The Human Element
(modified from Kamie Wine)
Objective:
Students will act out the role of atoms by dressing up as the atoms of designated
elements. They will wear costumes with balloons representing valence electrons. The
“atoms” will gain or lose valence electrons in order to achieve chemical stability. The
students must then identify the charges of the ions formed. Students should have some
background in the structure of an atom and be able to determine the number of valence
electrons. After completing this activity students will be able to:
 explain the difference between an atom and an ion
 explain the role of valence electrons
 identify how an ionic bond forms
Materials:
 White large (kitchen) trash bags
 Small round balloons (different colors)
 Tape
 Scissors
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Construction paper
Markers
String
Questions for Review:
1. What does the atomic number tell you?
2. What is an electron and what is it’s charge? What is a valence electron?
3. How are ions formed? How are ionic bonds formed?
Activity:
1. Assign students to groups (the number of students in each group depends on the number
of elements that you choose to use). Assign each group an element that they will represent.
I used the following list of elements: (NOTE: the number needed of each element
correlates to the various ionic compounds that are to be formed).
Calcium—Ca (2 valence electrons)
Magnesium—Mg (2 valence electrons) *NEED 2 models (groups)
Chlorine—Cl (7 valence electrons) *NEED 3 models (groups)
Sodium—Na (1 valence electron) *NEED 2 models (groups)
Fluorine—F (7 valence electron)
Neon—Ne (8 valence electrons)
Sulfur—S (6 valence electrons)
Oxygen—O (6 valence electrons)
2. Each group needs to identify the atomic number for their assigned element and then
identify the number of valence electrons. The number of valence electrons identifies the
number of balloons (use different colored balloons for different elements).
3. The designated model will put a white trash bag on (cutting a hole in top for head and
two holes in the sided for their arms). Use construction paper to make an identification tag
for the model. One side has symbol of the element and its atomic number. The opposite
side will have the charge of the resulting ion after they have transferred electrons. Attach a
string to the paper so the model can wear it around their necks to identify the information
of their element/atom.
4. The number of valence electrons determines the number of balloons needed for their
model. The students will tape the “valence electrons” to the model’s bag. Next, students
will act out electron transfer (gain/loss of valence electrons) in order to achieve chemical
stability for their element. Once the transfer is complete, then the models must identify
their appropriate electrical charge and turn over their tag that has the correct charge written
on it.
5. Now it is time to use your models to make compounds containing ionic bonds. Write
ionic compounds on board so students have reference to what compound they may be
capable of forming. I used the following:
magnesium chloride—MgCl2
sodium fluoride—NaF
magnesium sulfide—MgS
sodium chloride—NaCl
calcium oxide—CaO
included neon = inert noble gas—already stable with 8 valence electrons
6. The models and their group go around the room and see what ion they are attracted to.
When they find a “match” they form a bond to make a designated ionic compound. Once a
group has formed a compound they need to take a piece of construction paper and label it
with their compound name. They use this for their final identification.
Assessment
What does the atomic number tell you?
What is an electron? What charge does an electron carry?
What is a valence electron?
Describe the movement of electrons around the nucleus.
What is an ion?
How are ions formed?
How are ionic bonds formed?
What is the resulting charge of an ionic compound?
What element did your group represent?
What ionic compound did your ion form?
Teacher prep
Students’ should be aware of the limitations to this model (as electrons are not stationary).
Questions for review – I give these out as part of a prelab that goes in their lab journal.
Modifications can be made based on student’s background knowledge. For example, you
don’t have to provide the list of compounds – see what the kids come up with.
Image: http://www.dv8computing.com/Images/human_element.gif