Author

Cheryl Blackmore

Title

Family of Elements: A Project on Chemical Families

Grade Level

Junior High - Grade 99

Subject Area

Science (Atoms and Elements Unit)

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Students in grade 9 work on familiarizing themselves with how the periodic table is organized. In order to gain a more intrinsic understanding of how and why the periodic table is arranged, students will research the properties, uses, sources and history of elements in a specific chemical family. Students will be required to complete a three-part, end-of-unit project on a chemical family assigned by the teacher. This is to be a major project that is to be completed at the end of Unit 2.

The first part of the project will involve a Microsoft PowerPoint (or other presentation software) presentation that each group will present to the class. This presentation will devote one slide to each element in the assigned chemical family, as well as a slide that describes the similarities these elements share and why they are grouped together, and a final slide that cites all sources of information. The second part of the project is a set of element cards. Each element in the assigned chemical family will be made into a card as described below. Then, each of these cards will be glued vertically to a sheet of Bristol board. Once each group is completed, the end result will be a giant periodic table that will be displayed in the classroom.

The third and final part to this project is to provide the class with a set of notes, maximum one page, that states the name and group number of the chemical family, describes and names the elements in the assigned chemical family, their similarities, and why they are grouped together. The notes from each group will then be distributed to the class to supplement the curriculum.

Necessary Prior Knowledge:

• Completion of Unit 2: Atoms and Elements
• As a class, complete “Meet the Modern Periodic Table” on p.219 of the SciencePower 9 textbook. Also, review p. 222, “Characteristics of Some Interesting Groups,” as well as 258-264. This will get students thinking about how and why certain elements are grouped together.
• Use of Microsoft Word and Microsoft PowerPoint (click on each link to connect with a tutorial for each) or other similar software.

Definition for Chemical Family:

• A group of elements with similar chemical properties.
• A vertical (up and down) column in the periodic table of elements.

In the second lesson, students will use what they have learned about the different stages of the cell cycle to identify cells in various stages. 

Correlations to ICT and curriculum outcomes

Science

• identify examples of common elements, and compare their characteristics and atomic structure (307-15)
  
• describe and explain the role of collecting evidence, finding relationships, and proposing explanations in the development of the periodic table (109-2)
  
• use a periodic table to predict properties of a family of elements (210-1)
  
• identify the elements and number of atoms, given a chemical formula (307-16)

ICT Outcomes

BOC 9.1 : operate a wide variety of school media, computer and other educationally appropriate equipment for learning, communication, and the representation of their learning, independently an safely with teacher supervision.

BOC 9.2: use and create information texts in a range of media, using specialized text features of those media to support the communication, with teacher assistance.

BOC 9.4: manage their electronic files and correspondence efficiently.

BOC 9.7: work safely as they use ICT, applying basic troubleshooting techniques to assess equipment and software problems that affect their use of ICT; then provide anecdotal information, which may be of help to maintenance technicians.

SEHI 9.3: understand, model and assume personal responsibility for the acceptable use of copyrighted and other information resources.

SEHI 9.4: demonstrate and understanding of, and a commitment to accuracy, ethical behavior and personal privacy and safety as they create and distribute information about themselves, others, and curriculum topics under study.

SEHI 9.6: follow the Internet Access and Use Policy.

PTS 9.3: explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of the specialized techniques associated with the technology they select.

PTS 9.5: develop multimedia presentations based on sound principals of design, with increasing confidence, efficiency and independence.

RPSD 9.3: write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency.

RPSD9.6: select and refine a research topic, according to teacher-provided criteria, to fulfill a curriculum requirement, with teacher assistance.

RPSD 9.9: accurately and independently cite information sources.

Projected timeline for preparation and for carrying out activities

Assuming a set 5-day schedule, where the teacher sees the science class three one-hour periods per week, this activity should require approximately three weeks, or nine classes, plus one introductory class, for a total of ten classes.

Day 1: The first class should be an introductory class, where the teacher passes out the instructions and reviews them and the other pertinent information (see Appendix 6 – Teacher’s Notes) with the class. Remind students that they will need to purchase 1-2 sheets of Bristol board.

Days 2-8 should be devoted to research and development of the required products for the project.

Finally, days 9-10 should be used for presentation of PowerPoint projects completed by each group.

Equipment Requirements: (computers, software, etc)

Texts

SciencePower 9 (NSSBB # 22626)
Oxygen and the Elements of Group 16 (NSSBB # 23453)
Tungsten and the Elements of Group 3 to 7 (NSSBB # 23454)
Carbon and the Elements of Group 14 (NSSBB # 23455)
Gold and the Elements of Groups 8 to 12 (NSSBB # 23456)
Neon and the Noble Gases (NSSBB # 23457)
Metals (NSSBB # 23765)
Nonmetals (NSSBB # 23766)
The Ultimate Visual Dictionary of Science (NSSBB # 23452)

Technology

Computers
LCD projector
Access to Internet
Microsoft Word (or other word processing software)
Microsoft PowerPoint
Printer

Other Materials

Paper
Tape
Coloring supplies
Bristol board 

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

Element Card Instructions – Appendix 1 (Word format) (pdf format)
Element Sample Card (Teacher Copy) – Appendix 2 (Word format) (pdf format)
Element Sample Card (Student Copy) – Appendix 3 (Word format) (pdf format)
Student Handout – Appendix 4 (Word format) (pdf format)
Rubrics for Student Assessment – Appendix 5 (Word format) (pdf format)
Teacher’s Notes – Appendix 6 (Word format) (pdf format)

