physical science,
using visuals and experiments in real-life examples to demonstrate key
physics concepts. This segment provides a basic description of the
nature of elements, the purest form of matter. Discusses chemical
bonding, mixtures, and the limitless possibilities of combining elements to
form compounds.
The Periodic Table [videorecording] / Schlessinger Media. Summary:
The periodic table is the road map to the elements. Learn about atomic
number, atomic mass, and the chemical symbols.
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Name__________________________________________________________________ Date__________________________Period_________
Molecular Picture Cards
___________________________
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_____________________________
__________________________
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Molecular Picture Cards – Teacher Information/Key
Element:
A pure form of matter that cannot
be broken down into other
elements.
e.g. Oxygen (Pure Oxygen naturally
occurs in pairs of two)
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Compound:
A substance whose smallest
particles include more than one
element chemically bonded
together.
e.g. Water - H2O…two hydrogens
atoms bonded to one oxygen atom
Mixture:
A substance that includes more
than one type of element and/or
compound.
e.g. SaltWater – Water(H2O)…two
hydrogens atoms bonded to one
oxygen atom and Salt (NaCl)…one
sodium atom bonded to one
chlorine atom.
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Name_____________________________________Date__________________________Period_________
Elements, Compounds, Mixtures Oh My!
Directions: Observe various substances. Infer whether the substance is an
element, compound or mixture, and record your results below.
SALTWATER
Example: _______________________________
Element
Compound
Mixture
Substance: _______________________________
Element
Compound
Mixture
Substance: _______________________________
Element
Compound
Mixture
Substance: _______________________________
Element
Compound
Mixture
Substance: _______________________________
Element
Compound
Mixture
Substance: _______________________________
Element
Compound
Mixture
Substance: _______________________________
Element
Compound
Mixture
Substance: _______________________________
Element
Compound
Mixture
Substance: _______________________________
Element
Compound
Mixture
Substance: _______________________________
Element
Compound
Mixture
Can an element be separated into smaller parts? Why or why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
If a compound is separated into separate parts, does the substance remain the same
substance? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
If a mixture is separated into separate parts, do the substances within the mixture remain the
same substances? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
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Curriculum Leadership and Development
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Name_____________________________________Date__________________________Period_________
Separating Mixtures
Directions: Develop methods for separating the substances within the mixtures from the
previous activity.
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Curriculum Leadership and Development
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Name_____________________________________Date__________________________Period_________
Elements, Compounds, Mixtures Oh My! – Teacher Key
Directions: Observe various substances. Infer whether the substance is an
element, compound or mixture, and record your results below.
SALTWATER
Example: _______________________________
Element
Compound
Mixture
Example: Iron Nail
Substance: _______________________________
Element
Compound
Mixture
Example: Carbonated Water
Substance: _______________________________
Element
Compound
Mixture
Example: Iron Filings and Salt
Substance: _______________________________
Element
Compound
Mixture
Example: Copper Wire
Substance: _______________________________
Element
Compound
Mixture
Example: Vinegar
Substance: _______________________________
Element
Substance:
Element
Compound
Mixture
Example: Italian Salad Dressing
(oil and water)
_______________________________
Compound
Mixture
Example: Sand and Rocks
Substance: _______________________________
Element
Compound
Mixture
Example: Plastic
Substance: _______________________________
Element
Compound
Mixture
Example: Sulfur Rock
Substance: _______________________________
Element
Compound
Mixture
Can an element be separated into smaller parts? Why or why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
If a compound is separated into separate parts, does the substance remain the same
substance? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
If a mixture is separated into separate parts, do the substances within the mixture remain the
same substances? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
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Name_____________________________________Date__________________________Period_________
Separating Mixtures - Teacher Key
Directions: Develop methods for separating the substances within the mixtures from the
previous activity.
