7 th Grade Science Unit:
Magnificent Mendeleev: An Elemental Tale
Unit Snapshot
Topic: Conservation of Mass and Energy
Grade Level: 7
Duration:
13 days
Summary:
The following activities engage students in exploring properties of matter as it relates to the arrangement of atoms. Students analyze the periodic table for trends and patterns and develop a deeper understanding of properties through researching specific elements.
CLEAR LEARNING TARGETS
“I can”…statements
____ explain that mixtures are materials composed of two or more substances that retain their separate atomic compositions when mixed.
____describe how elements are grouped based on their properties and position on the periodic table.
Activity Highlights and Suggested Timeframe
Days 1-2
Engagement: This activity will engage students and formatively assess their
knowledge related to the differences in the arrangement of atoms of elements, compounds, and mixtures through observations of a saltwater mixture.
Day 3
Exploration: The following activities will give students the opportunity to work with
and begin to develop a basic understanding of the periodic table including patterns and organization.
Days 4-5
Explanation: The following activities will give students the opportunity to develop
their knowledge of the organization of the periodic table and how it relates to the properties of the elements using the CPO Lab Investigation Periodic Table tiles.
Days 6-11
Day 12 and on-going
Day 13
Elaboration: The following activities will give students the opportunity to gain
deeper understanding of specific elements of the periodic table and their properties through a short research project and challenge activity.
Evaluation: Formative and summative assessments are used to focus on and assess
student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to thermal energy transfer. A teacher-created short cycle assessment will be administered at the end of the unit to assess all clear learning targets.
Extension/Intervention:
Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities.
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LESSON PLANS
NEW LEARNING STANDARDS:
7.PS.1 The properties of matter are determined by the arrangement of atoms.
Elements can be organized into families with similar properties, such as highly reactive metals, lessreactive metals, highly reactive nonmetals and some gases that are almost completely nonreactive.
Substances are classified according to their properties, such as metals and acids.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Properties of Matter
PreK-2: Properties can be used to sort objects. Changes, including phase changes are explored.
Grades 3-5: Objects are composed of matter which has mass* and volume. Properties of solids, liquids and gases are explored. Phase changes are reversible and do not change the identity of the material. The total amount of matter and mass* remains the same when something changes.
Grade 6: All matter is made up of atoms that are in constant random motion. Elements, compounds and molecules are introduced. The properties of solids, liquids and gases, and changes of phase are explained by the motion and spacing of the particles.
Future Application of Concepts
High School: Metalloids and pH calculations are introduced. Mixtures are classified as homogenous or heterogeneous. Trends in the properties and atomic structure of elements are related to the periodic table.
The role of valence electrons in reactivity is explored, balanced chemical equations are written and stoichiometric problems are solved.
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MATERIALS:
Engage
Hot Plates/Heat Source
Glass Beakers
Salt
Water
Element, Compound, Mixture Molecular
Picture Cards
Various examples of Elements, Compounds, and Mixtures
Explore
Period Table Hand-outs
(Optional) History of the Periodic Table reading
An Elemental Tale: The Golddust Kid WS
Explain
Computers/Research materials
Adopt-An-Element Worksheet
Legal sized blank paper
Coloring Tools
Elaborate
Adopt-An-Element Challenge Question
Cards
Adopt-An-Element Challenge WS
SAFETY
VOCABULARY:
Primary
Compounds
Elements
Metals
Non-Metals
Noble Gases
Mixtures
Periodic Table of Elements
Properties
Secondary
Families
Groups
Periods
If students are completing the saltwater activity (ENGAGE), caution must be taken around the hotplates.
Establish rules for moving around the room during the challenge game
All other classroom rules and procedures should be adhered to.
ADVANCED
PREPARATION
Gather and prepare materials for demos and CPO Investigation lab
14A.
Reserve computers for element research, and/or gather library materials related to the elements. Students can also bring in their own resources.
Engage
(2 days)
(What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections are made to the real world?)
Objective: The objective of this activity is to engage students and formatively assess their knowledge related to the differences in the arrangement of atoms of elements, compounds, and mixtures through observations of a saltwater mixture.
What is the teacher doing?
SALTWATER ACTIVITY/DEMO (Day 1)
-This can be done as a teacher demo, or student activity.
Prior to the activity, the teacher should set-up hotplate stations.
The teacher facilitates as students create saltwater solutions.
What are the students doing?
SALTWATER ACTIVITY/DEMO (Day 1)
-This can be done as a teacher demo, or student activity.
1.
Students create a saltwater solution, by filling beakers with
100mL of water and mixing in only enough salt for it to fully dissolve.
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The teacher asks students the following questions:
1. Why can’t you see the salt anymore?
2. What happened to the salt?
Is it still there? Did it disappear or did it become something else?
3. Is there a way that we could get the salt back again?
The teacher facilitates the heating and evaporation of the water, which will leave the salt behind in the beaker.
The teacher either projects the picture onto the board or distributes the Molecular
Picture Cards WS .
Ask students - Which molecular arrangement represents the saltwater?
ELEMENTS COMPOUNDS and MIXTURES
(Day 2)
Prior to the class, prepare various examples of elements, compounds, and mixtures.
Examples might include:
ELEMENTS: Lead Pipe, Iron Nail,
Copper Wire, Sulfur Rock, Iron and Lead density cubes from the CPO kits
COMPOUNDS: Water, Vinegar,
Salt, Sugar, Plastic
MIXTURES: (pick ones that can be easily separated – see related sheet)…Carbonated water (soda), oil and water, salt and iron shavings, nuts and bolts, sand/rocks, iron filing and salt.
The teacher distributes the
Molecular Picture Cards WS.
2.
Students answer and discuss teacher guided questions.
3.
Students heat their beakers on the hot plates to evaporate the water, and discuss results.
4.
The students are shown pictures of elements, compounds and mixtures at a molecular level, and asked to guess which one represents the salt water.
5.
Students think-pair-share and must defend their choice through a quick-write or quick presentation to the class.
ELEMENTS COMPOUNDS and MIXTURES
(Day 2)
1.
Students compare and contrast the Molecular Picture Cards looking for similarities and differences.
2.
Students determine which molecular picture correctly represents an element, compound, and mixture and defines each one based on the molecular arrangement of atoms.
Use CPO textbook p. 364 as a resource.
4

