Lesson Write-Up For Winter Quarter 2011
Your name: Theresa Nguyen
Title of Lesson: The Wonderful World of Atoms
Grade Level: 3rd grade
Subject(s): Physical science, Chemistry
Summary: Physical science/Chemistry at the elementary
school level can be daunting: how can the complexity of
chemistry be distilled yet still interesting and easy to teach to a classroom full of 7-9 year olds? For
this lesson at Fairburn Elementary, the answer was to introduce chemistry as the science of the
tiny particles that make up everything in the world—the science of atoms. Students become
“young chemists” who begin to see the “magic” (e.g. genies from bottles, water into wine) as the
rearrangement of atoms in chemical reactions. From H2 balloons to elephant toothpaste, making
silly putty to creating milk fireworks, the students take part in a multisensory lesson which aims
to both instill interest and reinforce concepts.
Time Required: 90 minutes
Group Size: 30 students (Rotation stations: groups of 10)
Cost to implement: ~$35, not including lab chemicals used for demonstrations
Learning Goals:
After this lesson, students would be able to:
1. Appreciate that atoms are the building blocks of life, are very small, and come in different
types.
2. Understand that elements are made up of 1 type of atom and substances are made up of 2
or more types of atoms.
3. Appreciate that there are over 100 natural elements, all depicted on the Periodic Table of
Elements. Students also learn that people once thought that earth, wind, fire, and water
were the basic elements that made up all matter.
4. Understand important chemical safety rules:
- Never open/use chemicals without understanding its uses
- Always wear protective safety gear
5. Understand that chemical reactions occur when substances mix and atoms rearrange to
become a distinct new substance. Students should also identify the hallmarks of a new
substance:
a. Change in color
b. Change in odor
c. Formation of a solid
d. Release of energy (thermal, sound, mechanical)
Level of Inquiry:
Lesson had both hands-on activities as well as analogies to encourage students to come to their
own conclusions about atoms and elements. The rotating stations are easier to inquirize, but
initial concepts are tricky to teach.. To accomplish this, concepts were uncovered by students
through applications of everyday objects, e.g. sodium chloride in water vs. sodium in water.
Another example was to ask for the definition of atoms: “Atoms are the building blocks of matter!
Students were then given building block Legos and asked to make objects. They were then asked,
“If we’re all made up of atoms, how come everyone—everything—looks different from each other?
Seeing the Legos, students bridged the concept that there are different types of pieces and
different rearrangements of atoms, just like in Legos.
Introduction / Motivation:
This lesson was created to illustrate that complex subjects like chemistry and physical science can
be taught effectively to elementary school students. To keep the students interest level high, the
lesson is presented visually with a PowerPoint, kinestically with hands-on activities, and auditoryary with a scripted skit. Additionally, there are many chemical demonstrations, which may be
tedious to prepare, but is always appreciated and fun. The aim is that students begin seeing
science as approachable and ubiquitous, giving rise to a greater appreciation and interest in
science.
Lesson Background Concepts for Teachers:
Teaching students that atoms are the building blocks of matter. When atoms rearrange, new
substances occur as a result of chemical reactions.
Materials and procedure
The lesson has four parts: 1) Powerpoint with atoms and elements, 2) Skit to illustrate history of 4
ancient elements and current table of many elements, 3)Outside demonstrations of chemical
reactions, 4) Rotating hands-on stations
1. Discussion of atoms, elements, and substances and their properties via Legos, demonstrations,
and Youtube videos. Points to emphasize:
a. Atoms are the building blocks of life. Atoms are very
small.
b. There are different types of atoms. Not all atoms are
the same—different colors, sizes (shapes). These
are called properties.
c. Atoms can be arranged into different shapes.
d. Ask 3 volunteers to make Legos sculpture,
illustrating that the same bag of elements made 3
distinct objects—elements rearrange to create life.
e. Demonstrate the difference between the substance
sodium chloride and the element sodium.
i. Worksheet: place stickers of objects made
out of single elements or multiple elements (substances) into correct columns
Materials:
 5 ziploc bags of 15 Legos pieces (identical sets)


Sodium chloride
Small chunk of sodium
o Add Sodium chloride to water, then add sodium to water. Discuss difference that
an extra chloride atom to sodium can have.
