7th Grade Science Unit: Magnificent Mendeleev: An Elemental Tale Unit Snapshot

Topic: Conservation of Mass and Energy

Duration:

Grade Level: 7

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

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.

Day 12 and on-going

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.

Day 13

Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities.

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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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:

VOCABULARY:

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

Primary Compounds Elements Metals Non-Metals Noble Gases Mixtures Periodic Table of Elements Properties

SAFETY

ADVANCED PREPARATION

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?)

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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. 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. 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?

What are the students 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.

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.

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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.

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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 arrangement of atoms and students record actual results. 5. Students develop methods for separating the mixtures, in order to support the statement that the substances in mixtures retain their separate atomic compositions. 6. Optional: Students physically separate the mixtures based on the methods that they proposed.

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.

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?)

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

What is the teacher doing?

What are the students 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.

PERIODIC TABLE (Day 3) 1. Students observe the various versions of the Periodic Table and look for and discuss patterns that they see. -original -melting point -boiling point

Ask students to observe the various Periodic Tables for a few minutes first independently, then share with a partner to discover any patterns that they might 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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aluminium, then decrease to argon (again with a “bump” at sulphur). While students are looking at the periodic table, play the Element Song. http://www.youtube.com/watc h?v=GFIvXVMbII0

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

Play the www.unitedstreaming.com video: The Periodic Table: How the Elements are Organized. [2:59]

2. Students watch 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.

3. Optional: Engage in a close reading of the History of the Periodic Table or other related nonfiction reading material.

Distribute the WS: An Elemental Tale: The Golddust Kid to help students become more familiar with the elements of the Periodic Table.

4. Complete An Elemental Tale: The Golddust Kid using 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).

5. Optional HW: Students go home and find 10 things in their house that are made up of specific elements.

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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.

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?)

What is the teacher doing?

What are the students doing?

CPO LAB INVESTIGATION 14A (Days 4-5) Facilitate a close reading of pp. 345-346 in the CPO textbook.

CPO LAB INVESTIGATION 14A (Days 4-5) 1. Using the CPO textbook pp. 345346, students either read the sections aloud or silently. 2. Students watch the www.unitedstreaming.com video clip: Metals and Non-Metals [3:05]

Play the www.unitedstreaming.com video clip: Metals and NonMetals [3:05] Assist students as they shade the metals, nonmetals, and noble gases on their periodic table using the following colors: -metals=yellow; nonmetals=green; noble gases (column 18)=orange

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 colors: -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.

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 4. Optional: CPO Investigation 14B Periodic Table Group 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.

ELABORATE (5 days) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?)

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

What is the teacher doing?

What are the students 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.

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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Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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.

2. Students conduct research on their assigned element using the adopt-anelement research guided worksheet.

Distribute the Adopt-AnElement 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 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.

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.

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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?

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)

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

Consider developing a teacher-created formative assessment. 1. Element, Compound, Mixture 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 student’s understanding of Periodic table organization as it relates to elemental properties. 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

Summative What evidence of learning will demonstrate to you that a student has met the learning objectives?

1. Adopt-An-Element Poster – This can assess the students understanding of properties and the periodic table as it relates to a specific element. 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. 3. Teacher-created short cycle assessment will assess all clear learning targets (Day 12). 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

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.

DIFFERENTIATION

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

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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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.

ADDITIONAL RESOURCES

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.

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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Name__________________________________________________________________ Date__________________________Period_________

Molecular Picture Cards ___________________________

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

_____________________________

__________________________

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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)

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

Compound: A substance whose smallest particles include more than one element chemically bonded together. e.g. Water - H2O…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(H2O)…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 Example: _______________________________ 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. __________________________________________________________________________________________ __________________________________________________________________________________________ Columbus City Schools 14 Curriculum Leadership and Development Science Department June 2013

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? ______________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Columbus City Schools 15 Curriculum Leadership and Development Science Department June 2013

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 Example: _______________________________ Element

