Metal Reactivity Lesson
Author: Alison Hapka, Elkton High School, Cecil County Public Schools
Background Information
Subject:
Identify the course the unit will be implemented in.
Grade Band:
Identify the appropriate grade band for the lesson.
Duration:
Identify the time frame for the unit.
Overview:
Provide a concise summary of what students will
learn in the lesson. It explains the unit’s focus,
connection to content, and real world connection.
STEM Specialist Connection:
Describe how a STEM Specialist may be used to
enhance the learning experience. STEM Specialist
may be found at http://www.thestemnet.com/
Chemistry
9-12
2 – 90 minute block classes
Students will design and conduct investigates about the reactivity of a variety of
different metals. They will then relate metal reactivity to the location of that element on
the periodic table and use their data in combination with research about metals not
safe enough to handle in class to make inferences about the trend in reactivity down
the columns and across the rows of the periodic table.
A STEM Specialist can assist with providing resources (video, reports, etc.) that allow
students to safely analyze more dangerous or rare metals so students can add that
data to their analysis of the reactivity of metals.
A Specialist may also be able to bring expertise to the teacher and students about
why metals are chosen for the tasks that they are chosen for. For example, zinc as a
sacrificial in a water heater.
A Specialist can also help students design investigations and provide guidance on
data collection and analysis.
Enduring Understanding:
Identify discrete facts or skills to focus on larger
concepts, principles, or processes. They are
transferable - applicable to new situations within or
beyond the subject.


The reactivity of a metal can determine its position on the periodic table.
Metal reactivity must be considered when designing products.
Essential Questions:



How can the periodic table be used to predict the reactivity of metals?
Why is it important to understand metal reactivity when designing products?
What factors must be considered when designing scientific investigations?
Identify several open-ended questions to provoke
inquiry about the core ideas for the lesson. They are
grade-level appropriate questions that prompt
intellectual exploration of a topic.
Page 1 of 10
Metal Reactivity Lesson
Background Information
Students will be able to:
Student Outcomes:
Identify the transferable knowledge and skills that
 design and conduct an investigation to rank the reactivity of a list of metallic
students should understand and be able to do when
elements from most reactive with acid to least reactive with acid and with
the lesson is completed. Outcomes must align with
water.
but not limited to Maryland State Curriculum and/or
national standards.
 examine how the workforce use metal reactivity in product designs.
Audience:
☒Peers
☒Experts /
Product, Process, Action, Performance,
Students will plan and conduct an experiment that test the
etc.:
Practitioners
reactivity of alkali metals and rank metals from least to most
Identify what students will produce to
reactive. They will then examine how workplace professionals use ☒Teacher(s)
demonstrate that they have met the challenge,
metal reactivity to improve the function of different products.
☐School
learned content, and employed 21st century
Community
skills. Additionally, identify the audience they will Lastly, students will produce a lab report detailing their
experimental procedures, data, and conclusions.
present what they have produced to.
☐Online
Community
☐Other______
Next Generation Science Standards:
HS-PS1 Matter and its Interactions
HS-PS1-1 Use the periodic table as a model to predict the relative properties of
elements based on the patterns of electrons in the outermost energy level of
atoms.
Standards Addressed in the Unit:
Identify the Maryland State College and Career
Ready Standards addressed in the unit.
Common Core Reading in Science and Technical Subjects:
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the
specific results based on explanations in the text.
Common Core Writing in Science and Technical Subjects:
WHST.11-2.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.
Page 2 of 10
Metal Reactivity Lesson
Background Information
Suggested Materials and Resources:
Identify materials needed to complete the unit. This
includes but is not limited to websites, equipment,
PowerPoints, rubrics, worksheets, and answer keys.
Equipment: samples of metallic elements, spot plates, Hydrochloric acid (precise
concentration is not important, a concentration of 0.1 M – 0.5 M is appropriate), safety
goggles, lab aprons, infrared thermometers, pipettes, small beakers to dispense the
acid, sandpaper, distilled water, and internet access.