The teacher distributes
Elements, Compounds, and
Mixtures Oh My! WS.
The example substances are placed on desks or somewhere in the room where students can view and observe the substances,
Facilitate a discussion about the students’ inferences and discuss correct answers by holding up the correct molecule picture card to reinforce the atomic arrangement.
Using the mixture examples – have students develop a method to separate the mixtures. Optional: Have students physically separate the mixtures using the proposed methods.
3.
Students observe various substances around the room and infer if they think each one is an element, compound, or mixture.
Record on WS.
4.
Students discuss their inferences.
The teacher holds up the correct molecular card for each substance in order to enforce the relationship between the
5.
6.
arrangement of atoms and students record actual results.
Students develop methods for separating the mixtures, in order to support the statement that the substances in mixtures retain their separate atomic compositions.
Optional: Students physically separate the mixtures based on the methods that they proposed.
EXPLORE
(1 day)
(How will the concept be developed? How is this relevant to students’ lives? What can be done at this point to identify and address misconceptions?)
Objective: The objective of the following activities is to give students the opportunity to work with and begin to develop a basic understanding of the periodic table including patterns and organization.
What is the teacher doing?
PERIODIC TABLE (Day 3)
Distribute copies of the Periodic
Tables for students to keep.
They will need these over the course of the unit.
Ask students to observe the
-original
-melting point
-boiling point various Periodic Tables for a few minutes first independently, then share with a partner to discover any patterns that they might see.
What are the students doing?
PERIODIC TABLE (Day 3)
1.
Students observe the various versions of the Periodic Table and look for and discuss patterns that they see.
-Patterns might include increasing atomic numbers,
Atomic symbol always starts with a capital letter, Numbers increase left to right, aligned in rows and columns, Melting points generally increase going from sodium to silicon, then decrease going to argon (with a “bump” at sulphur).
Boiling points generally increase going from sodium to
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While students are looking at the periodic table, play the
Element Song. http://www.youtube.com/watc h?v=GFIvXVMbII0
Play the www.unitedstreaming.com
video: The Periodic Table: How the Elements are Organized.
[2:59]
Optional: Distribute and facilitate a close reading of the
History of the Periodic Table - http://www.azed.gov/wpcontent/uploads/PDF/PeriodicT able-Lesson.pdf
or other related non-fiction reading material. Consider using suggested ELA reading techniques and strategies for reading informational text.
Distribute the WS: An Elemental
Tale: The Golddust Kid to help students become more familiar with the elements of the
Periodic Table.
Optional HW: Have students go home and find 10 things in their house that are made up of elements and possibly bring it in or take pictures if possible (e.g. aluminum foil or pop can, cast iron pan, silver spoon, gold jewelry, pennies - copper and zinc mix, lithium batteries).
2.
Students watch the www.unitedstreaming.com
video: The Periodic Table: How the Elements are Organized.
[2:59]
3.
Optional: Engage in a close reading of the History of the
Periodic Table or other related nonfiction reading material.
4.
Complete An Elemental Tale: The
Golddust Kid using the periodic table.
5.
Optional HW: Students go home and find 10 things in their house that are made up of specific elements.
6

