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For Educators

Designed by

Brad Gasserbjg51@zips.uakron.edu

Based on a template from The WebQuest Page

The Elements of the Periodic TableThe Elements of the Periodic Table

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When looking at the periodic table of elements for the first time, it can be very overwhelming! It may just look like a confusing pile of symbols, boxes, and numbers.

However, there is so much more to The Periodic Table than that! Each of the boxes in the table houses a specific element. Certain elements and combinations of elements are the fundamentals of life as we know it! For example, we would not be able to breathe without the element oxygen. As you explore the periodic table of elements, you will develop a better understanding and appreciation for it.

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After completing research on your chosen element, you will present your findings to the class by creating a 3-D model of your element, along with an advertisement poster. Keep in mind that the goal is to make your element sound the most interesting and important to the rest of the class!

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The TaskThe Task

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Step 1First, choose one element from the periodic table. You can find a list of the elements by copying and pasting the following web address into an internet search:http://chemistry.about.com/od/elementfacts/a/elementlist.htm

Step 2Once you have chosen an element, find the following information about it:•Name, symbol, atomic number, atomic weight•Location on the periodic table•Number of protons, electrons, and neutrons•Melting and boiling points•The founder of the element•Important uses of the element•Any other cool or fascinating information that you may find (information that may help you “sell” your element!)The websites that will display this information can be found on the following websites:http://www.webelements.com/http://www.ptable.com/http://www.chemicalelements.com/

Step 3Organize your information into a way that you will be able to make the most sense out of it. For example, try making notecards out of the bulleted list above. On one side of the notecard, write the bulleted point. On the other side, write down all of the information you found , having to do with that bullet point (you may need more than one notecard for some of the bullet points).

The ProcessThe Process

Step 4Create your 3-D model. You will include the correct number of protons, electrons, and neutrons, and a nucleus in the model. Labels should be included. Be creative in how you make your model!There will also be a short writing assignment here. In a few sentences, explain your model

Step 6Now for the grand finale- create your advertisement! You can make it out of poster board, or create a short PowerPoint. Try to include most of the information that you researched., especially the items you think will help convince the class that your element is the best! Some great ways to spice up an advertisement is to come up with a catchy slogan and include pictures!

On presentation day I will hand everyone a blank periodic table, as shown below. After each individual student presentation , two things will take place:1.You will find the element that was just presented, and label it on your blank table that I will hand out to you. 2.You will rank each element 1-10 (1 being the lowest, 10 being the highest) in how likely you would “purchase” the element.

*Prizes will be given to the top three elements!

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[Teacher Page] EvaluationEvaluationBuilding A Structure : Element 3-D Model

Teacher name: Brad Gasser

Student Name: ________________________________________

CATEGORY 4 3 2 1

Construction -Materials

Appropriate materials were selected and creatively modified in ways that made them even better.

Appropriate materials were selected and there was an attempt at creative modification to make them even better.

Appropriate materials were selected.

Inappropriate materials were selected and contributed to a product that performed poorly.

Construction - Care Taken

Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.

Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.

Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.

Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.

Scientific Knowledge

Explanations indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.

Explanations indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations indicate relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations do not illustrate much understanding of scientific principles underlying the construction and modifications.

Date Created: February 25, 2013

Making A Poster : Element Advertisement

Teacher Name: Brad Gasser

Student Name: ________________________________________

CATEGORY 4 3 2 1

Attractiveness

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Content - Accuracy

At least 7 accurate facts are displayed on the poster.

5-6 accurate facts are displayed on the poster.

3-4 accurate facts are displayed on the poster.

Less than 3 accurate facts are displayed on the poster.

Grammar

There are no grammatical mistakes on the poster.

There is 1 grammatical mistake on the poster.

There are 2 grammatical mistakes on the poster.

There are more than 2 grammatical mistakes on the poster.

Mechanics

Capitalization and punctuation are correct throughout the poster.

There is 1 error in capitalization or punctuation.

There are 2 errors in capitalization or punctuation.

There are more than 2 errors in capitalization or punctuation.

Date Created: Feb 25, 2013 08:30 pm (CST)

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Congratulations! You have completed this web quest on the periodic table of elements. I hope that you had fun, and learned more about the elements of the periodic table. I hope that you see that the elements in the table really do apply to real life. You will now be prepared to advance in this area of study as you move on through middle and high school.

Conclusion Conclusion

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Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

http://chemistry.about.com/od/elementfacts/a/elementlist.htm (list of elements)http://www.webelements.com/ (1/3 websites for students to use)http://www.ptable.com/ (1/3 websites for students to use)http://www.chemicalelements.com/ (1/3 websites for students to use)chemistry.about.com (blank periodic table)

Credits & Credits & ReferencesReferences

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A WebQuest for xth Grade (Put Subject Here)

Designed by

Put Your Name HerePut Your E-mail Address Here

Based on a template from The WebQuest Page

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Put the Title of the Lesson Put the Title of the Lesson Here (Teacher)Here (Teacher)

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Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant.

In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students.

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Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well.

Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.

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What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:

Social Studies Standards Addressed

•Recognize the relationships among the various parts of a nation's cultural life.•Learn about the mythology, legends, values and beliefs of a people.

Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?

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Curriculum Standards Curriculum Standards (Teacher)(Teacher)

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You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.

Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?

If students are divided into groups, provide guidelines on how you might do that.If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them.

What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?

If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow.

VariationsIf you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here.

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Describe what's needed to implement this lesson. Some of the possibilities:

•Class sets of books•E-mail accounts for all students•Specific software (how many copies?)•Specific hardware (what kind? How many?)•Specific reference material in the classroom or school library•Video or audio materials

If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.

Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?

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How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above.

You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to make use of this lesson.

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The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.

Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.

This page will include step by step directions to the facilitator, including:

•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer

To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.

This page is linked to the Process segment off of the Teacher Page

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Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.

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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.

List any books and other analog media that you used as information sources as well.

Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

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