Suggested Websites:
 Reactivity of Sodium and Potassium Video:
https://www.youtube.com/watch?v=uixxJtJPVXk
 Reactivity of Alkali Metals Video:
https://www.youtube.com/watch?v=m55kgyApYrY
 How to maintain a lab notebook:
http://web.mit.edu/me-ugoffice/communication/labnotebooks.pdf
People, Facilities:
STEM Specialist
Materials (rubrics, worksheets, PowerPoints, answer keys, etc.):
Lab Report Template
Page 3 of 10
Metal Reactivity Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☒Engagement
☐Exploration
Details
Materials:
 Video projector and internet access.
 Reactivity of Alkali Metals Video:
https://www.youtube.com/watch?v=m55kgyApYrY
☐Evaluation
☒Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Explanation
☐Extension
Science and Engineering
Practices
Facilitation of Learning Experience:
Have students look at the periodic table. Ask students to identify which
elements on the periodic table are metals and which are nonmetals.
Review locations of metals and non-metals with class if needed. Ask
students to write a prediction of what happens when an alkali earth metal is
added to either the acid or the water. Have students discuss their
predictions. After students have had time to discuss prediction, show the
Reactivity of Alkali Metals video and have students record the observations
for each reactions.
Transition:
Review the lab safety rules for using acid in the classroom and remind
students that no hats or head wear can be worn during the laboratory
investigation. When using acid, students must wear chemical splash
goggles at all times as well as a lab apron. If any acid is spilled during the
lab, the student is to step back from the spill and say “spill” then wait until
the teacher can evaluate the spill and clean up the area before resuming
lab work. If anyone spills acid on their skin, the area is to be thoroughly
cleaned with soap and water immediately and the teacher notified of the
skin contact.
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☒Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 4 of 10
Metal Reactivity Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
☒Exploration
☐Explanation
☐Extension
☐Evaluation
Details
Materials:
 Sample of Elemental Metallic Chunks
 Spot Plate
 Sand Paper
 Hydrochloric Acid
 Pipettes
 Beakers
 Safety Goggles
 Long Pants
 Closed Toe Shoes
Preparation:
Have acid of an appropriate concentration (a concentration of 0.1 M – 0.5
M) prepared prior to having the students start the experiment.
Facilitation of Learning Experience:
Inform students that they will be ranking metals from the video and lab from
the most reactive in acid to the least reactive in acid. Emphasize the
importance of carefully sanding each metal sample to prepare the surface
for a possible reaction. It is important to allow students to determine how to
best organize their data collection in their laboratory notebooks, and how to
organize their approach to the lab so that they know when they have
completed all of the necessary tests. If a group is struggling with
organization, they can be asked questions such as:
 How many times do you think you should repeat each test?
 Is it easy to tell by looking at your lab notebook whether or not
you have finished collecting all the data for the experiment?
Science and Engineering
Practices
☒Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☒Planning and carrying out
investigations
☒Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 5 of 10
Metal Reactivity Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details


Science and Engineering
Practices
Are you recording what procedure you are following during the
investigation?
If you refer back to your lab notebook in a month, will you be able
to tell what you did, what you observed, and what you were able
to conclude from that data?
Transition:
Students are to check to make sure that the data they choose to collect
during their experiment allows them to make a ranking supported by
evidence from their investigation.
☐Engagement
☐Exploration
☒Explanation
☐Extension
☐Evaluation
Materials:
Computer with internet access.
Preparation:
Students need to have completed the reactivity of metallic elements
investigation.
Facilitation of Learning Experience:
Once students are finished with the metal samples, they will put their data
together in an organized table and work towards ranking the metals from
the video and the lab investigation based on observational evidence.
Transition:
Ask students to share their rankings with the class by taping their final
rankings to the classroom wall and have the class do a gallery walk of the
rankings to see if they are the same or different. If all of the responses are
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☒Analyzing and interpreting
data
☐Using mathematics and
computational thinking
Page 6 of 10
Metal Reactivity Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
not identical, the whole class will work together to gather more evidence for
one ranking or another until the group is certain of the ranking.
