Learning Unit
Elements and the Periocic Table

LU TITLE: Elements and the Periodic Table
GRADE LEVEL: 8
SUBJECT AREA: Physical Science
AUTHOR: Elisabeth Shuster
SCHOOL ADDRESS: P.O. Box 990
Morrisville, NY 13035
SCHOOL PHONE/FAX: (315) 684-9121

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

How does the structure of an atom relate to the periodic table and bonding?

How do elements affect our everyday lives?

How do elements affect economics?

INITIATING ACTIVITY

Shoe Box Atoms: Students will be working in groups of 3 or 4 for this activity. They will be given sealed shoeboxes, which will contain a few small items. By performing a variety of tests on the boxes, the students will form hypotheses, and use deductive reasoning, on the size, shape, and identity of objects in the box. This activity introduces students to the concept of atoms, and how they may have been discovered, despite their small size.

LEARNING EXPERIENCES

All Experiences use Prentice Hall Exploring Physical Science

Experience 1: Chapter 5: Atoms: Building Blocks of Matter Time Frame: 5 class periods

Discuss history of how atoms were discovered and by whom, which methods were used, and which ones were the most accurate. Students will read from text (aloud, taking turns). They will copy notes on reading into notebooks and complete reinforcement worksheets.

Study the structure of atoms. Use a KWL chart as an initiating activity. As a class, set up the K and the W related to atoms. Students will then copy into their notes, models of atoms that are given. Will give location of nucleus, protons, neutrons, electrons, energy levels, how many electrons each level can hold, and the charge of protons, electrons and neutrons.

Model how to draw atoms by giving number of protons and neutrons, and give a few examples. Then have students draw their own models. Have volunteers come to the board to draw their models for the class.

Define intermediate parts of atomic structure, such as atomic number, atomic mass and isotopes. Use premade overheads to illustrate concept of isotopes. Students will count protons and neurons in different pairs of isotopes. Activity: Have students make isotope models out of different colored cotton balls. One color to represent protons and a different color to represent neutrons.

Quiz on history, atomic structure, and vocabulary. Will include multiple choice, true-false, drawing and labeling atomic diagrams.

Study forces of atoms. Give definitions for electromagnetic, strong and gravitational forces. Demonstrate for students, using magnets, electromagnetic force. Also use model of planets to demonstrate gravitational pull between subatomic particles. Give oral explanation of strong force.

Starting on the 2^nd-4^th day, students will be expected to memorize the symbols of the 30 most common elements as a precursor to the following Chapters on elements and the periodic table. Different quizzes will be given at the beginning of each class for three days in a row that week. To introduce the quizzes, have students make flashcards and use them with a partner in class. Give the students mnemonic devices to use for some of the elements and assign them to make up mnemonics for two of the elements on their own.

Review for chapter 5 material using "basketball review". Students get one point for answering a question correctly, and extra points if they make baskets from one of four differently places marks. Test on chapter 5 material will include questions in the form of multiple choice, fill in the blank, true/false, short essay and

Experience 2: Periodic Table of Elements Time Frame: 5 class periods

Connect new topic to the study of atoms. Journal activity: Pose thought questions to the students and have them brainstorm possible answers in journal. For example: "Elements are pure substances. What might this mean?" Lead them to the idea that elements are made of one type of atom. Bring out a piece of sulfer rock and have them make observations about the sulfer in journals. Ex. Same color all the way around. Tell them that sulfer is an element, which means that it's made of only one type of atom. Bring out another element sample (ex. Silicon) and have them make observations about it. Pass the samples around the classroom to incorporate a variety of senses. Then have them make observations between the two samples to lead to idea that they are made of the same type of atoms throughout themselves, but different atoms than each other.

Explain that elements are arranged in a certain way on the periodic table. Activity: If you were a scientist, how would you arrange substances into an organized manner, that had a definite, recognizable pattern? Give students a blank, skeleton of a periodic table and different types of candy and have them create their own organizational strategies in small groups.

Observation activity to introduce concept of periodicity. Give students one month from a calendar and a periodic table, which also have the same properties listed as well as key info. Compare and contrast using these items. Brainstorm what other patterns are noticed in periodic table.

Study the design of the periodic table by using jigsaw group work (a form of reciprocal teaching), where students are in groups that study one topic, and then they form different groups to teach the others what they've learned. Questions will be answered from a pre-made worksheet. Worksheets will include comparison of original and modern periodic table, periodic law, groups and periods and location of metals, nonmetals and metalloids.

Classification of elements lab: students will use inductive reasoning to classify elements as metals or mom-metals by performing different experiments on samples, using observation, and malleability and conductivity tests. Emphasis should be placed on comparing and contrasting properties between metals and nonmetals. As follow up to the lab, have students fill out graphic organizers on the properties of metals and nonmetals.

