The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Subject Area: Physical Science Grade: 8 Unit: Food and Cooking Sternberg Task It s Elementary Standards (Content and Characteristics): S8P1. Students will examine the scientific view of the nature of matter. d. Distinguish between physical and chemical properties of matter as physical (i.e. density, melting point, boiling point) or chemical (reactivity, combustibility). f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements. S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents. S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines. S8CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure. b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols. 07-26-07 Page 1 of 10
S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: f. Scientists use technology and mathematics to enhance the process of scientific inquiry. Enduring Understanding: Chemical elements possess their own characteristic properties, (density, boiling point, melting point, solubility, etc.) and these properties are used to distinguish one element from another. Essential Question: How can we distinguish elements from other elements? Pre-Assessment: 1. Prior assessment of students learning modality- analytical, practical, or creative should be done. (Teacher Note: Refer to Sternberg s work for help on assessment of modality.) 2. Students are each given strips of paper with two different colors. They hold up one color to answer yes and the other to answer no. 1. I have used a periodic table to get information about elements. (Y) 2. I can make predictions for an element by looking at a periodic table for the following properties: a. Physical properties (Y / N) b. Chemical properties (Y / N) c. Chemical reactivity (Y / N) d. Recognize solids, liquids and or es (Y) 07-26-07 Page 2 of 10
ANALYTICAL PRACTICAL CREATIVE Outcome/ Performance Expectations Performance Task: (Detailed Description) Teacher role? Student role? The student will identify the periodic table as a table of the elements that reflects the properties of the elements. Teacher role: This activity provides an overview of the periodic table. The required data and templates are attached at the end, Data for Analytical Activity and Template for Analytical Activity. The student will identify the periodic table as a table of the elements that reflects the properties of the elements. Teacher role: Assist students in finding information. Clarify the difference in vitamins and minerals. Explain that it is usually the metallic element in a mineral compound that our bodies use. The student will identify the periodic table as a table of the elements that reflects the properties of the elements. Teacher role: Provide a blank periodic table template. Facilitate as needed. Student role: 1. Using the data and template at the end of this activity, arrange the elements in the chart in order of atomic number. Arrange them, starting with the lowest atomic number at the upper left and the highest at the lower right. Put the symbols for the elements in the chart, along with the atomic number. Color the top portion of the square based on the chemical property. Pick a color scheme and make a legend. Do the same for the state of matter at room temperature on the bottom half. Write a Student role: Research the minerals needed in our diets. Survey the labels of dietary supplements for elements and compounds that are needed by our bodies. Then research the reasons they are needed. Place these elements (or the metallic elements of the compounds) on the periodic table in the appropriate place, and colorcode them. For each element, write in the periodic table: why the element is needed and results of a deficiency Student role: Make a Periodic Table of the. Fill in the blank with a generic type of food, such as dessert, fruits, vegetables, junk food etc. Identify which elements are in these foods and place an image of a food that contains an element on the appropriate block on the periodic table. (For example, the block for calcium might contain a picture of milk.) The challenge is to find as many of the elements as possible in the food category. This will require research and creativity. Draw pictures or use 07-26-07 Page 3 of 10
Resources paragraph to summarize your findings. 2. The main classes of compounds in your foodstuffs are carbohydrates, lipids, and proteins. Do some research to discover which elements are in these classes of compounds. Locate these on your periodic table. What are the chemical properties of these elements? How are these properties different from the properties of the food compounds in which they are found? -From Unitedstreaming (http://peachstar.unitedstreaming.com/ index.cfm): 1) Video segment Elemental Information on the Periodic Table from Discovering the Elements video 2) Video The Periodic Table: Reactions and Relationships 3) Video segment, It s Elementary! from Strong Chemistry video - Background information at http://web.buddyproject.org/web017/ web017/pertab.html and http://web.buddyproject.org/web017/ web017/metals.html foods that supply the element chemical and physical properties of the element -From Unitedstreaming (http://peachstar.unitedstreaming.co m/index.cfm): 1) Video segment Elemental Information on the Periodic Table from Discovering the Elements video 2) Video The Periodic Table: Reactions and Relationships 3) Video segment, It s Elementary! from Strong Chemistry video - Background information at http://web.buddyproject.org/web01 7/web017/pertab.html and http://web.buddyproject.org/web01 7/web017/metals.html images from the internet or clip art, depending on your preference and instructions from the teacher. -From Unitedstreaming (http://peachstar.unitedstreaming.c om/index.cfm): 1) Video segment Elemental Information on the Periodic Table from Discovering the Elements video 2) Video The Periodic Table: Reactions and Relationships 3) Video segment, It s Elementary! from Strong Chemistry video - Background information at http://web.buddyproject.org/web0 17/web017/pertab.html and http://web.buddyproject.org/web0 07-26-07 Page 4 of 10
-Blank periodic table found at 17/web017/metals.html http://science.widener.edu/~svanbra m/ptable_1.pdf Anchor Activity: Each student will pick a favorite food to research its chemical make-up. This is an activity that the student will work on whenever they are not engaged in another portion of the unit. For example when they have finished an activity before the rest of the class or any time that otherwise would be down time. Homework/ Extension and Anchor Activity You made charts color-coded based on physical properties. Research what chemical properties are reflected in the periodic table arrangement of the elements. Extension: A more in-depth approach to atoms can be found at http://sciencespot.net/media/ptablebas ics2.pdf. In this activity students use references to complete element cards on each element. The cards are then arranged in a periodic table. Students then answer questions about the elements based on their position in the table. 1) Each student should pick one element NOT previously studied and provide information on that element. 2) In the 1950 s, testing of nuclear weapons led to the production of radioactive strontium (Sr). Look at a periodic table and determine why you think this radioactive substance could cause bones to become radioactive, leading to cancer. 3) What element in your food is necessary to prevent osteoporosis? Also, explain why non-radioactive strontium is very effective in the prevention and treatment of osteoporosis and other bone-related conditions. Check your answer by researching this element. Are strontium's physical and/or chemical properties responsible for these uses? Explain. Compare how properties vary across periods and down groups of your periodic table, compared how they vary in the chemist's periodic table. 07-26-07 Page 5 of 10
Instructional Tasks Accommodations for ELL Student Instructional Tasks Accommodations for Students with Disabilities Instructional Tasks Accommodations for Gifted Students Make a task list for the student using basic vocabulary that includes all the required tasks to be completed in the analytical activity. Students may need one to one assistance, or an assigned partner to help create a color scheme that organizes chemical properties as part of the analytical activity. For the student with attention deficits, make a check list that includes all the required tasks for the analytical activity. Students with processing/written language difficulties may need extended time to complete the paragraph along with written prompts that would assist the student in including all necessary information. Use the periodic table program available on some graphing calculators to graph the following properties: atomic radius, density, and melting point. Export the graph and analyze the patterns that you see. Or arrange the elements based on properties at http://www.genesismission.org/educate/scimodule/cosmic/table.html 07-26-07 Page 6 of 10
Data for Analytical Activity: Name Symbol Atomic Number Relative Atomic Mass Chemical property State at room temperature Aluminum Al 13 26.981538 metal solid Argon Ar 18 39.948 Unreactive Arsenic As 33 74.9216 nonmetal solid Beryllium Be 4 9.012182 metal solid Boron B 5 10.811 nonmetal solid Bromine Br 35 79.904 nonmetal liquid Calcium Ca 20 40.078 metal solid 07-26-07 Page 7 of 10
Carbon C 6 12.0107 nonmetal solid Chlorine Cl 17 35.453 nonmetal Fluorine F 9 18.998403 2 nonmetal Gallium Ga 31 69.723 metal solid Germanium Ge 32 72.64 nonmetal solid Krypton Kr 36 83.798 Unreactive Lithium Li 3 6.941 metal solid Magnesium Mg 12 24.305 metal solid Neon Ne 10 20.1797 Unreactive 07-26-07 Page 8 of 10
Nitrogen N 7 14.0067 nonmetal Oxygen O 8 15.9994 nonmetal Phosphorus P 15 30.973762 nonmetal solid Potassium (Kalium) K 19 39.0983 metal solid Selenium Se 34 78.96 nonmetal solid Silicon Si 14 28.0855 nonmetal solid Sodium (Natrium) Na 11 22.989769 metal solid Sulfur S 16 32.065 nonmetal solid 07-26-07 Page 9 of 10
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