2. A skit recounting the history of the “4 Basic Elements” and an introduction of the Periodic
Table with 100+ elements. Original script available upon request
a. Skit summary: Three volunteers become “young chemists” working in a lab. They are
visited by a famous chemist who entrusts each with a special chemistry tool:
i. Chemist 1: A chemist’s elements (Bottle of labeled sodium bicarbonate and a
periodic table of elements)
ii. Chemist 2: A chemist’s tools (automatic pipette, beaker)
iii. Chemist 3: A chemist’s safety tools (3 labcoats, 3 pairs of gloves)
b. With the whoosh of a “genie in a bottle” reaction, the chemists are transported back to
ancient China where a wizard meets them. Upon finding out that they are young
chemists, the wizard trills that he is a chemist too—he is a chemist of the 4 elements.
When the wizard does nto believe the young chemists that there are 100+ elements, the
wizard challenges them to a chemistry contest. He manipulates the elements wind,
earth, air, fire (science tricks with ethanol, Cartesian diver, canned air). And the young
chemists take out their tools (put on safety gear first!): pour out sodium biocarbonate
into Flask 1 to change water into wine; pipette wine into Flask 2 to change wine into
milk; pour milk into Flask 3 to make fizzy apple cider. Wizard concedes in tears, young
chemists give a gift of the periodic table, and are transported “back” to their classroom.
c. Pass out ACS’s “Periodic Table of Elephants” to each student, so everyone can be a
chemist.
Materials:
Genie in a bottle
 30 ml of 30% H2O2
 0.5 g Manganese dioxide
 1 Erlenmeyer flask (with lid) wrapped in foil
 Thread and toilet paper
o Add H2O2 to flask. Wrap MnO2 in toilet paper, then wrap in thread. Suspend
MnO2 over opening, use lid to secure. When lid is removed, MnO2 packet falls
into flask, creating an oxidation reaction that releases O2 gas and steam.
Science Beverages
 50 ml of 1 M Na2CO3 solution, pH 9
 Phenopthalein indicator
 5 ml of 1 M BaCl2 solution
 5 ml of 6 M HCl
 5 ml of bromthymol blue indicator
 4 flasks/clear cups
o To flask 1, add 5 drops of phenophlalein
o To flask 2, add 5 ml of BaCl2
o To flask 3, add 5 ml 6 M HCl and 5 ml Bromomethyl blue
o When ready, pour solution of NaHCO3 into flask 1, then into flask 2, then into
flask 3.
Periodic table (enough for whole class, 50 pack kid-friendly “Table of Elephants” from ACS)
3 lab coats
3 pairs of gloves
1 automatic pipette
3. Demonstrations of chemical reactions and the signs to tell when a substance has rearranged to
form a new substance.
a. Suggest cooking as a chemical reaction and ask students about what happens to cake
ingredients after thermal energy is applied. What new subtsances form; how can we
tell? Take students outside and do a demo for each indicator: Change in color, Change in
odor, Formation of a solid, Release of energy (thermal, sound, mechanical). See
materials for full list of reactions.
Materials:
Chemical reaction vs. states of matter
 Styrofoam cup
 Acetone in a plate
o Place cup into acetone
Applying energy to make a new substance (e.g. cooking an egg with heat)
 Raw egg
 6 M HCl
 Jar
o Crack egg into jar of HCl. Swirl to cook egg. Do not open—strong HCl fumes!