EXPLAIN
(2 days)
(What products could the students develop and share?
How will students share what they have learned? What can be done at this point to identify and address misconceptions?)
ELABORATE
(5 days)
( How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?)
Objective: The objective of the following activities is to give students the opportunity to develop their knowledge of the organization of the periodic table and how it relates to the properties of the elements using the CPO Lab Investigation Periodic Table tiles.
What is the teacher doing?
CPO LAB INVESTIGATION 14A
(Days 4-5)
Facilitate a close reading of pp.
345-346 in the CPO textbook.
Play the www.unitedstreaming.com
video clip: Metals and Non-
Metals [3:05]
Assist students as they shade the metals, nonmetals, and noble gases on their periodic table using the following colors:
What are the students doing?
CPO LAB INVESTIGATION 14A
(Days 4-5)
1. Using the CPO textbook pp. 345-
346, students either read the sections aloud or silently.
2. Students watch the www.unitedstreaming.com
video clip: Metals and Non-Metals [3:05]
3. With the help of CPO textbook p.
346, students will shade in their periodic table handout sheet (from the day before) using the following
-metals=yellow; nonmetals=green; noble gases
(column 18)=orange
Facilitate CPO Investigation
14a: Periodic Table
see textbook resources for more information
Facilitate a discussion related to lab results and answers. colors:
-metals=yellow; nonmetals=green; noble gases (column 18)=orange
3. Students engage in the CPO Lab
Investigation 14a, with the use of the CPO kit materials and textbook pp. 344-348; 351-356
Optional: CPO Investigation 14B
Periodic Table Group
4. Optional: CPO Investigation 14B
Periodic Table Group Challenge
Challenge
Objective: The objective of the following activities is to give students the opportunity to gain deeper understanding of specific elements of the periodic table and their properties through a short research project and challenge activity.
What is the teacher doing?
ADOPT-AN-ELEMENT PROJECT
(Days 6-10)
The teacher introduces students to the adopt-anelement project. See Rubric.
The teacher facilitates the assignment of the first 20 elements to student partner groups through random selection – draw an element out of a hat or random generator on the
SMARTBoard.
What are the students doing?
ADOPT-AN-ELEMENT PROJECT
(Days 6-10)
It is recommended that students work with a partner.
1. Students randomly select one of the first 20 elements.
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The teacher facilitates student element research by providing internet access and or print media from the library, etc.
Discuss internet protocols and proper use with students.
Discuss reliable informational sources with students.
The teacher will provide students with blank legal size paper, and other utensils if needed (rulers, markers/colored pencils, scissors, etc.)
ADOPT-AN-ELEMENT CHALLENGE
(Day 11)
PREPARATION: The teacher will need to create question cards based on the information on the students’
posters… see attached template.
Consider having
students create a question based on their poster.
Hang student element posters on walls or cabinets in the room. If there are multiples of the same element, group them together in one area.
Distribute the Adopt-An-
Element Challenge worksheet…one to each group.
Determine a place to have the question cards – a large table or hanging on a wall, where kids can easily retrieve the questions.
Facilitate the challenge - See the challenge rules sheet.
Establish rules for moving around the room safely.
The teacher will sit in one area with the answer key and stamp students worksheets as they come up with correct answers.
The group with the most correct answers when time is up, is the winner.
2. Students conduct research on their assigned element using the adopt-anelement research guided worksheet.
3. Students create a presentation on one sheet of legal sized paper, summarizing and highlighting the most important aspects of their research.
(This will also be used in the next activity). Optional: Students may present their major findings to the class.
ADOPT-AN-ELEMENT CHALLENGE
(Day 11)
1. PREPARATION: Students create a question card based on the student’s poster to be used during the challenge game.
The goal is to answer as many questions correctly, using the adopt-an-element posters, textbook , and/or periodic table as a resource.
Students can work individually or with a partner.
2. Students will go to the question card area and pick a question. Based on the element hint, they find the poster that can help them figure out the answer or use the textbook, notes, etc. if needed.
3 Students use the worksheet to write down the question #, and then answer the question.
4. Students will go to the teacher to have their answer checked. If the answer is correct, the teacher will put a stamp on that answer, showing that it was correct, and students return that card to the card area and retrieve a new question card. If it is not correct, students must try again until they get the question correct.
5. When moving around the room, partners must travel together at all times.
8