Compound

Mixture

Example: Iron Nail

Substance: _______________________________ Element

Compound

Mixture

Example: Carbonated Water

Substance: _______________________________ Element

Compound

Mixture

Example: Iron Filings and Salt

Substance: _______________________________ Element

Compound

Mixture

Example: Copper Wire

Substance: _______________________________ Element

Compound

Mixture

Example: Vinegar

Substance: _______________________________ Element Substance: Element

Compound

Mixture

Example: Italian Salad Dressing (oil and water) _______________________________

Compound

Mixture

Example: Sand and Rocks

Substance: _______________________________ Element

Compound

Mixture

Example: Plastic

Substance: _______________________________ Element

Compound

Mixture

Example: Sulfur Rock

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. __________________________________________________________________________________________ __________________________________________________________________________________________ Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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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 MIXTURE: ______________________________________________________ How can this mixture be separated? ______________________________________________________ Example: Carbonated Water is made up of CO2(carbon dioxide) and H2O(water). These __________________________________________________________________________________________ can be separated by placing a balloon over the mouth of the bottle and shaking slightly, __________________________________________________________________________________________ to release the CO2 into the balloon. __________________________________________________________________________________________ Example: Sand and Rocks MIXTURE: ______________________________________________________ How can this mixture be separated? ______________________________________________________ Example: Sand and rocks can be separated through a filtration device. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Example: Salt and Iron Filings MIXTURE: ______________________________________________________ How can this mixture be separated? ______________________________________________________ Example: Iron filings can be separated from salt by using a magnet. (Suggestion: Have __________________________________________________________________________________________ students put the magnet in a plastic baggy, otherwise the iron filings will stick directly to __________________________________________________________________________________________ the magnet and it is difficult to remove.) __________________________________________________________________________________________ Example: Italian Salad Dressing (oil and water) MIXTURE: ______________________________________________________ How can this mixture be separated? ______________________________________________________ Example: Oil can be separated from water using a pipette or eye dropper. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Columbus City Schools 17 Curriculum Leadership and Development Science Department June 2013

Periodic Table of the Elements

hydrogen

1

H 1.00794 lithium

beryllium

3

4

Li

Be

6.941

9.012182

sodium

11

C

Br

He

solid

liquid

gas

Tc synthetic

helium

2

He key

element name

boron

carbon

nitrogen

oxygen

fluorine

4.002602 neon

atomic number

5

6

7

8

9

10

symbol

B

C

N

O

F

Ne

atomic weight

10.811

12.0107

14.00674

15.9994

18.9984

20.1797

magnesium

aluminium

silicon

phosphorus

sulphur

chlorine

argon

12

13

14

15

16

17

18

Na

Mg

Al

Si

P

S

Cl

Ar

22.98977 potassium

24.3050 calcium

scandium

titanium

vanadium

chromium

manganese

iron

cobalt

nickel

copper

26.981538 gallium

28.0855 germanium

30.97376 arsenic

32.065 selenium

35.453 bromine

39.984 krypton

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

K

Ca

Sc

Ti

V

Cr

Mn

Fe

Co

Ni

Cu

Zn

Ga

Ge

As

Se

Br

Kr

39.0983 rubidium

40.078 strontium

44.95591 yttrium

47.867 zirconium

50.9415 niobium

55.845 ruthenium

58.9332 rhodium

58.6934 palladium

63.546 silver

65.409 cadmium

69.723 indium

72.64 tin

74.9216 antimony

78.96 tellurium

79.904 iodine

83.798 xenon

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

51.9961 54.93805 molybdenum technetium

zinc

Rb

Sr

Y

Zr

Nb

Mo

Tc

Ru

Rh

Pd

Ag

Cd

In

Sn

Sb

Te

I

Xe

85.4678 caesium

87.62 barium

88.90585 lutetium

91.225 hafnium

92.90638 tantalum

95.94 tungsten

[98] rhenium

101.07 osmium

102.9055 iridium

106.42 platinum

107.8682 gold

112.411 mercury

114.818 thallium

118.710 lead

121.760 bismuth

127.60 polonium

126.9045 astatine

131.293 radon

55

56

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

Lu

Hf

Ir

Pt

Au

Hg

Tl

Pb

Bi

Po

At

Rn

200.59 ununbium

204.3833

207.2 ununquadium

208.980

[209]

[210]

[222]

Cs 132.90545 francium

Ba 137.327 radium

Ta

W

Re

Os

180.9479 dubnium

183.84 seaborgium

186.207 bohrium

190.23 hassium

104

105

106

107

108

109

110

111

112

114

174.967 178.49 lawrencium rutherfordium

103

192.217 195.078 196.96655 meitnerium darmstadtium roentgenium

87

88

Fr

Ra

Lr

Rf

Db

Sg

Bh

Hs

Mt

Ds

Rg

Uub

Uuq

[223]

[226]

[262]

[261]

[262]

[266]

[264]

[269]

[268]

[271]

[272]

[285]

[289]

lanthanum

cerium

57

58

praseodymium neodymium promethium

59

samarium

europium

gadolinium

terbium

dysprosium

holmium

erbium

thulium

ytterbium

60

61

62

63

64

65

66

67

68

69

70

Dy

Ho

La

Ce

Pr

Nd

Pm

Sm

Eu

Gd

Tb

138.9055 actinium

140.116 thorium

140.90765 protactinium

144.24 uranium

[145] neptunium

150.36 plutonium

151.964 americium

157.25 curium

158.9253 berkelium

89

90

91

92

93

94

95

96

97

162.50 164.930 californium einsteinium

Er

Tm

Yb

167.259 fermium

168.934

173.04 nobelium

98

99

100

Ac

Th

Pa

U

Np

Pu

Am

Cm

Bk

Cf

Es

Fm

[227]

