An Elemental

Lesson Plan

1) Purpose: Provide students with an understanding of elements, atoms, molecules, and of the energy potential contained in atoms.

2) Goal(s):

Students will be able to explain why vinegar and baking soda, when mixed, can pop open a film canister [energy is released from atoms when electrons rearrange themselves and create new molecules with new characteristics].
Students will identify the primary categories of elements [alkali metals, non-alkali metals, noble gases, etc].
Students will diagram the structure of basic atoms [protons, neutrons, electrons].
Students will be able to state the difference between an atom and a molecule.

3) Target Audience: Upper Elementary Science students

4) Materials and Resources:

Periodic table of elements poster
Empty soda can
Ice water in a bowl
Boiling water
Tongs
Empty film canisters (one for each student)
Box of facial tissues
Baking soda
Vinegar
A Sunny day
Internet Access

5) Anticipatory Set: Start the class with a "Molecules on the Move" demonstration. Have an empty soda can in boiling hot water. When the class begins say, "Watch this." Using the tongs, speedily lift the soda can out of the boiling water, turn the can upside down and immediately submerge the opening of the can in the ice water. The can should collapse instantaneously [very dramatic]. Ask students, "What happened to the can?" Students will generally respond that the cold air condensed. This is correct. Ask the students, "Within the air molecules, what changes to make the air "condense"?" [Reponses vary] Explain that the matter we see, or don't see, all consists of molecules. In the case of condensing air, the particles in the air molecules suddenly jump closer together and this condenses the space needed by the air to make it smaller. Think of a hot day when you want plenty of room to spread out versus a freezing day when you want to huddle together to keep warm. Our class could take up this whole classroom or we could take up one small corner, but we would still have the same number of students in the class. The point is.. Molecules Move and they can take up more room or less room.

6) Lesson: Step-by-step instructions for teaching this lesson.

a. Explain the structure of atoms. Draw examples on the board and show how electrons can move from one atom to another and change the element(s). Explain that movement of electrons releases energy stored in the atom. Explain that molecules are the combination of more than one atom which creates a unique type of matter with unique characteristics. Draw H2O on the board showing how the separate atoms come together to form a molecule. Explain that ALL matter on earth is the combining of atoms into molecules to form the variety of matter types we see every day. Show the class the Periodic Table of Elements. Explain this table shows each kind of atom we know about in the world. Ask them, "What do you notice about this table?" "How many different Groups do you see?" [18] List table groups. Discuss defining characteristics of some groups.

Series Name	Descriptors
Alkali metals	Table group 1; silvery colored, soft, low density metals
Alkaline Earth Metals	Table group 1; the oxides of the alkaline earth metals are not affected by fire; silvery, soft, low density
Lanthanide	14 rare earth elements; typically placed below the main body of the periodic table
Actinides	14 chemical elements Alternative meanings: classical element with atomic numbers 89 and 102 inclusive; typically placed below the main body of the periodic table
Transition metals	A transition metal is any of the thirty chemical elements 21 through 30, 39 through 48, and 71 through 80. This name comes from their position in the periodic table of elements.
Poor metals	Usually shiny, have a high density, usually have a high melting point, are usually hard, conduct electricity and heat well.
Metalloids	Have propertiesbetween those of metals and nonmetals; usually semi-conductors rather than conductors
Nonmetals	Highly electro-negative; gain electrons more easily than they give them up.
Chalcogens	Table group 16; common as ores and minerals
Halogens	Table group 17; require one more electron to fill their outer shell and have a tendency to form negatively charged ions
Noble gases	Table group 18; all have full outer electron shells, and so do not form chemical compounds easily.
Table Content from: http://encyclopedia.thefreedictionary.com/Periodic%20table%20series

b. Time permitting: Watch one of these films:

IDEALLY - Watch THIS video's "Atoms" segment - Bill Nye the science guy The Magic Lantern Video Collection
Atoms & Motions. Disney Educational Productions; [distributed by] Magic Lantern Communications, c1999. 1 videocassette (52 min.)
Atoms: What's the big deal about atoms? They're too small to see with our eyes, so what good are they? Bill Nye explains how atoms combine to form molecules in this fascinating episode. Grades 4-6 * Grades 7-9
How about atoms and molecules? [videorecording]. / by Quentin Durham. Huntsville, Tex.: Educational Video. 1990.
Bill Nye, The Science Guy's: PHASES OF MATTER - how atoms form solids, liquids or gases depending on energy.

c. Tell the class they are now going outside to release energy in molecules by rearranging the structure of molecules into new substances. Go outside and release energy by creating "Film Can Poppers".