Example: Carbonated Water
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
Example: Carbonated Water is made up of CO2(carbon dioxide) and H2O(water). These
__________________________________________________________________________________________
can be separated by placing a balloon over the mouth of the bottle and shaking slightly,
__________________________________________________________________________________________
to release the CO2 into the balloon.
__________________________________________________________________________________________
Example: Sand and Rocks
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
Example: Sand and rocks can be separated through a filtration device.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Example: Salt and Iron Filings
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
Example: Iron filings can be separated from salt by using a magnet. (Suggestion: Have
__________________________________________________________________________________________
students put the magnet in a plastic baggy, otherwise the iron filings will stick directly to
__________________________________________________________________________________________
the magnet and it is difficult to remove.)
__________________________________________________________________________________________
Example: Italian Salad Dressing (oil and water)
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
Example: Oil can be separated from water using a pipette or eye dropper.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Curriculum Leadership and Development
Science Department June 2013
Periodic
Table of the
Elements
hydrogen
1
H
1.00794
lithium
beryllium
3
4
Li
Be
6.941
9.012182
sodium
11
C
Br
He
solid
liquid
gas
Tc
synthetic
helium
2
He
key
element name
boron
carbon
nitrogen
oxygen
fluorine
4.002602
neon
atomic number
5
6
7
8
9
10
symbol
B
C
N
O
F
Ne
atomic weight
10.811
12.0107
14.00674
15.9994
18.9984
20.1797
magnesium
aluminium
silicon
phosphorus
sulphur
chlorine
argon
12
13
14
15
16
17
18
Na
Mg
Al
Si
P
S
Cl
Ar
22.98977
potassium
24.3050
calcium
scandium
titanium
vanadium
chromium
manganese
iron
cobalt
nickel
copper
26.981538
gallium
28.0855
germanium
30.97376
arsenic
32.065
selenium
35.453
bromine
39.984
krypton
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
K
Ca
Sc
Ti
V
Cr
Mn
Fe
Co
Ni
Cu
Zn
Ga
Ge
As
Se
Br
Kr
39.0983
rubidium
40.078
strontium
44.95591
yttrium
47.867
zirconium
50.9415
niobium
55.845
ruthenium
58.9332
rhodium
58.6934
palladium
63.546
silver
65.409
cadmium
69.723
indium
72.64
tin
74.9216
antimony
78.96
tellurium
79.904
iodine
83.798
xenon
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
51.9961
54.93805
molybdenum technetium
zinc
Rb
Sr
Y
Zr
Nb
Mo
Tc
Ru
Rh
Pd
Ag
Cd
In
Sn
Sb
Te
I
Xe
85.4678
caesium
87.62
barium
88.90585
lutetium
91.225
hafnium
92.90638
tantalum
95.94
tungsten
[98]
rhenium
101.07
osmium
102.9055
iridium
106.42
platinum
107.8682
gold
112.411
mercury
114.818
thallium
118.710
lead
121.760
bismuth
127.60
polonium
126.9045
astatine
131.293
radon
55
56
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
Lu
Hf
Ir
Pt
Au
Hg
Tl
Pb
Bi
Po
At
Rn
200.59
ununbium
204.3833
207.2
ununquadium
208.980
[209]
[210]
[222]
Cs
132.90545
francium
Ba
137.327
radium
Ta
W
Re
Os
180.9479
dubnium
183.84
seaborgium
186.207
bohrium
190.23
hassium
104
105
106
107
108
109
110
111
112
114
174.967
178.49
lawrencium rutherfordium
103
192.217
195.078
196.96655
meitnerium darmstadtium roentgenium
87
88
Fr
Ra
Lr
Rf
Db
Sg
Bh
Hs
Mt
Ds
Rg
Uub
Uuq
[223]
[226]
[262]
[261]
[262]
[266]
[264]
[269]
[268]
[271]
[272]
[285]
[289]
lanthanum
cerium
57
58
praseodymium neodymium promethium
