Unit: Chemistry
Grade: 7th
Stage 1: Desired Results
Enduring Understandings
Students will understand that…
1. The placement of elements on the periodic table is determined by their physical and chemical properties.
2. Substances possess properties that denote everyday chemical phenomena.
3. Compounds are made when elements chemically combine.
Essential Questions
1. How could everyday chemical
phenomena be used to solve mysteries
in everyday life?
2. Why are there obvious and non-obvious
properties of elements?
3. What causes elements to display
everyday chemical phenomena?
4. Why the periodic table is considered a
living document?
5. Why do we use properties to arrange
elements on the periodic table?
Knowledge
(SAISD scope & sequence, TEKS etc.)
TEKS 7.7 The student knows that substances have physical and chemical properties. The
student is expected to:
A. identify and demonstrate everyday examples of chemical phenomena such as rusting and
tarnishing of metals and burning of wood
B. describe physical properties of elements and identify how they are used to position an
element on the periodic table
C. recognize that compounds are composed of elements
Vocabulary
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element
metals
nonmetals
metalloids
physical property
chemical property
pure substance
compound
chemical phenomena
chemical reaction
mixture
periodic table
period
group
Skills
1.
2.
3.
4.
5.
6.
7.
8.
9.
Safety
form hypothesis
conduct investigations
collect data
construct charts
Make inferences and predictions
draw conclusions
use measuring tools
recognize patterns and extrapolate data
Stage 2: Assessment Evidence
Performance Task:
(be sure to create an assessment rubric for the performance task as well)
1. You are a design team for Science Toys-R-Us and, you are competing to create an educational periodic table set to be used for elementary students. This set
will be used by 5th grade students as a hands-on learning tool to introduce a basic understanding of the properties of the periodic table.
In order for your team to be awarded the contract your design must include:
 A toy that is safe and age appropriate.
 A detailed visual representation of the arrangement of elements according to their properties.
 A presentation that can be a poster, brochure, power-point, and/or include a sample model.
 A detailed written explanation of how your toys designed represent your knowledge of the periodic table
2.
You are a hazmat inspector called to investigate a warehouse where the neighbors complained about suspicious canisters. The canisters were unmarked and
contained unknown substances. Your task is to identify the substances, determine if they posed a danger to the environment, and the proper disposal method.
Submit your final written report of your findings to the City Code Compliance office.
Your written report must include:
 The problem
 Materials and all procedures performed used
 Observation, data, and findings
 A Conclusion/summary of your findings
hazmat.dot.gov/pubs/erg/erg2004.pdf
Other evidence:
(quizzes, tests, academic prompts, self-assessments, etc.
note – these are usually included where appropriate in Stage 3 as well)
Stage 3: Learning Activities
(Steps taken to get students to answer Stage 1 questions and complete performance task)
Day one: Students should be able to answer the question: Why do we use properties to arrange elements on the periodic table?
 Shoe pile classification activity:
The student will be told to take off one shoe and put them in a pile. After putting the shoes in a pile the must classify the shoes in someway and then further
classify the shoes etc.. This is to introduce the students to classification. Question: Why would someone need to classify things? How can classification be
used? What are some everyday examples of classification?
 Paint chip lab
To understand the rhythms and order of the periodic table and why the elements are placed where they are in the table. Paint chips should be arranged
according to color light to dark, top to bottom. Using the color spectrum Roy G. Vib.
Day Two: Introduce performance task:
You are a design team for Science Toys-R-Us and, you are competing to create an educational periodic table set to be used for elementary students. This set will
be used by 5th grade students as a hands-on learning tool to introduce a basic understanding of the properties of the periodic table.
In order for your team to be awarded the contract your design must include:
 A toy that is safe and age appropriate.
 A detailed visual representation of the arrangement of elements according to their properties.
 A presentation that can be a poster, brochure, power-point, and/or include a sample model.
 A detailed written explanation of how your toys designed represent your knowledge of the periodic table
 Reading process and Cornell notes: Chapter 3 pages 64-73
 “Brain Check” Mendeleev is credited for what?
What do elements in the same group/family represent?
Periods are the elements in the same?
Homework: Six questions generated from their Cornell notes.
Day Three: students should be able to answer the question: Why do we use properties to arrange elements on the periodic table?
 Missing alien lab (alternative assessment)
Students will arrange alien cards according to patterns found on the cards. After arranging the cards they must justify the arrangement.
 Describe how the periodic table can be used to predict the properties of the missing element?
Identify the difference between periods and groups?
Day Four/five: Students should be able to answer the question: List three properties that can be used to describe a metal and a non-Metal?
 Metal Vs. Non-Metal lab: The students will describe properties of metal, and non-metals. Students will also take notes during pre-lab of what the words
mean
Students will examine 9 elements to determine listed properties. After the student have tested their elements they will categorize the elements as more like
carbon, or more like iron.
This lab is to introduce the students to the arrangement of the periodic table (Metal, Metalloid, and Non-metal)
Homework: student will be given more element cards to use to classifiy additional elements as “more like carbon” or “more like iron”
Day six/seven:
You are a design team for Science Toys-R-Us and, you are competing to create an educational periodic table set to be used for elementary students. This set will
be used by 5th grade students as a hands-on learning tool to introduce a basic understanding of the properties of the periodic table.
