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  • Lesson Exemplar Elements and Compounds

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    Rommel Dayson
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    The document outlines a 60 minute lesson plan to teach students the difference between elements and compounds. It includes activities where students will use plastic blocks to represent elements and build compounds, group discussions of their models, and assessments of student understanding. The goal is for students to understand that elements are pure substances that cannot be broken down further, while compounds are made of two or more elements bonded together.

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    LESSON EXEMPLAR ELEMENTS AND COMPOUNDS

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    The document outlines a 60 minute lesson plan to teach students the difference between elements and compounds. It includes activities where students will use plastic blocks to represent elements and build compounds, group discussions of their models, and assessments of student understanding. The goal is for students to understand that elements are pure substances that cannot be broken down further, while compounds are made of two or more elements bonded together.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    329 views4 pages

    Lesson Exemplar Elements and Compounds

    Uploaded by

    Rommel Dayson
    The document outlines a 60 minute lesson plan to teach students the difference between elements and compounds. It includes activities where students will use plastic blocks to represent elements and build compounds, group discussions of their models, and assessments of student understanding. The goal is for students to understand that elements are pure substances that cannot be broken down further, while compounds are made of two or more elements bonded together.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 4

    Topic/ Title ELEMENTS AND COMPOUNDS

    Time Allotment: 60 MINUTES


    Learning Competencies/ Differentiate elements and compounds
    Objective
    ELICIT (5 mins.)

    Identify the different types of matter/substances shown in PICTURES/ILLUSTRATION


    the illustration. (Illustration showing Element symbol and
    chemical formulas )

    Illustration #1 – Gold- Au

    Illustration #2- table salt- NaCl

    Illustration #3- Copper- Cu

    Illustration #4- Carbon dioxide- CO2

    (TAXONOMY)
    ENGAGE (10 MINS.)
    USE THE FORMULAS
    Ask the students: SHOWN ON THE ELICIT
    1. Look at the formulas, how many elements are in PART
    each formula?
    2. What is the difference in the chemical formula for
    copper and salt?
    (TAXONONOMY AND METACOGNITION)

    EXPLORE( 20 MINS)
    Plastic blocks
    Designing the class activity. Glue or tape
     Divide the class into 10 groups.
     Let the do the activity : Building Blocks of Matter II
     Provide the activity sheet and materials to be used.
     Explain to the students that each block represents an
    element. Instruct the students to select a colored block
    to represent each of the three elements. Instructs the
    students to draw and color the blocks in the square that
    represent each element.
     Each block represents a different element and it cannot
    be broken down into anything smaller. Elements are
    the building blocks of matter.
     Choose a block to represent Iron, Oxygen and sulfur
    then draw and color the blocks in the square that
    represents that element. Monitor and assists students
    as necessary.
     Explain to students what a compound is.
    Create the compounds using your blocks and draw and
    color your compounds in each square to represent
    Sulfate, Iron Oxide, and Iron Sulfide. Hint: Use the small
    numbers to help you determine how many blocks to use
    for each element. Monitor and assist students as
    necessary.

     After students complete the table on the handout,


    construct a structure with only one color of blocks and
    a structure that looks similar with two or more colors of
    blocks.
     Explain to the students that one structure is made of
    only iron blocks and the other structure is made of
    multiple elements that are bonded together.
    (METACOGNITION AND CONTEXTUALIZED)

    EXPLAIN (10 MINS.)

    Group Presentation of Outputs/ Reporting Activity Sheets/outputs


    The teacher will ask the following questions to guide them in
    differentiating elements and compounds.

     What is the difference between an element and a


    compound?
     What is the fewest number of blocks you could have to
    make a compound?
     Look at the structure made of only iron blocks, why is
    this not considered a compound?

    (METACOGNITION, PROFILE, DEFINING FORMAT


    AND FRAMES)

    ELABORATE (10 MINS)

    Class Interaction:
     The teacher process the data presented by the
    students through a class discussion and
    interaction.

    The teacher will ask the following questions:


    1. If I removed one block from the iron structure
    would it look similar to the rest of the structure?
    2. If I separated one block from the compound
    structure, would it be similar to the larger
    structure?
    3. Why not?
     The general concept/ idea of the activity should be
    drawn based from the reults of the activity and
    relate to the main topic.
    ELEMENTS- substances that cannot be
    broken down into simpler substances by ordinary
    means
    COMPOUNDS- pure substance made up of
    2 or more elements
    (PROFILE)

    EVALUATE (5 MINS.)

    To assess the students, the teacher may ask the


    following questions:
    1. Is air a compound or an element?
    2. What is the difference between a compound and
    an element?
    3. What do you call 2 or more elements that are
    combined?
    4. Is carbon dioxide an element or a compound?
    Why?
    EXTEND
    worksheet

    REFERENCES
    http://www.tea.state.tx.us/index2.aspx?id=6148.

    www.middleschool.com

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