EVALUATE
(1 day and on-going)
( What opportunities will students have to express their thinking?
When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?)
EXTENSION/
INTERVENTION
(1 day or as needed)
If you are considering giving points, find the mean number correct from all group worksheets. Groups higher than the mean score get extra credit. Groups that meet the mean score get full credit, and groups that fall below the mean score get points taken off.
Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson, and to become aware of students misconceptions related to the influence of atomic arrangement on the properties of matter.
Formative
How will you measure learning as it occurs?
Consider developing a teacher-created formative
Summative
What evidence of learning will demonstrate to you that a student has met the learning objectives? assessment.
1. Element, Compound, Mixture
1. Adopt-An-Element Poster – This can assess the students understanding of properties and the periodic table as it relates to a specific element.
Molecular Picture Cards/activity –
This activity can formatively assess the students’ knowledge of elements, compounds, and mixtures at a molecular level, as well as student knowledge related to atomic composition of mixtures in particular.
2. Lab 14a questions/answers – This can be used to assess the
2. Adopt-An-Element Challenge – This can assess the students understanding of major concepts related to whole periodic table organization, as well as properties and characteristics of specific elements. student’s understanding of
Periodic table organization as it relates to elemental properties.
3. Teacher-created short cycle assessment will assess all clear learning targets ( Day 12 ).
EXTENSION
1. Create a pictoral version of the periodic table highlighting everyday objects that contain or are made up of each element.
2. Science Module Activity:
Modeling the Periodic Table: interactive Simulation… http://genesismission.jpl.nasa.gov/e ducate/scimodule/cosmic/ptable.ht
ml
3. Have students research the similarities between elements in specific groups: Alkali metals,
Alkaline Earth Metals, Halogens,
Transition Metals, Lanthanides etc.
4. Graphing Periodic Properties using excel http://www.scienceclass.net/Lessons/Chemistry/Periodic
%20Table/Graphing%20Periodic%20
Properties.pdf
INTERVENTION
1. www.unitedstreaming.com
related videos
2. The Mixtures Lab: Interactive simulation for separating the components of a mixture. http://www.harcourtschool.com/activity
/mixture/mixture.html
3. Compounds and Mixtures BBC KS3
Bitesize interactive simulation… http://www.bbc.co.uk/bitesize/ks3/scie nce/chemical_material_behaviour/com pounds_mixtures/activity/
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COMMON
MISCONCEPTIONS
DIFFERENTIATION
Something is considered a mixture if you can see all parts individually
Saltwater solution is a homogeneous mixture in which you cannot see both substances separately.
All elements can combine to form compounds
-Elements will only bond with certain other elements to form compounds based on the properties of the element and the make-up of the atomic structure.
The Periodic Table has been around for a long time and has never changed.
-It has changed several times (see History of the Periodic Table reading)and continues to change to this day as new elements are being synthetically produced.
Elements aren't discovered or created in order of atomic number
-Elements are grouped according to their properties and the atomic number represents the number of protons that an element contains.
Strategies to address misconceptions:
Misconceptions can be addressed through the use of UnitedStreaming videoclips, pictures and diagrams of elements, compounds, and mixtures, as well as through the use of molecular models.
Lower-Level: Consider providing additional text resources (tradebooks, articles) that are appropriate for the reading level of the students. For the group work, consider mixed grouping strategies. Consider modeling through a demonstration and then allowing students to explore these topics through guided inquiry. For the research project, consider putting students in groups and assigning specific research categories to each student. Also, give students a focus for gathering information – specific websites or books, pages.
Higher-Level: Consider having students learn more about the other families and groups in the periodic table and how the properties of the elements within a period or group are similar. Consider having students create the questions for the Periodic Table Group
Challenge 14B or the Adopt-An-Element Challenge. For the research project, consider having students go beyond the required research categories, then create a ppt. or prezi.
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the following sites:
ELL Learners: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105521
Gifted Learners: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105522
Students with Disabilities: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown load.aspx?DocumentID=105523
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ADDITIONAL
RESOURCES
Textbook Resources:
CPO Physical Science Textbook:
Chapter 14: Elements and the Periodic Table pp. 343-362
CPO Lab Investigation 14A
Websites: www.periodicvideos.com/ - contains videos for each element www.chem4kids.com/ - contains information about atoms, matter, the periodic table, and reactions. http://periodic.lanl.gov/index.shtml
- Periodic Table of Elements: Los
Alamos National Laboratory http://www.webelements.com/ - contains key information about the chemical elements.
Discovery Ed:
Matter and Its Properties: What Makes Up Matter? [17:20]
Discovering the Elements [57:12]
Chemistry Basics: Matter [32:24]
The Periodic Table [18:19]
The Periodic Table: The Elements [2:05]
The Periodic Table: How the Elements are Organized [2:59]
Literature:
Simon, Charnan. (2010) Super Coll Science Experiments Compounds and Mixtures. Cherry Lake Publishers.
Mullins, Matt. (2012). The Elements. Children’s Press.
Gray, Theodore. (2009). The elements: A visual exploration of every known atom in the universe. Black Dig & Leventhal Publishers.
Dingle, Adrian. (2007). The periodic table: Elements with Style! Kingfisher.
Movies/Videos:
Elements, compounds & mixtures [videorecording] / Schlessinger
Media. Summary: Part of a series about the basics of physical science, using visuals and experiments in real-life examples to demonstrate key physics concepts. This segment provides a basic description of the nature of elements, the purest form of matter. Discusses chemical bonding, mixtures, and the limitless possibilities of combining elements to form compounds.
The Periodic Table [videorecording] / Schlessinger Media. Summary:
The periodic table is the road map to the elements. Learn about atomic number, atomic mass, and the chemical symbols.
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Name__________________________________________________________________ Date__________________________Period_________
Molecular Picture Cards
___________________________ _____________________________ __________________________
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Molecular Picture Cards – Teacher Information/Key
Element:
A pure form of matter that cannot be broken down into other elements. e.g. Oxygen (Pure Oxygen naturally occurs in pairs of two)
Compound:
A substance whose smallest particles include more than one element chemically bonded together. e.g. Water - H
2
O…two hydrogens atoms bonded to one oxygen atom
Mixture:
A substance that includes more than one type of element and/or compound. e.g. SaltWater – Water(H
2
O)…two hydrogens atoms bonded to one oxygen atom and Salt (NaCl)…one sodium atom bonded to one chlorine atom.
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Name_____________________________________Date__________________________Period_________
Elements, Compounds, Mixtures Oh My!
Directions: Observe various substances. Infer whether the substance is an
element, compound or mixture, and record your results below.
SALTWATER
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Can an element be separated into smaller parts? Why or why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
If a compound is separated into separate parts, does the substance remain the same substance? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
If a mixture is separated into separate parts, do the substances within the mixture remain the same substances? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
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Name_____________________________________Date__________________________Period_________
Separating Mixtures
Directions: Develop methods for separating the substances within the mixtures from the
previous activity.
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
MIXTURE: ______________________________________________________
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Name_____________________________________Date__________________________Period_________
Elements, Compounds, Mixtures Oh My!
– Teacher Key
Directions: Observe various substances. Infer whether the substance is an
element, compound or mixture, and record your results below.
SALTWATER
Element Compound Mixture
Example: Vinegar
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Example: Iron Filings and Salt
Substance: _______________________________
Element Compound Mixture
Example: Copper Wire
Substance: _______________________________
Element Compound Mixture
Example: Italian Salad Dressing
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Example: Plastic
Substance: _______________________________
Element Compound Mixture
Substance: _______________________________
Element Compound Mixture
Can an element be separated into smaller parts? Why or why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
If a compound is separated into separate parts, does the substance remain the same substance? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
If a mixture is separated into separate parts, do the substances within the mixture remain the same substances? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
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Name_____________________________________Date__________________________Period_________
Separating Mixtures - Teacher Key
Directions: Develop methods for separating the substances within the mixtures from the
previous activity.
Example: Carbonated Water
How can this mixture be separated? ______________________________________________________
Example: Sand and Rocks
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Example: Salt and Iron Filings
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Example: Italian Salad Dressing (oil and water)
How can this mixture be separated? ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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C Br He Tc solid liquid gas synthetic hydrogen
1
H
1.00794
lithium
3 beryllium
4
Li
6.941
Be
9.012182
sodium
11 magnesium
12 key element name atomic number symbol atomic weight boron
5
B
10.811
aluminium
13 carbon
6
C
12.0107
silicon
14 nitrogen
7
N
14.00674
phosphorus
15
Na
22.98977
potassium
19
K
39.0983
rubidium
37
Rb
85.4678
caesium
55
Cs
132.90545
francium
87
Fr
[223]
Mg
24.3050
calcium
20
Ca
40.078
strontium
38
Sr
87.62
barium
56
Ba
137.327
radium
88
Ra
[226] scandium
21
Sc
44.95591
yttrium
39
Y
88.90585
lutetium
71 titanium
22
Ti
47.867
zirconium
40
Zr
91.225
hafnium
72
Lu
174.967
lawrencium
103
Hf
178.49
rutherfordium
104
Lr
[262] lanthanum
57
Rf
[261]
La
138.9055
actinium
89
Ac
[227] cerium
58
Ce
140.116
thorium
90
Th
232.038
vanadium
23
V
50.9415
niobium
41
Nb
92.90638
tantalum
73
Ta
180.9479
dubnium
105 chromium
24
Cr
51.9961
molybdenum
42
Mo
95.94
tungsten
74
W
183.84
seaborgium
106 manganese
25
Mn
54.93805
technetium
43
Tc
[98] rhenium
75
Re
186.207
bohrium
107 iron
26
Fe
55.845
ruthenium
44
Ru
101.07
osmium
76
Os
190.23
hassium
108
Db
[262]
Sg
[266]
Bh
[264]
Hs
[269] praseodymium
59 neodymium
60 promethium
61 samarium
62
Pr
140.90765
protactinium
91
Pa
231.0359
Nd
144.24
uranium
92
U
238.0289
Pm
[145] neptunium
93
Np
[237]
Sm
150.36
plutonium
94
Pu
[244] cobalt
27
Co
58.9332
rhodium
45
Rh
102.9055
iridium
77 nickel
28
Ni
58.6934
palladium
46
Pd
106.42
platinum
78 copper
29
Cu
63.546
silver
47
Ag
107.8682
gold
79
Ir
192.217
meitnerium
109
Pt
195.078
darmstadtium
110
Au
196.96655
roentgenium
111
Mt
[268] europium
63
Eu
151.964
americium
95
Am
[243]
Ds
[271] gadolinium
64
Gd
157.25
curium
96
Cm
[247]
Rg
[272] terbium
65
Tb
158.9253
berkelium
97
Bk
[247] zinc
30
Zn
65.409
cadmium
48
Cd
112.411
mercury
80
Hg
200.59
ununbium
112
Al
26.981538
gallium
31
Ga
69.723
indium
49
In
114.818
thallium
81
Tl
204.3833
Si
28.0855
germanium
32
Ge
72.64
tin
50
Sn
118.710
lead
82
Pb
207.2
ununquadium
114
Uub
[285] dysprosium
66
Dy
162.50
californium
98
Cf
[251] holmium
67
Ho
164.930
einsteinium
99
Es
[252]
Uuq
[289] erbium
68
Er
167.259
fermium
100
Fm
[257]
P
30.97376
arsenic
33
As
74.9216
antimony
51
Sb
121.760
bismuth
83
Bi
208.980
thulium
69
Tm
168.934
mendel evium
101
Md
[258] www.science-teachers.com/physical/ periodic _ table _color.
doc ytterbium
70
Yb
173.04
nobelium
102
No
[259] oxygen
8
O
15.9994
sulphur
16
S
32.065
selenium
34
Se
78.96
tellurium
52
Te
127.60
polonium
84
Po
[209] fluorine
9
F
18.9984
chlorine
17
Cl
35.453
bromine
35
Br
79.904
iodine
53
I
126.9045
astatine
85
At
[210] helium
2
He
4.002602
neon
10
Ne
20.1797
argon
18
Ar
39.984
krypton
36
Kr
83.798
xenon
54
Xe
131.293
radon
86
Rn
[222]
Columbus City Schools
Curriculum Leadership and Development
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Columbus City Schools
Curriculum Leadership and Development
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Columbus City Schools
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20