In order for your team to be awarded the contract your design must include:
 A toy that is safe and age appropriate.
 A detailed visual representation of the arrangement of elements according to their properties.
 A presentation that can be a poster, brochure, power-point, and/or include a sample model.
 A detailed written explanation of how your toys designed represent your knowledge of the periodic table
Day eight: Students should be able to answer the question: Describe methods to separate an element, a compound and a mixture?
 Mystery mixture activity as the hook (P.37 for details)
This activity will be used to introduce mixtures.
 Students will be doing the reading process and taking Cornell notes to become familiar with elements, compounds and mixtures.
 I’m a element, we’re a compound activity.
1.
2.
Mystery mixture (Properties of mixtures) P.37
Compound confusion (to investigate the properties of compounds) P.43
METAL VS. NON-METAL
Iron
Carbon
Lead
Aluminu
m
Sulfur
Copper
Oxygen
Zinc
Tin
Fe
C
Pb
Al
S
Cu
O
Zn
Sn
Silver
Black
Is it shiny? Does
it reflect the
light?
Yes
No
How easily does
it
break/crumble?
No
Yes
Can it be
hammered into
a different
shape without
breaking?
Yes
No
MAGNETISM
Does it attract a
magnet?
Yes
No
ELECTRICAL
CONDUCTOR
Does the light
bulb come on?
Yes
No
PROPERTY
COLOR
LUSTER
BRITTLENESS
MALLEABILITY
DEFINITION
Based on
appearance,
what color is
the object?
MORE LIKE
IRON?
MORE LIKE
CARBON?
√
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Periodic Table Project
CATEGORY
Knowledge
Gained
(40 points)
Required
Elements
(30 points)
Periodic
Trends
(20 points)
Attractiveness
(10 points)
4
3
2
1
Your toy’s design
demonstrates a
deep
understanding of
the periodic table;
all types of
elements are
included.
The table includes
all required
elements displayed
in correct order
and format.
Your toy’s design
demonstrates a
strong
understanding of
the periodic table;
most types of
elements are
included.
The table includes
most required
elements displayed
in correct order
and format.
Your toy’s design
demonstrates
some
understanding of
the periodic table;
some types of
elements are
included.
The table includes
some required
elements displayed
in correct order
and format.
Your toy’s design
demonstrates little
understanding of
the periodic table;
one type of
element is
included.
The table shows
periodic trends in
both directions
(groups and
families) that show
originality and
thoughtfulness.
The table is
exceptionally
attractive in terms
of design, labeled
graphics, layout,
and neatness.
The table shows
periodic trends in
both directions, but
they lack originality
and
thoughtfulness.
The table shows a
trend in only one
direction (group or
period), but it
shows original
thought.
The table is
attractive in terms
of design, labeled
graphics, layout
and neatness.
The table is
acceptably
attractive though it
may be a bit
messy.
Several required
elements were
missing on the
table and/or not
displayed in the
correct order and
format
The table shows a
trend in only one
direction, and the
trend is not original
The table is
distractingly messy
or very poorly
designed. It is not
attractive.
Lab Report : Chemistry Lab Report
CATEGORY 4
Safety
3
My lab is carried out with
full attention to relevant
safety procedures. The
set-up, experiment, and
tear-down posed no
safety threat to any
individual.
Components My report includes all
of the report required elements
My report includes all
required elements.
My report has one
required element
missing.
My report has
several required
elements
missing.
My relationships
between previous labs
procedures/techniques
were applied to support
the identification of the
substance.
My relationship
between previous labs
procedures/techniques
inadequately supports
the identification of the
substance.
My relationship
between
previous labs
procedures/tech
niques does not
support the
identification of
the substance.
My report is typed with
some neatly
subheadings to visually handwritten parts or is
organize the material.
completely neatly
handwritten and uses
headings and
subheadings to visually
organize the material.
My report is neatly
written or typed, but
formatting does not
help visually organize
the material.
My report is
handwritten and
looks sloppy with
cross-outs,
multiple erasures
and/or tears and
creases.
My report includes
Clear, accurate
drawings, graphs,
charts, tables, etc… are
included and make the
experiment easier to
understand, and are
labeled neatly and
accurately.
My report includes
drawings, graphs,
charts, tables, etc… are
included and are
labeled.
My report
includes
drawings,
graphs, charts,
tables, etc…
missing OR are
missing
important
labels.
My relationship
between previous labs
procedures/techniques
were applied to strongly
support the
identification of the
substance.
Appearance/ My report is typed and
Organization uses headings and
Drawings,
graphs,
charts,
tables, etc…
1
I ignored Safety
procedures
and/or some
aspect of the
experiment
posed a threat
to the safety of
the student or
others.
(problem, materials, all
procedures,
observations, data,
finings, and conclusion)
and additional elements
that add to the report
(e.g., thoughtful
comments, graphics)
have been added.
Analysis
2
My report includes
drawings, graphs,
charts, tables, etc… are
included and are
labeled neatly and
accurately.