Process:

Measure and pour 1 teaspoon of vinegar into film canister.
Carefully place an unfolded tissue over the top of the canister, taking care not to let it get any vinegar on it.
Measure and place 1/2 teaspoon of baking soda on top of the Kleenex directly over the canister opening.
Carefully snap the lid onto the film canister.
Pick up the canister by the sides (do not hold the lid on) and gently shake.
Chemical reaction inside should pop canister lid open with a nice "PoP!"

d. Explain the baking soda and vinegar shared their electrons and created CO2 (carbon dioxide) gas. "Baking soda is sodium bicarbonate. Vinegar contains acetic acid dissolved in water. Sodium barcarbonate reacts with most acids." The products of the baking soda and vinegar combined reaction are carbon dioxide gas, sodium acetate, and water." [From Science Fun at http://scifun.chem.wisc.edu/HOMEEXPTS/FIZZFOAM.html] The gas molecules required room to expand and popped the lid off the canister.

e. Explore Periodic Table of Elements as per "Guided Practice"

f. Assign homework as per "Independent Practice" and close.

7) Guided Practice: Have students explore the periodic tables on these websites. Tell students to look for an element that interests them because they will be writing a paper on a selected element.

WebElements - http://www.webelements.com/
Los Alamos National Laboratory's Chemistry Division's Periodic Table of Elements - http://pearl1.lanl.gov/periodic/default.htm
Corrosion Source - http://www.corrosionsource.com/handbook/periodic/

8) Independent Practice: Homework - They will each write a First Person description of their element in regular ink (to turn in) and one using invisible ink for the class. For example,

"I am the lightweight champion of the periodic table. My atomic weight is a fraction over one and I have one electron. I also make up 3/4ths of the mass of the universe, making me the most popular guy anywhere! I am an non-metal. My name is Hydrogen."

Tell students to be creative and HAVE FUN!!

Invisible Ink : Dissolve 1 teaspoon of baking soda in 2 teaspoons of water and use this ink to write an invisible message to the class on a piece of paper using a toothpick or cotton swab. The next day when students bring in their papers, have them hold their paper near a light bulb. When the writing becomes visible, have them post their message on a bulletin board. If they don't have the ingredients, they can use lemon juice to write their message.

When class begins, ask students why they think the ink appeared when holding it near a heat source. [Answer: The "ink" we used is mildly acidic and acid weakens paper. The acid remains in the paper after the juice has dried. When the paper is held near heat the acidic parts of the paper burn or turn brown before the rest of the paper does. From Kidzworld.com "How Invisible Ink Works".] Be SURE to have a copy written in regular ink to turn in. Download Student Homework Sheet.

9) Assessment of Learning:

Activity	Point Value
Student participation in "Popper" activity:	20 points
Student participation in research activity:	20 points
Student writing contains all facts:	20 points
Student writing is mechanically sound and first person:	20 points
Student writing is creative:	10 points
Student participate in class discussions:	10 points
Total:	100 points

Other Considerations:

10) Subject connections: Written Expression - creative writing; Grammar - usage and expression; Mathematics - measuring.

11) Accommodations: This activity is "Hands-On" and should require few modifications.

For research, pair students with reading difficulties with excellent readers and have them work in read-aloud pairs.
Pair students with physical challenges with classmates to assist in research and popper activities.
Let students choose alternate creative ways to present their selected element and turn in a "Fact Sheet".

12) Modifications:

Let students "play" with different substances to feel texture differences [Suggestions: toothpaste, liquid soap, therapy putty, water].
Have students help build a "molecule model" out of tinker toys or similar manipulative.

13) Extensions: Let students write a complete story or develop a presentation for the class to convey the unique aspects of their chosen element.

Download a Printable Copy of this Lesson Plan

Elementary Elements and Molecules on the Move

An Elemental Lesson Plan

Other Considerations:

An Elemental

Lesson Plan