The Kid mounted his trusty steed, old [B] ___________. His shooting [Fe] ____________ strapped to his side, he headed out for the bright [Ne] ____________ lights of Toronto, aiming to rob the mid-day stage. There was sure to be a load of precious [U] _________________ aboard, and probably [K] ____________, too. Inhaling a deep breath of
[O] ____________ he coughed on the [S] ________________ from the nearby mills. Since the [Hg] _________________ was climbing, he quenched his thirst with some H
2
O, tasting the [Cl] ____________ all big cities like Brockville had. As he headed north his bones ached from [Ca]
________________deposits built up over the years of riding the [Zn]
____________ trail.
Overhead a [He] ___________-filled balloon floated in the breeze; the sun beat down like burning [P] _________________. Soon he spotted the stage, guarded only by a sheriff with a [Sn]
______________ badge. "Halt," he yelled. "or I'll fill you full of [Pb]
_______________." The sheriff drew his gun, but alas, was too slow.
The Kid's gun, blazing like flaming [Mg] ________________ did the
[Cu] ______________ in. Anyone who drew on the Kid should know his life wasn't worth a plugged [Ni] ________________.
A [Pt] __________________ blonde riding beside the [Al]
_________________-framed coach rode for her life when the Kid pulled out some [N] ____________ compounds, preparing to blow the safe to atoms. Suddenly, a shout rang out, "Hi Ho [Ag] ______________ and a masked man on a white horse raced across the [Si] ____________ sands like [Na] _____________ skittering on H
2
O. A [H] ___________ bomb would not have stopped the lawman; the Kid had met his doom. The rest of his life was to be spent behind [Co] ___________ steel bars, a warning to all who flirt with danger. Your first detention may be the initial step in a [C] ________________ copy life of the saga of the
[Au] ____________ dust Kid.
Activity from: http://www2.ucdsb.on.ca/tiss/stretton/CHEM1/audust.html
- Original author unknown
Columbus City Schools
Curriculum Leadership and Development
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21