Old Nassau Clock reaction (Change in color)
 10 ml of 0.1 M NaHSO3 sodium bisulfite and 0.2% starch
 10 ml of 0.01 M HgCl2 mercury (II) chloride
 10 ml of 0.05 M KIO3 potassium iodate
 3 flasks/clear cups
o Add 10 ml of each solution in the order listed above
Formation of a solid
 1M Pb(NO3)2 solution
 2M KI solution
 Pasteur pipette
o Pipet drops of KI into a test tube of Pb(NO3)2
Change in odor
 Marshmallow
 Lighter, skewer
H2 balloon vs. CO2 balloon (Formation of a gas, thermal energy with H2 explosion)
 1 g Zinc (s)
 20 ml of 6 M HCl
 1 g of Na2CO3
 20 ml of vinegar
 2 Balloons
 2 Small flasks
 1 lighter
o Place zinc or Na2CO3 into a balloon. Pour 20 ml of HCl or vinegar into flask.
Place balloon over opening of flask, empty contents. Secure balloon (taped to
wall, tied to hook), ignite each balloon from a distance with caution! Singledisplacement of Zinc to make ZnCl will evolve H2 gas, which erupts into
flames when ignited.
Elephant toothpaste
 50 ml of 30% H2O2
 30 ml of 3 M KI Potassium iodide
 10 ml Liquid dish detergent
 Food coloring
 Graduated cylinder or long neck bottle
o Add 30 ml of KI and 10 ml soap. Add drops of food coloring to the sides of
cylinder. Add H2O2.
Diet coke fountain
 2L diet coke
 1 pack of Mentos
 Mentos Geyser tube (Smart&Final or make from PVC pipe)
4. Rotating hands-on stations for students to physically explore the properties of chemicals and
chemical reactions.
Station 1: Chemistry in a Baggie
Discussion point: The Energy Family says, “Atoms are neither created nor destroyed, but only
rearranged to make a new substance!” Chemical reactions are when substances combine, atoms
rearrange and take a new design.
1. Label baking soda as “A” and Calcium chloride as “B”.
2. To each bag add:
a. Bag A: 2 tsp of A (baking soda), 30 ml of water, 10 drops of indicator in small beaker
b. Bag B: 2 tsp of B (CaCl2), 30 ml of water, 10 drops of indicator in small beaker
c. Bag A + B: 2 tsp of A + 2 tsp of B (Baking soda + CaCl2) 30 ml of water, 10 drops of
indicator in small beaker
3. Do not spill liquid, carefully weigh contents and write down on paper.
4. Now spill liquid, and let students feel the reaction.
5. Weigh contents of finished reaction, write down on paper.
6. Repeat steps 3-5 for Bag B and Bag A+B.
Discussion point: Reactions occur in everyday objects.
1. Show chemical reaction between egg shells and vinegar, chalk and vinegar.
2. Place crushed eggshells into two piles; place crushed chalk into two piles.
3. Pipet water onto one set, pipet vinegar onto second set.
4. Compare: reaction occurred between vinegar and Calcium in chalk and eggs.
5. Show students product of leaving egg in vinegar for two days: bouncy egg.
Discussion point: Calcium is found in bones, too. What would happen to bones in vinegar?
Materials
 Calcium chloride
 NaHCO3 (Baking soda)
 Phenopthalein indicator (or cooked cabbage juice)
 3 Ziploc quart bags
 3 small medicine cups
 Egg shells
 Chalk
 Egg soaked in vinegar for 3 days
Station 2: Chemical reactions of Silly putty
Discussion point: A chemical reaction happens when two substances combine, atoms rearrange and take
a new design.
Start off with asking students to draw what they like about science on paper with markers.
1. Students add one full spoon of water to Dixie cup.
2. Students add two spoons of glue.
a. It's more like 1.5 spoons since there's still so much glue stuck to the spoon. Encourage
them to try to get as much off the spoon as possible.
3. Ask students which color they want, and you add one drop of dye.
4. Students should mix slowly. Check to make it’s mix really, really well and then add 1/3 teaspoon
of borax solution (pour onto spoon, add to cup).
a. This worked well, but results depend on how much students add of glue/didn't spill.
