This 10-week chemistry project challenges students to create a game that teaches about the periodic table in an entertaining way. Students will investigate elements, atomic structure, masses, and how atoms interact through activities. They will present their games to the class and get feedback from others outside of class. The goal is for students to understand why elements are arranged the way they are in the periodic table.

1. PROJECT OVERVIEW
Name of Project: FUN WITH THE PERIODIC TABLE Duration: 10 weeks
Subject/Course: CHEMISTRY Teacher(s): JENNY NARSICO Grade Level: 10TH
Other subject areas to Chemistry, Math, Art
be included, if any:
Project Idea
Summary of the issue,
challenge, investigation, In this project, you are challenge to create a GAME that will both entertain and teach people about the periodic table. How the
scenario, or problem: game is played, whether on a table, with cards, on a computer, or with equipment that only you might choose is up to you. You
might want to emphasize some aspects of the periodic table over the others, such as why the elements are grouped the way they are,
how atomic masses are determined. Or you may choose to focus on some types of information related to the table like the history of
the discovery of atomic structure, how the elements combine to form compounds and why some are radioactive.
Driving Question Why elements are arranged the way they are in the periodic table?
Content and Skills ACTIVITY No. 1: Organizing a store
Standards to be
addressed: Students will be categorizing different items in a grocery stores and determine where to place those new
items that are not accounted for. They will take into consideration the bases of categorizing these
grocery items.
ACTIVITY No. 2: Elements and their properties
Students will investigate the elements and their properties by conducting experiments that test their
reactivity with acids, conductivity, physical and chemical properties.
ACTIVITY NO. 3: Atoms and their masses
Students will investigate how masses of the elements are determined by comparing the masses of two
elements they will recover in a single replacement reaction experiment.
ACTIVITY No. 4: Atoms are indivisible
Students will analyze the properties of cathode radiations by J.J Thomson and the discovery of the
nucleus by Rutherford. They will use the gas discharge tubes to identify the different energy levels out
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2. side the nucleus and examine Bohr’s model of the hydrogen atom and the proposal of the different
atomic structures.
ACTIVITY No. 5: How electrons determine chemical behavior
Students will investigate atoms that have more than one electron and learn about valence electrons.
How valence electrons influence the arrangement of the elements in the periodic table and how they
influence the chemical properties and reactivity of elements.
ACTIVITY No. 6: How atoms interact with each other
Students will learn the stability rule of elements and the creation of compounds. They will gain insights
on chemical bonding, writing of chemical formula and nomenclature of compounds.
T+A E T+A E
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3. 21st Century Skills Collaboration; Other:
to be explicitly taught and
assessed (T+A) or that
will be encouraged (E) by
Team work – student demonstrate
project work, but not willingness to align his/her personal
taught or assessed: goals to the goals of others when
appropriate, approaches conflict from
win-win perspective, and derives
personal satisfaction from achieving
group goals.
Ethics – students demonstrate ethical
behavior and work responsibly and
collaboratively with others in the context
of the classroom, school and the larger
community through engagement in
classroom/public discourse and
participation in service learning.
Time management – Prior to beginning
work, student reflects upon possible
courses of action and their likely
consequences, sets objectives related to
the larger goal;, and establishes
benchmarks for monitoring progress.
While working on the projects, student
adjusts time and resources to allow for
completion of a quality product.
Presentation
Research Skill – Student can efficiently
browse, search, navigate online to
access relevant information.
Game Board - Students demonstrate
creativity in choosing a particular © 2008 Buck Institute for Education 3

4. Presentation Audience:
Group: Students will create a group presentation of their game. Make enough materials for the whole x
Culminating class to play. Explain the game mechanics, demonstrate how the game is played and play the Class:
Products and game with the whole class.
x
Performances
School:
x
Community:
Experts: x
Student will choose at least 2 games presented and played in the class aside
Individual: from their own, and will try these games with at least 5 different persons Web:
outside the classroom, can be people at home, or classmates in other subjects.
He/she will ask feedback about the games, recording what work well and what Other: People in the
community
doesn’t and write recommendations to improve the games.
PROJECT OVERVIEW
Entry event to Teacher will be showing them a grocery store showing people confuse and at a lost because items are not properly
launch inquiry, organized. Posters or pictures of different grocery items will be given to each group. They will then be challenged
engage students: to build a grocery store of their own and make blueprints of how they will organize the given items in their store.
They will be encouraged to take into consideration the bases of their arrangement.
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5. Assessments Quizzes/Tests x Practice Presentations x
Formative
Assessments Journal/Learning Log x Notes x
(During
Project) Preliminary Plans/Outlines/Prototypes x Checklists x
Rough Drafts x Concept Maps
Online Tests/Exams x Other:
Written Product(s), with rubric: x Other Product(s) or Performance(s), with rubric: x
Summative __________________________________________________ __________________________________________________
Assessments
(End of Project) Oral Presentation, with rubric x Peer Evaluation x
Multiple Choice/Short Answer Test x Self-Evaluation
Essay Test Other:
.
Resources On-site people, facilities: Internet/web. Or online games. Samples of game board like Bingo board,
Needed puzzle board, etc.
Equipment: For the Experiments: Teachers will be providing the laboratory apparatus,
and chemicals to be used.
Materials: For the Game making: Students will have the freedom to choose their own
materials.
Community resources: Online/web, library, game stores.
Reflection Journal/Learning Log x Focus Group x
Methods (Individual,
Group, and/or Whole-Class Discussion x Fishbowl Discussion
Whole Class)
Survey Other: Making recommendation base from the
feedback given by people in the community.
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6. PROJECT TEACHING AND LEARNING GUIDE
Project: Course/Semester:
Knowledge and Skills Needed By Students Scaffolding / Materials/ Lessons To Be Provided
to successfully complete culminating products and by the project teacher, other teachers, experts,
performances, and do well on summative assessments mentors, or community members
Elements names and chemical symbol Students will be given time to examine the names and
chemical symbols of elements in the periodic table.
 Looking for similarities and differences in the chemical
symbol of elements with names starting in the same letter
and state what rule is applied assigning the symbol.
Elements physical and chemical properties. Students conduct experiments to test the reaction of each
sample of elements with acids and the oxides they form.
 Electrical conductivity and attraction to magnet.
Atoms and their masses Students will perform two different single replacement
reactions and comparing the masses of elements
recovered from such reaction. They will also compare
 masses of the same elements and their relative
abundance.
Electrons and how they influence chemical behavior Students will work on the electrical discharge tubes to
study atomic orbital and valence electrons, how they
 affect and determine atom’s chemical behavior.
How atoms interact with each other Students will

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7. PROJECT CALENDAR
Project: Start Date:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Project Week One
Project Week Two
Project Week Three
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8. Project Week Four
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9. © 2008 Buck Institute for Education 9