The Kid mounted his trusty steed, old [B] Boron. His shooting [Fe]
Iron strapped to his side, he headed out for the bright [Ne] Neon lights of
Toronto, aiming to rob the mid-day stage. There was sure to be a load of precious [U] Uranium aboard, and probably [K] Potassium, too. Inhaling a deep breath of [O] Oxygen he coughed on the [S] Sulfur from the nearby mills. Since the [Hg] Mercury was climbing, he quenched his thirst with some H
2
O, tasting the [Cl] Chlorine all big cities like
Brockville had. As he headed north his bones ached from [Ca] Calcium deposits built up over the years of riding the [Zn] Zinc trail.
Overhead a [He] Helium- filled balloon floated in the breeze; the sun beat down like burning [P] Phosphorus. Soon he spotted the stage, guarded only by a sheriff with a [Sn] Tin badge. "Halt," he yelled. "or I'll fill you full of [Pb] Lead." The sheriff drew his gun, but alas, was too slow. The Kid's gun, blazing like flaming [Mg] Magnesium did the [Cu]
Copper in. Anyone who drew on the Kid should know his life wasn't worth a plugged [Ni] Nickel.
A [Pt] Platinum blonde riding beside the [Al] Aluminum - framed coach rode for her life when the Kid pulled out some [N] Nitrogen compounds, preparing to blow the safe to atoms. Suddenly, a shout rang out, "Hi Ho [Ag] Silver and a masked man on a white horse raced across the [Si] Silicon sands like [Na] Sodium skittering on H
2
O. A [H]
Hydrogen bomb would not have stopped the lawman; the Kid had met his doom. The rest of his life was to be spent behind [Co] Cobalt steel bars, a warning to all who flirt with danger. Your first detention may be the initial step in a [C] Carbon copy life of the saga of the
[Au] Gold dust Kid.
Activity from: http://www2.ucdsb.on.ca/tiss/stretton/CHEM1/audust.html
- Original author unknown
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
22

