[PDF] Lesson 4: Basic Chemistry part 1 I Time: 50 minutes II Materials

26449_8Day4_LessonPlan_BasicChemistrypart1.pdf Developed by David Vogel of Parkside High School (Salisbury, Maryland) in collaboration with The University of Maryland Eastern Shore with funding provided by the United States Department of Agriculture through an 1890 Capacity Building Project

Lesson 4: Basic Chemistry part 1

I. Time: 50 minutes

II. Materials:

a. Handout͗ ͞Basic Chemistry part 1" b. Handout͗ ͞The Periodic Table of the Elements" c. PowerPoint Presentation: ͞Basic Chemistry part 1"

III. Objectives:

After successful completion of the lesson, students will be able to a. List the properties, states, and composition of matter b. Differentiate between physical and chemical changes in matter c. Define element, periodic table of the elements, atom, electron, proton, and neutron d. Write the names and symbols of 14 biologically important elements. e. Label the parts of an atom. f. Interpret the periodic table to give properties of elements. g. Postulate the importance of ions in biological processes.

Maryland State Objectives:

a. Expectation 1.4 The student will demonstrate that data analysis is a vital aspect of the process of

scientific inquiry and communication. i. Indicator 1.4.8 NTB The student will use models and computer simulations to extend his/her understanding of scientific concepts. b. Expectation 3.1 The student will be able to explain the correlation between the structure and function of biologically important molecules and their relationship to cell process. i. Indicator 3.1.1: The student will be able to describe the unique characteristics of chemical substances and macromolecules utilized by living systems.

IV. Lesson:

a. Opening: (5 minutes) i. Show students a picture of water molecules (http://www.nsbp.org/attachments/wysiwyg/1/water.jpg) and ask them if they can tell you what it is. Tell them that it is a computer generated image of groups of water molecules. Computer models are often used to show systems that are too large or small for simple observation. ii. Remind students that we are investigating water and why it is important for life. Tell them that before that can be understood, we have to look at the properties of water starting from the basics. Ask the class what water has in common with life. Life and water are both matter. Matter is made of atoms and so it is important to study the atoms of water. b. Development: i. Pass out the handout ͞Basic Chemistry part 1". ii. Using a computer, bring up the PowerPoint file ͞Basic Chemistry" iii. Show the presentation and have students follow along on their handouts and fill in the missing words on the blanks. (35 minutes)

1. Slide 1 - Remind students that we will be studying what matter is and how it is

related to water and life.

2. Slide 2 - Ask the students if they can tell some properties of matter. It may help to

have a few props to use, like a ball for instance. Tossing the ball may help them think of inertia or other properties of matter.

3. Slide 3 - Ask the students if they can list the states of matter. Most should know the

first three. Tell the students that plasma actually makes up most of the matter in the universe - it is present in stars and not much on Earth. Developed by David Vogel of Parkside High School (Salisbury, Maryland) in collaboration with The University of Maryland Eastern Shore with funding provided by the United States Department of Agriculture through an 1890 Capacity Building Project

4. Slide 4 - Tell the students that chemistry investigates changing matter on chemical

basis. Ask them what changes occurred in the water cycle.

5. Slide 5 - Instruct the students to take 2 minutes and discuss this part with a

classmate and match up the statements with the letter ͞P" or ͞C" to show that a chemical or physical change occurred. Have students volunteer answers before showing the solutions.

6. Slide 6 - Tell the students that in order to understand water, we need to define it as

a type of matter.

7. Slide 7 - Emphasis that elements are the most basic chemicals - atoms are the

building block of matter. Also mention that there is no exact number of naturally occurring elements because some elements have and are decaying on the earth.

8. Slide 8 - Again emphasize that atoms make up elements, both cannot be chemically

broken down.

9. Slide 9 - Have students guess the letters or names before revealing them. Also tell

them that it is important to become familiar with these elements as they make up substances in living things.

10. Slide 10 - Ask the students to fill in the blanks for this one as you just discussed the

difference between atoms and elements.

11. Slide 11 - Instruct the students to take 2 minutes and discuss this part with a

classmate and use the words on their handouts to label the atom. Have students volunteer answers before showing the answers.

12. Slide 12 - Emphasize that protons and neutrons have mass and are in the nucleus

and that electrons orbit the nucleus and have such small mass that it is almost zero.

13. Slide 13 - It may help to have students look at their diagrams they labeled. Ask them

how many shells that atom has.

14. Slide 14 - Again, have students look at the diagram. Ask what shell is shown and also

if it is filled or not. Tell the students that atoms like to have the shell filled or empty because it is a more stable arrangement - even if it means becoming charged. Tell them that they will learn about these charged atoms later.

15. Slide 15 - Ask the students if a change in the number of neutrons or electrons will

change what the element is.

16. Slide 16 - It may help to use the diagram again to illustrate these definitions.

17. Pass out the handout ͞The periodic table"

18. Slide 17 - Have the students refer to their periodic tables as you explain the key.

19. Slide 18 - Have the students to take 2 minutes and discuss this part with a classmate

and use the words on their handouts to label the atom. Have students volunteer answers before showing the answers.

20. Slide 19 - This time, have students work in groups and take 5 minutes to fill in the

blanks. Walk around the room to help them. You may wish to show the answers on

Slide 20

c. Closing: (10 minutes) i. Have students work in groups to answer Part 4. You may want to review these questions as a class. Be sure to talk about the importance of chemicals and the periodic table in understanding what water is and how it is important to living things - which will be covered un more detail in coming lessons.

V. Suggested Assessments:

a. Give students more elements to find the atomic number, mass number, number of protons, neutrons, or electrons. Developed by David Vogel of Parkside High School (Salisbury, Maryland) in collaboration with The University of Maryland Eastern Shore with funding provided by the United States Department of Agriculture through an 1890 Capacity Building Project

b. Have students list the states and properties of matter on a small piece of paper without using their

notes. c. Draw and label an atom of your choice. d. Summative and formative assessments will cover this material later in the unit. e. Student completion of ͞Basic Chemistry" handouts will assess the aboǀe objectiǀes.

VI. Related Links/Resources:

a. A good computer generated model of water molecules showing polar bonds can be found at http://www.nsbp.org/attachments/wysiwyg/1/water.jpg and would be appropriate for the lesson opening. b. Andrew Rader Studios CHEM4KIDS.COM at http://www.chem4kids.com/ offers a wide variety of information and can provide an enhancement to student content learning. c. Another good informative website is http://www.webelements.com/. It has a lot of information on each element, their uses, and provides good pictures of the elements.