Resources available for teacher/student use (websites, references, etc)

Texts

SciencePower 9 (NSSBB # 22626) – (p. 215-222; 234-235; 236-252; 258-264)
Oxygen and the Elements of Group 16 (NSSBB # 23453)
Tungsten and the Elements of Group 3 to 7 (NSSBB # 23454)
Carbon and the Elements of Group 14 (NSSBB # 23455)
Gold and the Elements of Groups 8 to 12 (NSSBB # 23456)
Neon and the Noble Gases (NSSBB # 23457)
Metals (NSSBB # 23765)
Nonmetals (NSSBB # 23766)
The Ultimate Visual Dictionary of Science (NSSBB # 23452)

Websites

Visual Elements
WebElements
Chemical Elements.com
Groups in the Periodic Table
Periodic Table of the Elements
The Comic Book Periodic Table
Celeste
American Chemical Society
Chemicool

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

Element Card Instructions – Appendix 1 (Word format) (pdf format)
Element Sample Card (Teacher Copy) – Appendix 2 (Word format) (pdf format)
Element Sample Card (Student Copy) – Appendix 3 (Word format) (pdf format)
Student Handout – Appendix 4 (Word format) (pdf format)
Rubrics for Student Assessment – Appendix 5 (Word format) (pdf format)
Teacher’s Notes – Appendix 6 (Word format) (pdf format)

Teacher role : facilitator, organizer (of groups and assigned material), classroom manager

Student role : learner, researcher, presenter, project manager

Student products expected

• Power Point (for presentation to the class) on specific family assigned.
• Element Cards for each element in the assigned family.
• Notes (to be supplied to the class) on the characteristics of the assigned chemical family.
  Maximum one page; typed using Microsoft Word or other word processor, Comic Sans, 14-point) of notes to be supplied to class on characteristics of assigned family.
  

Samples (include teacher notes, assessment information, student work if available)

Element Card Instructions – Appendix 1 (Word format) (pdf format)
Element Sample Card (Teacher Copy) – Appendix 2 (Word format) (pdf format)
Element Sample Card (Student Copy) – Appendix 3 (Word format) (pdf format)
Student Handout – Appendix 4 (Word format) (pdf format)
Rubrics for Student Assessment – Appendix 5 (Word format) (pdf format)
Teacher’s Notes – Appendix 6 (Word format) (pdf format)

Logistics (organization, grouping, management issues, access to technology)

Students will require access to the Internet, at school and possibly at home, although students attending extra help after school when necessary could accommodate for the absence of a computer and/or software at home.

Support should be given to those students on adapted learning plans – Kurzweil could be used to aid in reading the required material listed above; Write out Loud and Writer’s Companion could be used to aid in the development of the written material.

Students on an IPP could be required to research a simpler element. They could be responsible for making a model or drawing a picture of their element that includes the number of protons, neutrons and electrons. They could also make an element card (Appendix 2) as an extension for their activity.

Students should be grouped in either pairs or groups of three. It is the teacher’s discretion as to whether group selection should be random, student-chosen or teacher-chosen. It is recommended that student on adapted programs be grouped with one or two students on a regular program. Depending on the adaptations, these students can do the easier readings from the groups above, can type the notes, complete the cards once the information is gathered, and organize the cards on the Bristol boards. If computer use is a strength for these students, they can also assume primary responsibility for the development of the PowerPoint.

When grouping students, keep the strengths and weaknesses of each individual in mind. For example, two students who do not like to speak in front of the class would be a poor choice for a group. Therefore, when allowing students to choose their own groups, inform them that final say will come from the teacher, so that everyone has an equal opportunity to do well.

Classroom computers can be alternated for 30-minute intervals, where some groups work on the computer researching or completing the technological component, and other groups carry out research using print resources or begin to formulate their class set of notes.

Students are required to “check in “ with the teacher at the end of the work period, so that the amount of group work completed can be assessed for an overall “group mark” (a tracking sheet is included with the rubrics in Appendix 5). It is the responsibility of the student to check in. If they do not, then they will be assigned a mark of zero for that period.

Assessment information (e.g., rubrics for products and/or process)

Rubrics for Student Assessment – Appendix 5 (Word format) (pdf format)

A group-work tracking sheet is also included here.

Possible extensions

Have students choose an element from their chemical family and design a 3-D model of its atomic structure that includes: protons, neutrons and electrons.

Adaptations for students requiring additional support

• Write Out Loud
  
• Writer’s Companion
  
• Kurzweil
  
• Time Extensions
  
• After school help (voluntary)
  
• Students on an IPP could be required to research a simpler element. They could be responsible for making a model or drawing a picture of their element that includes the number of protons, neutrons and electrons. They could also make an element card (Appendix 2) as an extension for their activity.
  
• Support should be given to those students on adapted learning plans – Kurzweil could be used to aid in reading the required material listed above; Write out Loud and Writer’s Companion could be used to aid in the development of the written material.
  
• Grouping students on adapted plans into a group with students on a regular program who are willing to explain the material further could also help support their learning.