Study of chemical families. Notes on the placement of active metals, active nonmetals, transition metals, and noble gases on the periodic table. As reinforcement, have students use a software program dealing with placement and properties of elements on the periodic table. Reinforcement worksheets will also be used, and an oral quiz to check for understanding of where elements are placed.

The last day of the experience will be a test, which includes a lab practical section to wrap up the chapter.

Experience 3: Research for Element Report Time frame: 5 class periods

Now that the periodic table of elements has been studied, students will choose an element to research. In their research they will be expected to focus on the history, physical and chemical properties, and uses of one particular element.

Students will be given a list of book sources, and shown how to use each resource for information the first day with help from the library media specialist. The remainder of that class period and the entire period the following day will be doing independent research. They will be provided with citation sheets for each source (Appendix A), and a sheet explaining how to site each type of source that they use (Appendix B). Students have also used these materials in grade 7.

On the third day, students will be given a list of web sited and instructed on how to do their own searching on the Internet in an efficient way with help from the technological advisor. Students will be provided with strategies to look for information in the form of a general flow chart. They will then be given a flow chart on how to find a specific web site. At the beginning of the second day of Internet research, students will be asked to make their own flow chart for a web site that they have used.

The fifth day of research can be a combination of book or Internet, tying up loose ends.

Experience 4: Writing a Scientific Report, and producing a Graphic Representation. Time Frame: 2 weeks (in and out of class)

Brief instruction with handouts will be given on how to outline and write a report (formal reports are done in 7^th grade also). Students will be told specifically on how to organize their information into the five required paragraphs, which will include an introduction, history, properties, uses and a conclusion. During the time when the students are working on their reports, the Middle School writing and reading teachers will be available in class and out to assist students with the format and style of writing a scientific paper.

Students will hand write the outline for homework. The next period and a half will be spent in the computer lad word processing their rough drafts, where the writing and reading teachers will also be available. Examples will be given on how to turn the outlined material into complete sentences. Other information given will be on how to write a correct heading, and which spacing, font, and tabs, to use, and how to use reverse indentation when citing sources. Rough drafts will be handed in by the end of the week. At the beginning of the next week, suggestions would have been made on the rough draft, by the teacher, and given back to the students to revise. Final copies will have to be done on their own time and handed in by the end of that second week.

Students will be given a rubric on what is expected of them on the graphic group presentation. The poster should include representation and some text about their own element, and a central representation of the similarities with the elements of their partner's elements. Students will first create a Venn diagram with their group to note the similarities and differences between their elements. Students will be grouped with others who have elements from the same family, or neighboring families. Students will use magazines, books or the Internet as sources for their graphics. They will be given 2 days of class time to make the poster, and a day or two will be spent on presentations.

CULMINATING PERFORMANCE

The final project of this unit will include an individually written report on an element, and a group poster project and oral presentation. Students will research a chosen element using Internet and library sources. They will research the element's history, properties, uses and values. After the final copy of the report is finished, students will be grouped according to placement of their elements on the periodic table, either working with students who have elements in the same family, or an adjacent family. The poster will include graphic and pictorial representations summarizing what their report was on, and a central representation of similarities of the group member's elements. The oral presentation will have each group member speaking about their element. An alternate culminating performance is to have the groups of students prepare a presentation using Power Point. This would require 1-2 days of instruction, with help from the technical advisor, on how to use the program, and make a slide show presentation. Approximately 3 days would be needed for the students to create the presentation, and another day or two for them to present. Students are expected to make at least one slide per member for their own researched element, and at least two slides as a group to include a central theme of the properties each member's element. Modification of the rubric would be necessary for this alternative project.

All rubrics and the checklist will be explained to students, to make sure that they understand what is expected of them, and the vocabulary used.

Analytical Rubric: Culminating Performance - Research and Outline

Culminating Performance Evaluation (checklist)

Introduction: (10 pts)

_____ Has a hook, which is connected to the thesis.

_____ States the main topics of body paragraphs.

_____ Has a transition from the introduction to the history paragraph.

Body: (60 pts.)

_____ Presents scientifically correct information.

_____ Includes at least 3 historical facts.

_____ Includes at least 10 physical and/or chemical properties.

_____ Includes at least 3 uses and/or values.

_____ Has transitions between paragraphs.

_____ Uses only appropriate vocabulary words (those that you understand).

Conclusions (10 pts.)

_____ Restates main topics of body.

_____ Leaves your audience with a sense of value of this element.

Work Cited: (10 pts.)

_____ Is in alphabetical order.

_____ Entries are in correct form.

General Mechanics: (10 pts.)

