4 September - 10 September

FOCUS / ARONGA learning intentions:

We are EXPLORING on recognising the importance of the purity of elements.

We are EXPLORING on experimenting the purity of elements.

We are EXPLORING on reading information about the purity of elements and connecting our understanding of it.

Success Criteria: I can...

• Write answers to questions about the purity of elements.
• Use chromatography paper to do experiments.
• Connect information about the purity of elements.
• Read an article about the purity of elements.

                                                                                                          Achievement Objectives:

Group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials.

Activities:

Monday

• The students will watch this   about the quantitative aspects of elements.
• The students will then do the activity where they will look at the compounds on slide 6 of the lesson and research the names of the compounds and write the names of the compounds in their science books.
• If they have finished the activity they will do task 1 where they will add the ions together from slide 6 but with only one of each element. How ‘pure’ or ‘neutral’ would you say the overall charge of the elements are?
• Afterwards, they will draw and label their own type of element and write what it’s used for. Make sure they include the atomic number, how many protons and electrons it has, ion charge and how it can be merged with other elements.
• Finally, they will create 22 symbols for elements as well as their ion charges. Mix and match combinations of them and write the overall ion charges when they become compounds.

• The students will watch this   to help them do their purity of elements experiment.
• The students will add distilled water to the beaker.
• Then they will draw a pencil line at the bottom of a sheet of chromatography paper.
• Afterwards, they will draw a cross where each ink will go.
• They will mark on the different inks.
• They will place the chromatography paper in the beaker but the ink should not touch the water.
• They will wait for the water to move up the paper and the dyes to separate out.
• They will leave the chromatogram to dry.
• Finally, the students will draw a colour pattern like the one from this link with what they saw from the colours used with the dye in the experiment.

                                                                                           Thursday

• • The students will first watch this   about accidents that happened during Myth busters.

• In their science books the students will write and answer the questions below:

  1. Before you read this, what are elements? 

  2. List stories, films, books which show elements in them.

  3. What similarities or consistencies are there between them.

• Students will then read the article Ions and radicals in our world.
  

• They will write any keywords and scientific vocabulary which is related to elements.
• Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of elements.