From Periodic Table to ChemisTree

Representing Abstract Concepts with Concrete Objects

Jan 1, 2009 Arlene Marturano

Students unravel mysteries of the Periodic Table of Elements through a variety of representational activities.

At first glance the Periodic Table of Elements is a chaotic chart of colors, symbols and numerals to students. After weeks of exploration to unlock the hidden order and secret details, this piece of abstract art becomes a three-dimensional sculpture.

Element Flash Cards

A pack of index cards (3” x 5”) initiates unraveling the mysteries. Each student prints the symbol and element name on opposite sides of the cards. Choral singing helps students learn to pronounce element names. Solo they study the names and symbols in class and at home. In class lab partners flash symbol cards and practice identification helping each other to learn the code.

Lingo

While students practice the card file of elements, present a new format for assessing their proficiency with element names, the game of Lingo. Lingo gameboards contain 25 squares of element symbols instead of alphabet letters for Bingo.

Using a different student-made stack of index cards for each round, hold up and say the name of an element. Students scan their gameboard placing sunflower seed markers on the matching symbol. When someone has filled five across, down or diagonally, he shouts Lingo! He must correctly rename each element and it must match the cards called out. Play two to three rounds daily until students begin speaking the element language, the lingo. Students can play Lingo at home with parents, siblings, and friends if you duplicate blank gameboards for them to fill in.

Naming New Elements

While exploring element names, students find out that some of the elements are named for their discoverers. If the student discovered an element, how might it appear on the Table? Use your surname as an example: Marturano could be the element Marturium with the symbol Mr. Students will delight in changing and pronouncing their surnames as elements and symbols.

Atomic Number

Naming elements is just the beginning of becoming familiar with the Periodic Table. Students should notice the numbers on top of the symbol on the Table which increase from 1 to 120. Ask them to order their index cards in the same order and place the atomic number above the symbol. Their text informs that atomic number equals the number of protons in the nucleus of the element’s atom. Arranging their cards by atomic number on their lab tables provides another visual representation.

Atomic Weight

Referring back to the Table, one can see a decimal numeral by each symbol. Students note these are larger and also in sequential order for the most part. The atomic weight is introduced and printed below each symbol on the index cards.

Properties of Elements

When comparing the textbook and computer models of the periodic table, students question the color-coding, numbered vertical columns and horizontal rows, and a jagged break between elements on the right side of the table. Color code the symbols for solids, liquids and gases and separate the metals from nonmetals by repositioning the index card periodic table atop lab tables. The index cards are a movable gameboard of the Periodic Table whose sections, rows and columns can be isolated to study independently.

Students recognize common elements like nitrogen, oxygen, hydrogen, iron, and copper studied in the other units or found in commonly used articles. Harness their interest through a construction project by making element ornaments for a Chemistree.

Element Ornaments for the ChemisTree

Each student selects a different solid element to study and to represent. First the element is researched on Internet sites, encyclopedia references, library books and, for some, their home chemistry sets.

Research prompts include:

Origin of element’s name
The Discoverer
Date of Discovery
Diagram of Atomic Structure
Sources of the Element
Uses of the Element

The student employs the “sources” and “uses” to find materials suitable to make an “element ornament” before submitting a design and list of materials needed to complete the project. Examples of ornaments may include: a reindeer made of copper tubing, a glittery eggshell, a candy cane bone, and a paperclip wreath. Ornaments need not conform to a holiday theme but if the unit comes before winter break, this may be appropriate. If the unit comes right after winter break, consider recycling a holiday tree to display the element ornaments.

Inform parents of project instructions with timeline, checklist, and due date. The ornament display card holds the following research information:

Element name
Element symbol
State(s) of matter
Discovered by __________in_____
Source(s) of
Uses of
Student name/class period

Presentations and Tree Decorating Party

Each student relays the information on his display card and describes how the ornament represents the element. Following presentations, host a tree decorating party inviting parents, students and staff.

The Periodic Table comes alive with element ornaments on the ChemisTree. Ornaments made from everyday materials represent a treasure of elements students see, touch, use, and even consume everyday.

The copyright of the article From Periodic Table to ChemisTree in Curricula/Lesson Plans is owned by Arlene Marturano. Permission to republish From Periodic Table to ChemisTree in print or online must be granted by the author in writing.