_____ Words are spelled correctly.

_____ Punctuation is used correctly.

_____ Does not use TIM (This.., I.., My..)

Analytical Rubric: Culminating Performance - Group Poster Present:

CONNECTIONS TO STANDARDS

Content Area: Science Level: Intermediate

MST Standard 2 - Students will access, generate, process, and transfer information using appropriate technologies.

Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

• Students will be able to access and search the Internet and other electronic media.

Key Idea 2: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

• Students will understand the need to question the accuracy of information displayed and the need to cite information correctly.

MST Standard 4 - Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and recognize the historical development of ideas in science.

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

• Students will develop mental models of atoms, and identify properties of different elements, how they were discovered, and how they determine the element's used.

MST Standard 7 - Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Key Idea 2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of math, science, and technology; and presenting results.

• Students will be able to work effectively to gather information, process information, and present the results to the public.

ELA Standard 1 - Students will listen, speak, read, and write for information and understanding.

• Students will use written language that follows the accepted conventions of the English language while writing a scientific descriptive paragraph or essay.

Appendix A - Research Citation Form

LIBRARY CITATION AND NOTE SHEET
Citation Information/Internet

APPENDIX B - MECS SCIENCE 8 WORK CITED STYLE SHEET

• List ALL the material that contributes information and ideas to your text. If you borrow ANYTHING that is not common knowledge you must identify your sources. When in doubt, document, i.e., list your sources.
• Unless otherwise directed, MIX ALL SOURCES TOGETHER IN ONE ALPHABETIZED "WORKS CITED" LIST. Alphabetize by author's last name. These examples are arranged differently only for easy reference.

BOOKS

Editor as Author

Wenner, Jann S., ed. 20 Years of the Rolling Stone: What a Long,

Strange Trip It's Been. New York: Straight Arrow, 1987.

A Single work from an Anthology

Levine, Carol, ed. "Postscript: Should Animal Experimentation be

Permitted?" Taking Sides: Clashing Views on Controversial

Bioethical Issues, 5^th ed. Guilford: Dushkin, 1993.

• TITLES of books, encyclopedias, mags, videos, newspapers, software & CDs:

Underline when hand or type written. Italicize on the computer

• TITLES of parts of the above:

Chapters, articles, poems, songs & short stories:

Enclose in "quotation marks." Periods & commas are always placed INSIDE the closing quotation marks

ENCYCLOPEDIAS

Signed Articles (w/ an author)

Spaeth, Sigmund. "Electronic music." Merit Students Encyclopedia. 1980 ed.

"Electronic gun." Collier's Encyclopedia, 1987 ed.

CD-ROM WHERE THERE IS NOT A PRINT VERSION

United States. Dept. of State. "Industrial Outlook for Petroleun and Natural Gas." 1992. National Trade Data Bank. CD-ROM. US Dept of Commerce. Dec. 1993.

CD-ROM WHEN THERE IS ALSO A PRINT VERSION

Flynn, James. "Deranged Performer Terrifies Guests in Local Hotel." Daily Thunderbolt[San Francisco, CA] 30 1994. Newsbank Newsfile. CD-ROM. Newbank Inc., 1996.

ON-LINE WHEN THERE IS ALSO A PRINT VERSION Russo, Michelle Cash. "Recovering from Bibliographic Instruction Blahs."

RQ: Reference Quarterly 32 (1992): 178-83. Infotrac: Magazine

Index Plus. 11 Nov 1997.

http://www.hoover.iacnet.com/-lib/over/aca_over.html

Lanken, Dane. "When the Earth Moves." Canadian Geographic March-April

1996: 66-73. SIRS Researcher on the Web. 15 June 1997.

http://researcher.sirs.com/cgi-bin/artselect?6EA063A.

ON-LINE W/A COMPUTER SERVIC E

Glicken, Morley D. "A Five-Step Plan to Renew Your Creativity." Good Morning America 12 Jane 1994. America On Line. 10 Nov. 1997. http://www.aol.com.

ON-LINE W/A COMPUTER NETWORK SUCH AS INTERNET/WWW; E-MAIL

Walker, Janice. MLA-Style Citations of Electronic Sources. 24 Aug. 1998. http://www.cas.usf.edu/english/walker/mla.html.

Danford, Tom. "Effect of Semestering on Middle School Math." E-Mail to [recipient's name]. 24 Feb. 1995.

Sources & Acknowledgments:

Gibaldi, Joseph. The MLA Handbook for Writers of Research Papers. 4^th ed. New York: MLA, 1995. Modern Language Association. "Documenting Sources form the World Wide Web." MLA On The Web. 20 August 1998. http://www.mla.org. Prepared for MECS by Mrs. Dinneen and Mrs. Geatrakas, Library Media Specialists with Mr. Dunn English Department Chair. Revised 5/