WA Physical Science: Periodic Table Lesson

Periodic Table: 5 E Lesson

Evaluate

     1. Elements, Mixtures, and Compounds Activity (five minute formative assessment) **

     2. Debrief the lesson with the group by sorting and discussing the 20 cards into three groups.

     3.  Memorize the Periodic Table.  This is an on-going evaluation to determine if students know  the names of the elements.

Engage

    1.        Color code the Periodic Table with labels to coincide with Trading Cards (JCE, ‘An Educational Card Game for Learning Families of Chemical Elements’. (http://pubs.acs.org/doi/ipdf/10.1021/ed200542x)

    2.         Use ‘flame test’ crayons. (https://www.etsy.com/listing/65030716/chemistry-crayon-labels-set-of-24?ref=tre-2720138713-15)

    3.        Annotate the Periodic Table into metals, nonmetals, and groups.

    4.        Engage students with the Alchemy activity.  Distribute samples of alchemy symbols

      for students to create their own element and design. (http://colourschool.co.uk/2012/12/alchemy-symbols/)

    5.        Students may incorporate the Alchemy activity with ‘Adopt an Element’. (http://sciencespot.net/Media/adtelempjt.pdf)

           Another fun idea is to come up with a phrase using the symbols of the elements to make a bumper sticker.  (http://store.discoveryeducation.com/product/show/51402)

Explore

     1.  Compare different examples of the periodic tables available in their textbooks.

     2.  Add group names such as the pnictogen and chalcogen groups to pique discussion.

     3.  Have students prepare the “Families of Chemical Elements” card game. (See link above.)

     4.  Draw a sample card on the board and use uniform colors for the eight families.

     5.  Allow time for the students to research applications for all 48 elements.

     6.  Allow time for the students to play the “Families of Chemical Elements” card game.

     7.  Allow time for students to transfer their alchemy images to card stock.

     8.  The card game with Mendeleev, “It’s in the Cards” is a way to introduce

          the manner in which the periodic table was originally developed. (http://www.flinnsci.com/store/Scripts/prodView.asp?idproduct=16152)

Explain

     1. Use this as an opportunity to discuss metalloids. 

     2. Each activity allows for brief direct instruction: names of the groups, organization of the periodic table, history of Mendeleev, the use of Roman numerals versus Arabic characters, the IUPAC designation of Unq, etc. until the element’s attribution is established, etc.

     3. . The card games alow the instructor to emphasize the purpose of these activities, namely to get students familiar with the elements and groups or families.

Extend

     1. “Household Chemicals” is a great extension.  The activity is a scavenger hunt at the grocery store to determine common chemicals.  Here is another idea for teachers to create their own hunt. (http://prezi.com/ca849aejjiqv/copy-of-chemistry-scavenger-hunt/)

     2. “The Elements” DVD is another great extension for students. (http://store.discoveryeducation.com/product/show/51402)

     3. Inquiry Cubes: Have students make the cubes using blank templates.  They can do families of elements. 

     4.  ‘The Elements Song’ is another fun way to learn the names of the elements. (https://www.youtube.com/watch?v=GFIvXVMbII0)

**Elements, Mixtures, and Compounds:

The card sets include bronze, chalk, titanium, copper, water, white gold, steel, peroxide, 22 carat gold, coke, silicone, silver, salt, silicon, gold, sterling silver, talc, brass, tin, and pewter.  These were selected because students often confuse elements and alloys.  Coke could go in any of the three categories.  Coke is often charcoal, used in steel, which is mainly carbon.  Coke may be slang for cocaine; it can be a solution or soft drink.