59
samarium
europium
gadolinium
terbium
dysprosium
holmium
erbium
thulium
ytterbium
60
61
62
63
64
65
66
67
68
69
70
Dy
Ho
La
Ce
Pr
Nd
Pm
Sm
Eu
Gd
Tb
138.9055
actinium
140.116
thorium
140.90765
protactinium
144.24
uranium
[145]
neptunium
150.36
plutonium
151.964
americium
157.25
curium
158.9253
berkelium
89
90
91
92
93
94
95
96
97
162.50
164.930
californium einsteinium
Er
Tm
Yb
167.259
fermium
168.934
173.04
nobelium
98
99
100
Ac
Th
Pa
U
Np
Pu
Am
Cm
Bk
Cf
Es
Fm
[227]
232.038
231.0359
238.0289
[237]
[244]
[243]
[247]
[247]
[251]
[252]
[257]
mendel
evium
101
102
No
[259]
Md
[258]
www.science-teachers.com/physical/periodic_table_color.doc
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Columbus City Schools
Curriculum Leadership and Development
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20
Name: ____________________Date: _________Period______
An Elemental Tale: The Gold Dust Kid
The Kid mounted his trusty steed, old [B] ___________. His
shooting [Fe] ____________ strapped to his side, he headed out for the
bright [Ne] ____________ lights of Toronto, aiming to rob the mid-day
stage. There was sure to be a load of precious [U] _________________
aboard, and probably [K] ____________, too. Inhaling a deep breath of
[O] ____________ he coughed on the [S] ________________ from the
nearby mills. Since the [Hg] _________________ was climbing, he
quenched his thirst with some H2O, tasting the [Cl] ____________ all big
cities like Brockville had. As he headed north his bones ached from [Ca]
________________deposits built up over the years of riding the [Zn]
____________ trail.
Overhead a [He] ___________-filled balloon floated in the
breeze; the sun beat down like burning [P] _________________. Soon
he spotted the stage, guarded only by a sheriff with a [Sn]
______________ badge. "Halt," he yelled. "or I'll fill you full of [Pb]
_______________." The sheriff drew his gun, but alas, was too slow.
The Kid's gun, blazing like flaming [Mg] ________________ did the
[Cu] ______________ in. Anyone who drew on the Kid should know
his life wasn't worth a plugged [Ni] ________________.
A [Pt] __________________ blonde riding beside the
[Al]
_________________-framed coach rode for her life when the Kid pulled
out some [N] ____________ compounds, preparing to blow the safe to
atoms. Suddenly, a shout rang out, "Hi Ho [Ag] ______________ and a
masked man on a white horse raced across the [Si] ____________ sands
like [Na] _____________ skittering on H2O. A [H] ___________ bomb
would not have stopped the lawman; the Kid had met his doom. The rest
of his life was to be spent behind [Co] ___________ steel bars, a warning
to all who flirt with danger. Your first detention may be the initial step in
a [C] ________________ copy life of the saga of the
[Au] ____________ dust Kid.
Activity from: http://www2.ucdsb.on.ca/tiss/stretton/CHEM1/audust.html - Original author unknown
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Name: ____Answer Key _____Date: ______Period______
An Elemental Tale: The Gold Dust Kid
The Kid mounted his trusty steed, old [B] Boron. His shooting [Fe]
Iron strapped to his side, he headed out for the bright [Ne] Neon lights of
Toronto, aiming to rob the mid-day stage. There was sure to be a load of
precious [U] Uranium aboard, and probably [K] Potassium, too. Inhaling
a deep breath of [O] Oxygen he coughed on the [S] Sulfur from the
nearby mills. Since the [Hg] Mercury was climbing, he quenched his
thirst with some H2O, tasting the [Cl] Chlorine all big cities like
Brockville had. As he headed north his bones ached from [Ca] Calcium
deposits built up over the years of riding the [Zn] Zinc trail.