232.038

231.0359

238.0289

[237]

[244]

[243]

[247]

[247]

[251]

[252]

[257]

mendel evium 101

102

No [259]

Md [258]

www.science-teachers.com/physical/periodic_table_color.doc

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Name: ____________________Date: _________Period______ An Elemental Tale: The Gold Dust Kid 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 H2O, 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 H2O. 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 Science Department June 2013

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Name: ____Answer Key _____Date: ______Period______ An Elemental Tale: The Gold Dust Kid 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 H2O, 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 H2O. 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

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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 Example: Argon

Item Example: Incandescent Light bulbs

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

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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. share with the class.

Here are a few examples: Element

Item

Example: Argon

Example: Incandescent Light bulbs

1. Silver

Spoon; Jewelry

2. Aluminum

Aluminum Foil, pop cans, pans

3. Lithium

Batteries

4. Iron

Cast Iron Pan, nails

5. Copper/Zinc

Pennies

6. Gold

Jewelry

7. Silicon

Heat-resistant cookware, microchips

8. Fluorine

Ingredient in toothpaste

9. Copper

Wires/pipes

10. Platinum

Jewelry; spark plugs

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Name________________________________________________Date___________________Period_____

ADOPT-AN-ELEMENT: ____________________________ (Element Name) FACT SHEET: Use your Periodic Table…. Symbol ___________

Atomic Number

Atomic Mass

___________

_________

Classification Nonmetal

Metal

Noble Gas

Atomic Diagram:

Recommended Websites: www.chemicool.com www.chem4kids.com www.chemicalelements.com Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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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

_________°C

_________

Other characteristics:

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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 $___________________

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Resource Page 1.

2.

3.

4.

5.

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Advertisement: Create an advertisement that will highlight the major facts about your element. ROUGH DRAFT

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Advertisement: Create an advertisement that will highlight the major facts about your element.

Teacher Example

Hydrogen 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 was once used in zeppelins and blimps, but it proved too dangerous. Since Hydrogen gas is highly flammable, it can be suitable for use as a fuel.

Hydrogen gas has the molecular formula H2. 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 Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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Name: _____________________________

Teacher:

Adopt-An-Element

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. _________

2. Advertisement 21-30 Points 10-20 Points Poster containing major Advertisement is clear, Advertisement only facts based on research and contains important contains some important information. and correct information. information or incorrect information

3. Resource Page/ Bibliography List of resources used for research.

_________ 8-10 Use of multiple resources/types and resources are reliable. _________

Below Avg. 0-20 Points Research is incomplete or incorrect. Missing important details. _________ 0-10 Points Advertisement is not clear and is incomplete.

_________ 4-7 Use of only one or two resource types; resources are not all reliable

_________ 0-3 Resource page is incomplete.

_________

_________

Total Score:__________ 100 points

Teacher Comments:

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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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:

Element:

Element:

Card

Element:

# _____

Element:

# _____

Card

Card

# _____

# _____

Card

Element:

# _____

# _____

Card

Card

Card

Element:

# _____

Element:

# _____

Columbus City Schools Element: Curriculum Leadership and Development Science Department June 2013

Card

Element:

# _____

Element:

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Card

Card

# _____

# _____

Card

Element:

# _____

Card

Element:

Card

Element:

# _____

Element:

# _____

Card

Element:

# _____

Card

# _____

Element:

# _____

# _____

Card

Card

Card

Element:

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

# _____

Element:

33

Card #1

Card #8

Element Hint: This element has an atomic number of 1.

Element Hint:

Question: Question: What is one use for this element?

Card #17

Card #12

Element Hint:

Element Hint:

Question:

Question:

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Card #2

Card #9

Element Hint:

Element Hint:

Question:

Question:

Card #18

Card #13

Element Hint:

Element Hint:

Question:

Question:

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Card #3

Card #10

Element Hint:

Element Hint:

Question:

Question:

Card #19

Card #14

Element Hint:

Element Hint:

Question:

Question:

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Card #4

Card #6

Element Hint:

Element Hint:

Question:

Question:

Card #16

Card #20

Element Hint:

Element Hint:

Question:

Question:

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Card #5

Card #7

Element Hint:

Element Hint:

Question:

Question:

Card #11

Card #15

Element Hint:

Element Hint:

Question:

Question:

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

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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. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

.

20.

.c

Answers will vary based on the question cards.

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