This document introduces a unit on the periodic table of elements. It provides three science TEKS and three technology TEKS that will be addressed. Students will watch introductory videos on the periodic table and complete three hands-on activities. Activity 1 involves using a spreadsheet or database to classify elements based on their symbols, states, and whether they are metals or non-metals. Activity 2 requires creating a concept map explaining the periodic table's organization. Activity 3 is a periodic table webquest with multiple parts.

1. WELCOME TO THE FABULOUS WORLD OF THE
PERIODIC TABLE OF ELEMENTS
Jana Conner
Technology Director
and
4th – 8th Grade Science Teacher
jana.conner@esc9.net

2. SCIENCE TEKS:
 8.2.E Analyze data to formulate reasonable
explanations, communicate valid conclusions supported
by the data, and predict trends;
 8.4.A Use appropriate tools to collect, record, and
analyze information, including lab journals/notebooks,
beakers, meter sticks, graduated cylinders,
anemometers, psychrometers, hot plates, test tubes,
spring scales, balances, microscopes, thermometers,
calculators, computers, spectroscopes, timing devices,
and other equipment as needed to teach the curriculum;
 8.5.C Interpret the arrangement of the Periodic Table,
including groups and periods, to explain how properties
are used to classify elements.

3. TECH APPS TEKS:
 8.7.A Plan, create, and edit documents created with
a word processor using readable fonts, alignment,
page setup, tabs, and ruler settings;
 8.7.B Create and edit spreadsheet documents
using all data types, formulas and functions, and
chart information;
 8.7.E Create a document using desktop publishing
techniques including, but not limited to, the creation
of multi-column or multi-section documents with a
variety of text-wrapped frame formats.

4. INTRODUCTION
Students will watch the following videos as an
introduction to the Periodic Table unit.
http://www.youtube.com/watch?v=zGM-
wSKFBpo&feature=youtube_gdata_player
http://www.youtube.com/watch?v=d0zION8xjbM&feat
ure=youtube_gdata_player

5. ACTIVITY 1
Adapted from
http://resources.schoolscience.co.uk/SEP/notes/Mis
c/periodictablefd.pdf .
Open a spreadsheet program (e.g. Microsoft Excel or
Numbers) or a database program. Your teacher will
provide a copy of the incomplete element data file
(Table 1).

6. A. Load the element data file into your spreadsheet or
database program.
B. Using the periodic table on the website
http://resources.schoolscience.co.uk/ici/periodictabl
e/periodictable.html , find the symbols missing from
the data file. Key the symbols into the second field
of the data file.
C. Now complete the third field of the data file (state
at room temperature). Hint: Roll over the symbol in
the periodic table – this will tell you the state of
each element at room temperature – whether it is a
solid, liquid or a gas.

7. D. Sort the elements in the data file by their state (field 3).
This will group the elements by state into solids, liquids
and gases. The elements that are gases and the one
that is a liquid are all non-metals. Some of the solid
elements are metals and the rest are non-metals.
E. Find out which of the solid elements in your data file are
metals. Look at the appearance of the element in the
periodic table – if it is silvery or lustrous in appearance,
it is likely to be a metal.
F. Now complete the last field in your data file (metal or
non-metal?)
G. Create a pie chart comparing the metals to the non-
metals.

8. H. Copy the pie chart to a word processing document
(e.g. Microsoft Word or Pages).
I. Under the pie chart, answer the following questions:
1. What do you notice about the arrangement of
metals and non-metals in the periodic table?
2. What do you notice about the percentage of
metals to non-metals?
3. What are three properties that we looked at on
the periodic table that separate the elements from
one another?
Final Product Example

9. J. Create a Wordle describing the different
characteristics that distinguish the elements from
each other. Copy and paste it on the bottom of the
word processing document.
Don't forget to put your name on your paper.

10. ACTIVITY 2
Create a concept map using either iThoughts on the iPad
or Microsoft Word on the desktop computer. The
concept map should explain how the Periodic Table of
Elements is set up. You may refer back to previous
information that we have already studied, or you may
view the following links:
http://www.learner.org/interactives/periodic/index.html
http://chemistry.about.com/od/k12gradelessons/a/periodict
able_2.htm
http://sciencepark.etacude.com/chemistry/periodic.php

11. The concept map should include the following:
 At least 3 levels on at least 2 branches,
 At least two graphic icons,
 At least two uploaded files,
 The icons should alternate shapes,
 The icons should have a colored background,
 Changed text font and size.
Please print you concept map or upload it to your
science blog for this class. EXAMPLE

12. ACTIVITY 3
Complete the Webquest found at
http://www.angelfire.com/planet/rdlscience/ .
You will have one week to complete the Periodic
Table WebQuest.
Print the Webquest off. There are several different
parts that you will need to complete. Please
complete each part before going on to the next part.

13. THE FABULOUS WORLD OF THE PERIODIC
TABLE OF ELEMENTS UNIT
http://jconner4782.pbworks.com/w/page/43872146/Th
e%20Fabulous%20World%20of%20the%20Period
%20Table%20of%20Elements%20%28Jana%20Co
nner%29