6.
7.
3.
4.
5.
1.
2.
Name______________________________________Date_________________Period_____
Elements at Home
Directions: List 10 items around your home or neighborhood that contain pure elements. Bring in or take a picture of at least one item from your list to share with the class.
Element Item
Example: Argon Example: Incandescent Light bulbs
8.
9.
10.
Columbus City Schools
Curriculum Leadership and Development
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23

Name______________________________________Date_________________Period_____
Elements at Home: Teacher Key
Directions: List 10 items around your home or neighborhood that contain pure elements. Bring in or take a picture of at least one item from your list to
Answers will vary.
Here are a few examples:
Element Item
Example: Argon Example: Incandescent Light bulbs
1. Silver Spoon; Jewelry
2. Aluminum
3. Lithium
4. Iron
5. Copper/Zinc
Aluminum Foil, pop cans, pans
Batteries
Cast Iron Pan, nails
Pennies
6. Gold Jewelry
7. Silicon
8. Fluorine
9. Copper
10. Platinum
Heat-resistant cookware, microchips
Ingredient in toothpaste
Wires/pipes
Jewelry; spark plugs
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Curriculum Leadership and Development
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Name________________________________________________Date___________________Period_____
FACT SHEET: Use your Periodic Table….
Symbol
(Element Name)
Atomic Number Atomic Mass
___________ ___________ _________
Classification  Nonmetal  Metal
Atomic Diagram:
 Noble Gas
Recommended Websites: www.chemicool.com
www.chem4kids.com
www.chemicalelements.com
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Origin of Name: (Where did the name came from?)
________________________________________________________________________________
________________________________________________________________________________
Discovered by: _________________________________________________ in ______________
(person’s name or group)
(year)
Harmful Effects or Dangers:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Characteristics:
Color _______________________________ Odor (smell)? _________________________
Melting Point Boiling Point State of Matter
(solid, liquid, gas)
__________°C
Other characteristics:
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_________°C _________
26