Overhead a [He] Helium- filled balloon floated in the breeze; the
sun beat down like burning [P] Phosphorus. Soon he spotted the stage,
guarded only by a sheriff with a [Sn] Tin badge. "Halt," he yelled. "or I'll
fill you full of [Pb] Lead." The sheriff drew his gun, but alas, was too
slow. The Kid's gun, blazing like flaming [Mg] Magnesium did the [Cu]
Copper in. Anyone who drew on the Kid should know his life wasn't
worth a plugged [Ni] Nickel.
A [Pt] Platinum blonde riding beside the [Al] Aluminum - framed
coach rode for her life when the Kid pulled out some [N] Nitrogen
compounds, preparing to blow the safe to atoms. Suddenly, a shout rang
out, "Hi Ho [Ag] Silver and a masked man on a white horse raced across
the [Si] Silicon sands like [Na] Sodium skittering on H2O. A [H]
Hydrogen bomb would not have stopped the lawman; the Kid had met
his doom. The rest of his life was to be spent behind [Co] Cobalt steel
bars, a warning to all who flirt with danger. Your first detention may be
the initial step in a [C] Carbon copy life of the saga of the
[Au] Gold dust Kid.
Activity from: http://www2.ucdsb.on.ca/tiss/stretton/CHEM1/audust.html - Original author unknown
Columbus City Schools
Curriculum Leadership and Development
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22
Name______________________________________Date_________________Period_____
Elements at Home
Directions: List 10 items around your home or
neighborhood that contain pure elements. Bring in or
take a picture of at least one item from your list to share
with the class.
Element
Example: Argon
Item
Example: Incandescent Light bulbs
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Columbus City Schools
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Name______________________________________Date_________________Period_____
Elements at Home: Teacher Key
Directions: List 10 items around your home or
neighborhood that contain pure elements. Bring in or
take a picture of at least one item from your list to
Answers
will vary.
share with the
class.
Here are a few examples:
Element
Item
Example: Argon
Example: Incandescent Light bulbs
1. Silver
Spoon; Jewelry
2. Aluminum
Aluminum Foil, pop cans, pans
3. Lithium
Batteries
4. Iron
Cast Iron Pan, nails
5. Copper/Zinc
Pennies
6. Gold
Jewelry
7. Silicon
Heat-resistant cookware, microchips
8. Fluorine
Ingredient in toothpaste
9. Copper
Wires/pipes
10. Platinum
Jewelry; spark plugs
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Name________________________________________________Date___________________Period_____
ADOPT-AN-ELEMENT: ____________________________
(Element Name)
FACT SHEET: Use your Periodic Table….
Symbol
___________
Atomic Number
Atomic Mass
___________
_________
Classification Nonmetal
Metal
Noble Gas
Atomic Diagram:
Recommended Websites: www.chemicool.com
www.chem4kids.com
www.chemicalelements.com
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Origin of Name: (Where did the name came from?)
________________________________________________________________________________
________________________________________________________________________________
Discovered by: _________________________________________________ in ______________
(person’s name or group)
(year)
Harmful Effects or Dangers:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Characteristics:
Color _______________________________
Odor (smell)? _________________________
Melting Point
Boiling Point
State of Matter
(solid, liquid, gas)
__________°C
_________°C
_________
Other characteristics:
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Uses: (What can we use it for?):
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Compounds: (What other elements does it bond with?….Name at least 3 compounds, unless it
doesn’t usually bond with anything else.)
_________________
_________________
________________
Abundance:
Source: (Where can we find it?)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Cost $___________________
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Resource Page
1.
2.
3.
4.
5.
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Advertisement: Create an advertisement that will highlight the major facts about your element.
ROUGH DRAFT
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Advertisement: Create an advertisement that will highlight the major facts about your element.
Teacher Example
Hydrogen
Hydrogen can exist as a liquid under high
pressure and an extremely low temperature
of 20.28 kelvin (−252.87°C, −423.17 °F).