Science and Engineering
Practices
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
☐Engagement
☐Exploration
☐Explanation
☒Extension
☐Evaluation
Materials:
 STEM Specialist in materials science or metallurgy
 Computers with internet access
☐Asking questions (for
science) and defining
problems (for engineering)
Preparation:
Co-plan an engaging learning experience with a STEM Specialist that will
allow students to understand how workplace professionals use different
metals based on their reactivity. For example, pieces of zinc are used to
avoid having a hot water tank rust out from too much corrosion.
☐Developing and using
models
Facilitation of Learning Experience:
Engage students in the learning experience that was prepared with the
STEM Specialist. As a closure to the learning experience, have students
identify applications for each of the different metals that they investigated in
lab or observed on the video clip. For each metal there should be one
application with an explanation of why this metal is appropriate for this
application based on the lab observations.
☐Analyzing and interpreting
data
☐Planning and carrying out
investigations
☐Using mathematics and
computational thinking
☒Constructing explanations
(for science) and designing
solutions (for engineering)
Page 7 of 10
Metal Reactivity Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
Details
Transition:
Ask students to explain the trend in reactivity from the top to the bottom of
the periodic table, and from the left to the right of the periodic table based
on their lab data and video observations.
☐Engaging in argument from
evidence
Materials:
Students will need their lab notebooks and experimental data.
☐Asking questions (for
science) and defining
problems (for engineering)
Facilitation of Learning Experience:
Students will write a lab report and submit it for grading. A sample lab
report template can be found here >> Lab Report Template
☐Developing and using
models
☐Exploration
☐Explanation
☐Extension
☒Evaluation
Science and Engineering
Practices
☒Obtaining, evaluating, and
communicating information
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
Page 8 of 10
Sample Lab Report Format
Name (Name of lab partners), Date(s)
Title of Formal Lab Report
(Your title indicates both the problem under investigation and solution attempted.)
Background Research This section describes similar past experiments, defines important
vocabulary terms and explains the concepts involved in the investigation.
Problem State the problem in the form of an accurate and specific question. The problem
question includes the identification of both the independent and dependent variables.
Hypothesis What was the hypothesis for your investigation? This is your prediction as to the
answer of your problem question.
Experimental Design Describe the details of the experimental design your group created to
attempt to meet the desired outcome of the laboratory investigation. Include the materials used,
procedure, and explanation of why those materials and that procedure were chosen to complete
the investigation. The explanation must include a description of the physical meaning of each
measurement described and how that measurement will help meet the desired outcome of the
investigation. This is to be written in sufficient detail that another student can pick up the report
and repeat the entire procedure exactly. A detailed sketch of the apparatus used in the
investigation will be included in this section.
Experimental Data, Observations, and Results Include a clearly labeled table of all of your
experimental data, observations, and results with appropriate units.
Data Analysis Describe the relationships that you observe between the different observations
you made. Show all your work, tables, and graphs in this section including unit conversions.
Discussion What are some sources of error? How could you have minimized your experimental
error? Did the data and results yield a clear trend, or was the range of error too large to allow you
to draw a clear conclusion? Experimental error is inherent in all investigations, it is not the same
as mistakes such as human error.
Conclusion Refer to your original problem question and hypothesis. State the relationship
between the independent and dependent variable as supported by your data. What do the results
of your investigation tell you? Remember to use appropriate scientific terminology and support
your conclusion with your data. What is the physical meaning of your results? Was your
hypothesis correct? Why or why not? Summarize and evaluate your experimental design and
comment on its effectiveness and success.
Questions for Further Research State three questions for further research that were raised by
your experimental results. Suggest experimental investigations that can be completed to answer
Page 9 of 10
Sample Lab Report Format
each of your questions. Write the questions accurately and concisely indicating the dependent
and independent variable in each.
Application of Experimental Results to Practical Situations How can the results of your
investigation be applied to two different practical situations? Describe each of these situations in
a few sentences that clearly illustrate the direct connection between your results and the
application you choose.
Bibliography Use properly formatted citations for any references you used in the preparation of
your report
Page 10 of 10