Total Duration: |
91 to 120 Minutes |
Materials and Resources: |
Cardboard Box (size of a regular cereal box), Construction Paper (and other colorful paper), Scissors, Markers/Colored Pencils, Decorative items (aluminum foil, pipe cleaners, colored pom-poms, beads, etc), Item(s) that depict or represent your element in some way Rulers Stencils |
Technology Resources Needed: |
Access to a computer for research purposes It's Elemental (JLab Periodic Table Resource) Genesis: Search for Origins- Modeling the Periodic Table: Interactive Simulation |
Background/Preparation: |
Students must have a basic introductory knowledge of Mendeleev's Periodic Table, the definition of "periodicity", be able to differentiate between families (groups) and periods (rows) on the Periodic Table. |
Teacher Resources Please see the attachment section for additional resources. *Genesis: Search For Origins Interactive Simulation Teachers Guide (see link in technology resources section) *Making Sense of the Elements (PDF document and see attachment section) Also see Cosmic Chemistry: Understanding Elements 1. Students will compare the Modern Periodic Table to Mendeleev's Periodic Table and answer questions using the "Modern Periodic Table" Questions and Strategies sheet. (see attachment) 2. Students will utilize internet resources as well as the JLabs resource, "It's Elemental" to research pertinent information and facts about the element they have chosen. *Students must locate the following information: a. Name of element a-1. Nickname(s) of element if applicable a-2. How was the element named? b. Who discovered the element, where AND when? c. Uses of the element c-1. In every day life c-2. In science c-3. In space (if applicable) d. The element's symbol, atomic number, and atomic mass d-1. List the number of protons, neutrons, and electrons the element has e. Group and period number e-1. Identifying family (alkali, transition, noble gas, etc) f. Why this element is placed where it is on the periodic table? f-1. How is this element isolated (where is it most commonly found and in what form in nature)? f-2. If it is not found in nature, how is it synthesized? f-3. Note if anything has changed about the placement of this element on the periodic table g. 2 Interesting facts about the element
Students will compile this information and then creatively and attractively display all of it onto the cereal box in the following order: Letters A, B, and D (front of box); Letters C and E (left side of box); Letter G (right side of box); Letter F (back of box). The back of the cereal box should contain a detailed color description of the element that includes the texture, color, state of matter at room temp, melting and boiling points. The front of the cereal box must include the item(s) that depict or represent the element. |
Assessment Strategies |
Credit: http://rubistar.4teachers.org |
Acceleration: |
Students may choose to extend on this lesson by "creating" their own unique element using what they know about periodic trends and element placement on the periodic table. The students would have to name the element, discuss its properties, and explain where and why the element would likely be placed in a certain area on the periodic table. The student may also design a 3-dimensional model of this element in the same fashion as mentioned above. |
Intervention: |
Students may utilize peer helpers to help them locate information on their chosen element. Student may utilize Resource and Inclusion Teachers as needed Students may receive an extra class period to complete the assignment if necessary. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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