Paul Cappello

1. TEKS
Science, 6.(b), (5), (A) & (C), Matter and
Energy
Objective
Recognize the differences between
elements and compounds.

Instructional Planning Grid

2. Big Understanding
Knowledge and understanding of elements
is fundamental to understanding chemistry.
Elements are the basic building blocks
for the formulation of compounds. We
use elements and compounds
everyday: e.g. (H2O) Water & (NACl)
Salt.

3. Assessment Evidence
Recognize that an element is a pure substance represented by chemical symbols.
Recognize that a compound is represented by chemical formulas.
Recognize the differences between elements and compounds, based on

observation and description of physical properties.

Fill out Exit card at end of period with an example of each of the above.

4. Opening Hook
Play the song The Periodic Table of the Elements. Show a graphic of and explain
this analogy: If you read a book, you will find a bunch of words on a page. Letters
make up those words. In English, we only have twenty-six letters, but we can make
thousands of words. In chemistry, you are working with about 120 elements, from
the Periodic Table of the Elements (PTE) and when you combine them you can make
many, many varieties of compounds. Compounds are groups of elements bonded
together in the same way that words are groups of letters. An "A" will always be an
"A" regardless what word it is in. A sodium (Na) atom will always be a sodium atom
no matter what compound it is in.
5. Instructional Strategies / Student Activities
Input. Organize the class in groups of four, using A-B-C-D method. Provide a copy of
the PTE to each student in the groups. Describe the PTE.
Modeling. Provide an element worksheet breaking down an example of one element
and explain what data identifies the element from the PTE.
Guided Practice/Monitoring. Provide blank element templates and give
students four elements from the PTE to model in their blank templates. After the
element is understood, then explain and fill in the compound templates.
Check for Understanding. Have each student explain the identifying data for each
element: name, chemical symbol, and atomic number; and their compounds. Repeat
process if necessary. Give LDs more worksheets to fill in.
6. Materials and Resources
For the hook: Graphic Analogy of Alphabet/Words & PTE. For the input: PTE. For the
guided practice: blank element worksheets, blank compound worksheets, partially
filled in worksheets for LDs. For the assessment: Exit cards.
7. Grouping Patterns
Work in groups of four to understand elements and compounds.
8. Ending Summary / Reflection
On the exit card, give students the element Aluminum and have them write the
chemical symbol and atomic number. Also, have students write the chemical formula
for salt.