The chemical symbol of hydrogen is H. It is an
element with atomic number 1, this means that 1
proton is found in the nucleus of hydrogen.
Hydrogen was once used in
zeppelins and blimps, but it
proved too dangerous. Since
Hydrogen gas is highly
flammable, it can be
suitable for use as a fuel.
Hydrogen gas has the molecular formula H2. At
room temperature and under standard pressure
conditions, hydrogen is a gas that is tasteless,
odorless and colorless.
In 1766, Henry Cavendish
first formally recognized
hydrogen.
Uses:
Rocket Fuel
Engineers and car manufacturers are researching
the possibility of using hydrogen gas as an
efficient and viable car fuel.
Welding
Cryogenics
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Name: _____________________________
Teacher:
Adopt-An-Element
Assignments
1. Fact Sheet
Research
Excellent
41-60 Points
Research is correct,
thorough, detailed, and
complete.
_________
Satisfactory
21-40 Points
Research is partially
correct, not very detailed,
or partially incomplete.
_________
2. Advertisement
21-30 Points
10-20 Points
Poster containing major Advertisement is clear, Advertisement only
facts based on research and contains important contains some important
information.
and correct information. information or incorrect
information
3. Resource Page/
Bibliography
List of resources used
for research.
_________
8-10
Use of multiple
resources/types and
resources are reliable.
_________
Below Avg.
0-20 Points
Research is incomplete or
incorrect. Missing important
details.
_________
0-10 Points
Advertisement is not clear and
is incomplete.
_________
4-7
Use of only one or two
resource types; resources
are not all reliable
_________
0-3
Resource page is incomplete.
_________
_________
Total Score:__________
100 points
Teacher Comments:
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ELEMENT CHALLENGE
Names: ___________________
___________________
Directions:
Pick a card and read the hint. Use the posters, your periodic table, or the textbook as a resource. Write down the
card number, and the answer to the question in a box below and have your teacher check it. If the answer is
correct, your teacher will stamp your paper, put the card back and pick another card. If you do not get the
correct answer, keep trying until you get it right.
Card
Element:
# _____
Card
Element:
Element:
Element:
Card
Element:
# _____
Element:
# _____
Card
Card
# _____
# _____
Card
Element:
# _____
# _____
Card
Card
Card
Element:
# _____
Element:
# _____
Columbus City Schools Element:
Curriculum Leadership and Development
Science Department June 2013
Card
Element:
# _____
Element:
32
Card
Card
# _____
# _____
Card
Element:
# _____
Card
Element:
Card
Element:
# _____
Element:
# _____
Card
Element:
# _____
Card
# _____
Element:
# _____
# _____
Card
Card
Card
Element:
Columbus City Schools
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# _____
Element:
33
Card #1
Card #8
Element Hint:
This element has an atomic
number of 1.
Element Hint:
Question:
Question:
What is one use for this
element?
Card #17
Card #12
Element Hint:
Element Hint:
Question:
Question:
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Card #2
Card #9
Element Hint:
Element Hint:
Question:
Question:
Card #18
Card #13
Element Hint:
Element Hint:
Question:
Question:
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Card #3
Card #10
Element Hint:
Element Hint:
Question:
Question:
Card #19
Card #14
Element Hint:
Element Hint:
Question:
Question:
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Card #4
Card #6
Element Hint:
Element Hint:
Question:
Question:
Card #16
Card #20
Element Hint:
Element Hint:
Question:
Question:
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Card #5
Card #7
Element Hint:
Element Hint:
Question:
Question:
Card #11
Card #15
Element Hint:
Element Hint:
Question:
Question:
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Element Challenge Teacher Answer Key
1. Hydrogen – Rocket Fuel, Fuels for cars, Welding, or Cryogenics (Based on
example poster)
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
.
20.
.c
Answers will vary based on the question cards.
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