UC Irvine FOCUS! 5 E Lesson Plan

Transcription

1 UC Irvine FOCUS! 5 E Lesson Plan Title: Holiday Periodic Table Grade Level and Course: 8 th Grade Physical Science Materials: Computer research access Craft supplies (poster paper, art supplies) Instructional Resources Used: (concept maps, websites, think-pair-share, video clips, random selection of students etc.) Think-pair-share: students will brainstorm about the relationship of some common items to the periodic table Students will research the chemical composition of the items. An interactive periodic table, such as Chemicool.com is an ideal resource. Students will identify the chemical elements (from compounds) and their physical and chemical properties Students will present their research/artwork to the class California State Standards: (written out) 8.3 a. Students know the structure of the atom and know it is composed of protons, neutrons, and electrons. 8.3b. Students know that compounds are formed by combining two or more different elements and that compounds have properties that are different from their constituent elements. 8.3f. Students know how to use the periodic table to identify elements in simple compounds. 8.6a. Students know that carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms. Common Core State Standards: (written out) Lesson Objectives: This lesson is designed as a review and reinforcement activity for students who are proficient with the grade 8 standards listed above. It is intended to be an extension activity during the time preceding winter break when students energy levels are higher and academic interest is eclipsed by the coming vacation! Students will use the periodic table to identify elements in compounds that are found in common holiday items Students will use the periodic table to identify familiar compounds Students will gain experience with the role of carbon in a broad range of chemical compounds. Differentiation Strategies to meet the needs of diverse learners:

2 ENGAGE EXPLORE English Learners: EL students should be grouped with bi-lingual students for think-pair-share discussions. The oral report component should be modified with sentence frames, starters and practice with partners. Presentations could be done in a rotation of small groups if presenting to the whole class is impractical. Special Education: A modified student worksheet could include fewer selected holiday items, instead of the list of 16 provided below. Student presentations are based on the discretion of the teacher. Strategies listed above, such as think-pair-share and rotating small-group presentation, can also be used to meet needs of Special Ed students. GATE: Students can be expected to be more thorough in their research and presentations. See suggestions in the extend section below. Describe how the teacher will capture the students interest. a. The teacher will hold up several items associated with the winter holiday season, such as a glass ornament or chocolate snowman. What are some of the chemical elements that make up these items? b. This activity seeks to take advantage of the natural anticipation of the holiday season. Students are inclined to mentally check-out as vacation approaches; this activity can help keep them focused on science! What kind of questions should the students ask themselves after the engagement? a. What are the more abundant elements in common materials? b. How many of our predictions about elements were correct? c. What is the role of carbon in common elements? List the big idea conceptual questions that the teacher will ask to focus the student exploration. a. How is chemistry and the periodic table relevant to our daily life? (All matter, all material, is made of just a few elements. About 20 elements make up the vast majority of common substances and familiar objects, both living and non-living). b. How are compounds and elements different? ( Elements refer to the basic substances on the periodic table, 92 of which occur naturally. Other elements have been artificially synthesized. Compounds are combinations of elements.) c. How is carbon important in common materials? (Carbon is able to form long-chain polymer molecules, such as proteins, that are essential for living systems. Organic chemistry is branch of chemistry devoted to carbon and the many compounds it forms.) EXPLAIN What is the big idea concept that students should have internalized from doing the exploration? a. The theme in this activity is that chemistry and the periodic table is relevant to common materials and the student s everyday experience. b. Chemistry is not just explosions in the lab, but part of all we do: the food we eat, the clothes we wear, the games we play, the stuff we have.

3 EXTEND List the higher order questions that the teacher will ask to solicit student explanations for their laboratory outcomes, and justify their explanations. a. Describe the basic concepts of the periodic table, such as atomic number and mass, the significance of rows and columns, the categories of metals, non-metals, and semi-metals, and chemical bonding. b. What are meant by chemical properties? What are properties of some elements and what are the similarities and differences between properties of those elements? c. What about carbon makes it so prevalent in chemical compounds. Explain how students will develop a more sophisticated understanding of the concept. a. Students could continue this list with several more items of their choosing. b. Embedded extensions below include making a creative poster about one of the items on the list and then sharing the poster with the class. How is this knowledge applied in our daily lives? a. Reinforces the practical side of the periodic table. b. Reinforces the role of research in science investigations Background Knowledge for the Teacher: Teacher should be familiar with the basic chemical and elemental components of the items listed on the chart below. Helpful interactive periodic tables can be found at the following web sites. a. b. c. d. It should be emphasized that chemical properties of compounds can be very different from the properties of their constituent elements. For example, the properties of water are very different from hydrogen and oxygen. The properties of table salt are very different from the elements sodium (a metal that spontaneously ignites in water) and chlorine (a highly toxic gas)! Carbon gains tremendous importance in living systems because of its ability to form long-chain polymer molecules, such as proteins necessary for life. The amazing and complex world of organic chemistry is devoted to the study of carbon and its extensive ability to form compounds. *Attach student pages to this lesson plan.

4 Name Date Chemistry and the Holiday Season! Chemistry is everywhere! The air we breathe, the food we eat, the clothes we wear, and the stuff we have! And the Holiday Season is filled with chemistry! The Periodic Table describes about 100 basic elements that combine to form the millions of compounds that exist in nature! Amazing! All materials are made of elements and compounds. Compounds can be broken down into elements, and elements can be further broken down into only protons, neutrons, and electrons. It s all about Chemistry! 1. Discuss with your partners what chemical ingredients may make up each item. Use your knowledge of science, and do the best you can to identify elements and compounds that make up the items 2. Research each item. What are the chemical compounds and elements that made up each item? Were many of your predictions correct? Holiday Item Snow Our Predictions! What we think it s probably made of Our Research! What we found it s really made of! Pine Needles Candy Cane Electric Light Bulb Stars

5 Holiday Item Brass Bell Our Predictions! What we think it s probably made of Our Research! What we found it s really made of! Glass Ornament Candle Chimney Bricks Santa s Polyester Suit Cookie Frosting Coffee Chocolate Steel Sleigh Rails Coal

6 3. You discovered most of these holiday items are made of combinations of compounds and elements. Choose five of the items above, and narrow down the compounds to just the chemical elements on the Periodic table. Holiday Item Elements from the Periodic Table 4. Choose one of the holiday items from your list and complete the following! You can enjoy the holiday season and learn about science too! Be creative and have fun! a. Illustrate a colorful poster of your holiday item. b. List some properties of the items in your poster (the compounds)? c. Add the elements to your poster that make up this item. d. List the physical and chemical properties of these elements e. Present your poster and your findings to the class!

7 5. Analysis! Answer these questions on a separate piece of paper! Happy Holidays! a. What elements were most common among the items you researched? b. What elements were referred to most often in the other presentations? c. What items on the list came from once-living material (eg: sugar in candy cane) d. How did elements from once-living material differ from not-living material? e. Were there similar elements that were in all the once-living materials? f. Explain how carbon is a unique element for the existence of life.