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Cobos CSP summer 2001 Wed. Aug. 1, 2001 The Periodic Table – More than Just Reading a Chart The following 4-day Chapter lesson will explore elements and the periodic table. Students will be able to replicate Mendeleev’s process of classification of elements through various interactive individual and group activities. Day 1 A) CSP Lesson: This lesson is based on instruction given on Monday, July 9 and Tuesday July, 10. Useful websites for this date are : http://www.mynewschool.co.uk/4chemistry.htm http://www.brainpop.com/science/matter/periodictable/index.weml http://www.triumf.ca/safety/rpt/rpt_1/node7.html size of atom http://www.watertown.k12.wi.us/hs/teachers/buescher/atomtime.asp - atomic structure timeline B) Objectives: Students will be able to: 1) State key events in the historical development of the periodic table. 2) List the information in the periodic table and describe how it is organized. 3) Demonstrate application of classification 4) Find similarities of families within the periodic table. California State Standards for 8th grade physical science: 3. Each of the more than 100 elements of matter has distinct properties and a distinct atomic structure. As a basis for understanding this concept: a. Students know the structure of the atom and know it is composed of protons, neutrons, and electrons. 7. The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept: a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases. c. Students know substances can be classified by their properties, including their melting temperature, density, hardness, and thermal and electrical conductivity. 9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Plan and conduct a scientific investigation to test a hypothesis. C) Material and Equipment · Computer with LCD projector · Internet connection · Overhead projector and transparencies · 10 paper bags each with one of the following: post-it pad, paperclip, 5x3 note card, penny, pen, pencil, red crayon, black crayon, metal bottle cap, plastic bottle cap, marble, metal staple, clothes pin, quarter. · 15 – 3x3 cm squares of paper · 5 - Metric balance · 10 - Metric ruler · Textbook: Prentice Hall- Focus on Physical Science D) Outline of Lesson 1) Warm-up: 5 min. Ask students to describe the organization of their closet, music collection, baseball card collection, etc. Students are to include how they’ve organized their belongings and why they are in a particular order. 2) Introduction: 5 min.Go around the class and ask students to share their methods of organization. Review the difference between physical properties and chemical properties and tell students that these will be further investigated. 3) Lecture/discussion: 10-15 min. a) Use pages 500 – 508 to introduce the organization of elements. Explain how Mendeleev noticed that patterns appeared when the elements were arranged in order of increasing atomic mass. Point out to students the information given for each element in the table. Review the atom. b) Diagrams and photos: Periodic table transparency, atom transparency c) Handouts are the transparencies Atomic model http://www.miamisci.org/af/sln/phantom/atomanimated2.gif 4) Activity: 20 min. Students will be put into groups of three and each will received a paper bag of the materials listed above. The students are to write the name of the materials and put them in a logical order of families and periods. The students are to write in their science logs a description of the basis or their arrangement. Students are to then use measure the mass and length of each object and record results on the appropriate square. Students are to then examine their pattern again and make any adjustments. 5) Summary: 5 min. Tell students that they should have a good defense for their table. Use the transparency to review the columns or families and the periodicity of the increasing atomic number. E) Homework: · Students are to answer the following questions: 1) According to the activity, how is your arrangement of the objects similar to the periodic table of the elements found in this textbook? 2) Mendeleev created a periodic table of elements and predicted characteristics of missing elements. How is your experiment similar to Mendeleev’s work? · Students are to read pp. 508-525 from Prentice Hall- Focus on Physical Science Day 2 Now that students are familiar with periodicity and how to use the periodic table, today’s activity will be an independent research project in the computer lab where students will explore the different properties of elements to further get a better understanding of organization. A) CSP Lesson: CSP Lesson: This lesson is based on instruction given on Monday, July 9 and Tuesday July, 10. Useful websites for this date are : http://www.webelements.com/ periodic table http://www.chemicalelements.com/ http://www.dsdelft.nl/~tneleme/intro_pertab.html elementymology http://www.llcc.cc.il.us/xzhai/GEG103Chapter3.htm elements in the atmosphere B) Objectives: Students will be able to: 1) Use the Internet to research elements of the periodic table. 2) Identify information about elements in the periodic table. 3) Describe physical and chemical properties of metals and nonmetals. 4) Locate metals, metalloids and nonmetals in the periodic table 5) Identify and describe different groups and their reactivity differences. California State Standards for 8th grade physical science 3. Each of the more than 100 elements of matter has distinct properties and a distinct atomic structure. As a basis for understanding this concept: f. Students know how to use the periodic table to identify elements in simple compounds. 7. The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept: a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases. b. Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus.. c. Students know substances can be classified by their properties, including their melting temperature, density, hardness, and thermal and electrical conductivity. C) Materials and Equipment 1) Computer lab – 30 computers with Internet access ( if less – double up students) 2) LCD projector 3) P. 64,65, and 72 of Prentice Hall Resource 4 for Physical Science D) Outline of Lesson 1) Warm-up: 5 min. On the projector, give students 5 element symbols of which they have to list the element name, atomic number, atomic mass, and group name 2) Introduction: 5 min. Correct the warm-up with students. 3) Lecture/discussion a) Lecture notes – 10 min. Guide students to http://www.webelements.com/ and show students examples of hydrogen and calcium, are which two elements of choice, and guide them to obtaining information about the elements. Point out to students that they can see the valence electron models for these elements too. Show students the short movie at http://www.brainpop.com/science/matter/periodictable/index.weml b) Diagrams/photos sodium http://www.webelements.com/webelements/elements/media/element-pics/Na.jpg sodium atom model http://www.webelements.com/webelements/elements/media/kossel-pics/Na.jpg c) Handouts: P. 64,65, and 72 of Prentice Hall Resource 4 for Physical Science 4) Activities: 30 min. Students are to use the websites listed above to complete worksheets about specific information of elements 5) Summary: 5 min. Review with students the organization of the periodic table and fill-in the information for one element in the handouts. Guide students to http://www.llcc.cc.il.us/xzhai/GEG103Chapter3.htm for information of the composition of the atmosphere and why it is important to know about these elements. E) Homework: Students are to finish worksheets if they are incomplete for they will be required for the next day’s lesson. Day 3 Students will apply their practice in exploring the periodic table to create a computer presentation using PowerPoint. This serves as a performance assessment of the objectives they should have acquired over the past 2 days. In order for students to do this assignment in the allotted time, they must have had experience using PowerPoint. A) CSP Lesson: CSP Lesson: This lesson is based on instruction given on Monday, July 9 and Tuesday July, 10. Useful websites for this date are : http://www.webelements.com/ periodic table http://www.chemicalelements.com/ http://www.dsdelft.nl/~tneleme/intro_pertab.html elementymology http://www.llcc.cc.il.us/xzhai/GEG103Chapter3.htm elements in the atmosphere http://www.coolgraphics.com/gallery/clipart.shtml graphics http://www.clip-art.com/cgi-bin/rankem.cgi?action=in&id=a1clip graphics B) Objectives: Students will be able to 1) Use the Internet to find information about elements 2) Find similarities of a particular family in the periodic table 3) Give an oral/visual presentation demonstrating understanding of periodicity, similarity in properties of elements. California State Standards for 8th grade physical science 3. Each of the more than 100 elements of matter has distinct properties and a distinct atomic structure. As a basis for understanding this concept: f. Students know how to use the periodic table to identify elements in simple compounds. 7. The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept: a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases. b. Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus.. c. Students know substances can be classified by their properties, including their melting temperature, density, hardness, and thermal and electrical conductivity. C) Materials and Equipment 1) Computer lab – 30 computers with Internet access ( if less – double up students) 2) LCD projector 3) Students should be familiar with PowerPoint D) Outline of Lesson 1) Warm-up: Give students 5 minutes to discuss with classmates answers to their worksheets from the previous day. 2) Introduction: Address any problems student had with the assignment. 3) Lecture/discussion a) Lecture notes- Review with students using websites to obtain element information b) Diagrams/photos cartoon http://www.webelements.com/webelements/elements/media/strangematter/Li.gif c) Handouts-none 4) Activities: 35 min. Students are to use PowerPoint to create a Chemical Family Album. In this album, they are to choose one family from the periodic table and include pictures that represent that particular element. For example, a student who chooses the alkali metals, must give a picture to represent each element, such as a banana for potassium. Students must also include a written caption for the picture, such as, “Here’s Sister Potassium. Her favorite color is yellow and she likes to hang out in trees.” Encourage students to be creative. 5) Summary: Make sure that students are on task and know the copy and paste features for pictures. E) Homework: Finish presentation if unable to complete. Students will present in front of the class the following day. Students will also have a quiz on using the periodic table . Quiz http://www.syvum.com/cgi/online/serve.cgi/squizzes/chem/periodic3.tdf Day 4 This is assessment day. To save time, have students loop their PowerPoint presentation so that you create a class gallery walk. Each computer continues to replay the file so that all students get a chance to have their work displayed. A-C are the same as Day 3 Warm-up – 10 min. Give students time to add any finishing touches. Instruction – 5 min. Walk students through the loop function of PowerPoint so their project can continue to replay. Activity- 15 min. Gallery walk Quiz- 15 min. Quiz http://www.syvum.com/cgi/online/serve.cgi/squizzes/chem/periodic3.tdf Summary: 5 min. Do a wrap-up discussion Mendeleev’s efforts to make a table without knowing information about atoms and their size, and atoms particles. Assign homework Homework: Read pp. 536-541 on Chemical Reactions from Prentice Hall- Physical Science. |
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