Uses: ( What can we use it for?):
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Compounds : (What other elements does it bond with?….Name at least 3 compounds, unless it doesn’t usually bond with anything else.)
_________________
Abundance:
_________________ ________________
Source: (Where can we find it?)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Cost $ ___________________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
27

4.
3.
2.
1.
5.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Resource Page
28

Advertisement: Create an advertisement that will highlight the major facts about your element.
ROUGH DRAFT
Columbus City Schools
Curriculum Leadership and Development
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29

Advertisement: Create an advertisement that will highlight the major facts about your element.
Hydrogen can exist as a liquid under high pressure and an extremely low temperature of 20.28 kelvin (−252.87°C, −423.17 °F).
The chemical symbol of hydrogen is H. It is an element with atomic number 1, this means that 1 proton is found in the nucleus of hydrogen.
Hydrogen gas has the molecular formula H
2
. At room temperature and under standard pressure conditions, hydrogen is a gas that is tasteless, odorless and colorless.
In 1766, Henry Cavendish first formally recognized hydrogen.
Uses:
Rocket Fuel
Engineers and car manufacturers are researching the possibility of using hydrogen gas as an efficient and viable car fuel.
Welding
Cryogenics
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Curriculum Leadership and Development
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Name: _____________________________
Teacher:
Assignments
1. Fact Sheet
Research
Excellent
41-60 Points
Research is correct, thorough, detailed, and complete.
_________
Satisfactory
21-40 Points
Research is partially correct, not very detailed, or partially incomplete.
_________
Below Avg.
0-20 Points
Research is incomplete or incorrect. Missing important details.
_________
2. Advertisement 21-30 Points
Poster containing major Advertisement is clear, facts based on research information. and contains important and correct information.
_________
3. Resource Page/
Bibliography
List of resources used for research.
8-10
Use of multiple resources/types and resources are reliable.
_________
10-20 Points
Advertisement only contains some important information or incorrect information
_________
4-7
Use of only one or two resource types; resources are not all reliable
_________
0-10 Points
Advertisement is not clear and is incomplete.
_________
0-3
Resource page is incomplete.
_________
Total Score:__________
100 points
Teacher Comments:
Columbus City Schools
Curriculum Leadership and Development
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31

ELEMENT CHALLENGE Names: ___________________
___________________
Directions:
Pick a card and read the hint. Use the posters, your periodic table, or the textbook as a resource. Write down the card number, and the answer to the question in a box below and have your teacher check it. If the answer is correct, your teacher will stamp your paper, put the card back and pick another card. If you do not get the correct answer, keep trying until you get it right.
Card Element: Card Element:
# _____ # _____
Card
# _____
Card
# _____
Card
# _____
Element:
Element:
Element:
Card Element:
# _____
Columbus City Schools
Element:
Curriculum Leadership and Development
Science Department June 2013
Card
# _____
Card
# _____
Card
# _____
Card
# _____
Element:
Element:
Element:
Element:
Element:
32

Card
# _____
Card
# _____
Card
# _____
Card
# _____
Card
# _____
Element:
Element:
Element:
Element:
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Card
# _____
Card
# _____
Element:
Card
# _____
Element:
Card
# _____
Element:
Card
# _____
Element:
33

Card #1
Element Hint:
This element has an atomic number of 1.
Question:
What is one use for this element?
Card #17
Element Hint:
Question:
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Card #8
Element Hint:
Question:
Card #12
Element Hint:
Question:
34

Card #2
Element Hint:
Question:
Card #18
Element Hint:
Question:
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Card #9
Element Hint:
Question:
Card #13
Element Hint:
Question:
35

Card #3
Element Hint:
Question:
Card #19
Element Hint:
Question:
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Card #10
Element Hint:
Question:
Card #14
Element Hint:
Question:
36

Card #4
Element Hint:
Question:
Card #16
Element Hint:
Question:
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Card #6
Element Hint:
Question:
Card #20
Element Hint:
Question:
37

Card #5
Element Hint:
Question:
Card #11
Element Hint:
Question:
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Card #7
Element Hint:
Question:
Card #15
Element Hint:
Question:
38

8.
9.
10.
11.
12.
13.
14.
15.
Element Challenge Teacher Answer Key
1.
Hydrogen – Rocket Fuel, Fuels for cars, Welding, or Cryogenics (Based on example poster)
2.
3.
4.
5.
6.
7.
16.
17.
18.
19.
20.
.
.c
Answers will vary based on the question cards.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
39