5. Students mix gloop as best as they can. They can then take up the liquid with their spoon and
knead it in their hands--the cup and excess liquid can be tossed
6. Test out silly putty on pictures they drew on the poster.
Discussion point: Glue + borax became the new substance silly putty. Actual chemistry: polymerization:
linking small molecules of glue to form long, slimy chains of putty. Like plastic bags, etc.
Materials
 Solution of 55% Elmer's glue solution in water
 Solution of 16% sodium borate (Borax) in water
 Food coloring
 Ziploc bags
 Small paper Cups
 spoons
Station 3: Everyday elements and their one-of-a-kind properties
Discussion point: Everything is made of elements, and all items at this station are labeled to show
chemical formula. Discuss use of items, elements in body, etc.
Ask students to tell difference between sugar and rubbing alochol, which both have carbons,
hydrogens, and oxygens. They will state the number of elements and the state of matter, leading to
the concept of atom rearrangement.
Discussion point: Students learn that they can understand properties by doing a chemical reation
 Demo: Take ¼ spoon baking soda, ¾ spoon powedered sugar and place in bowl of sand.
Add rubbing alcohol, and ignite. “Carbon snakes” will form, showing students that from
these everyday objects, something new can be created when energy is applied.
Discussion point: Students learn that you can learn about properties of milk, water, and soap
without adding in thermal energy.
 Each student gets a plate of milk, add a few drops of food coloring, and then touch milk
with a Q-tip soaked in soap. “Fireworks” of colors from the amphipathic soap molecules
forcing away the lipid particles in milk.
 Instructor performs test on water and orange juice; no “fireworks” are formed. Why? Many
students got this point(!): that chemicals are differently arranged. Prompt students to
discuss difference between the 3 liquids, and tell them that milk has a lot of fat—and soap
removes fat, so hence the swirling “fireworks”.
Materials
 Labeled bottles of:
o Milk, orange juice, water, rubbing alcohol, dish soap
o Powdered sugar, baking soda, sand
 Food coloring
 Q-tips
 Plates
Safety Issues:
 Pre-aliquot all chemicals into appropriate volumes to limit pouring and mixing hazards in
non-ventilated elementary schools
 Perform all demos outside if possible
 Set a good example: wear safety gear. Take caution to have all students volunteers in
proper safety gear
 Caution around flames and explosive demos
 Caution with strong acid demos.
 Caution with acetone and HCl fumes
 No eating of compounds—even marshmallows and milk.
Lesson Closure:
Lesson was wrapped up with a guided discussion of the activities and worksheet. Reward stickers
were used as incentives.
Assessment:
Pre-Activity Assessment:
Lesson was interactive and began by asking students what they observed and knew about atoms.
Activity Embedded Assessment:
Have students attach stickers to the correct columns on the worksheet, asked students to repeat
mantra, asked students questions during lab activities, had students draw what they learned on a
poster.
Post-Activity Assessment:
Asked questions in concluding part of lesson. Returned a week later and repeated mantras and
asked questions.
Is this lesson based upon or modified from existing materials? If yes, please specify
source(s) and explain how related:
Lesson, skit, and all attached material are original, however:
Chemistry in a baggie was adapted from <http://www.middle schoolscience.com/bag.htm>
Silly putty recipe found on <http://chemistry.about.com/od/
everydaychemistry/a/sillyputty_2.htm> ;
Recipes for demos assembled from
<http://chemistry.about.com/od/demonstrationsexperiments/Demonstrations_Experiment
s.htm>
References:
ACS American Chemistry Society <acs.org>
Attachments:
Worksheet – World of Atoms
Sticker template – World of Atoms
Presentation – World of Atoms
List CA Science Standards addressed:
PS1g: Students know that when two or more substances are combined, a new substance may be
formed with properties that are different than those of the original materials.
PS1h: Students know that all matter is made of small particles called atoms, too small to see with the
naked eye
PS1i: Students know people once thought that earth, wind, fire and water were the basic elements
that made up all matter. Science experiments how that are more than 100 different types of atoms,
which are presented on the periodic table of the elements.