Lesson 47 covers:

• Elementary Level: Introduction to Gases
• Mid Level: Introduction to Energy
• High Level: The Periodic Table of Elements

Elementary Level (Kinder to Grade 2)

Subject: Introduction to Gases

Alignment with Standards:

• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations.
• CCSS.ELA-LITERACY.SL.1.5: Add drawings or visual displays to descriptions.

Lesson Objectives

By the end of this lesson, students will be able to:

1. Understand that air is an invisible gas that takes up space.
2. Observe and describe how air can inflate objects like balloons.
3. Conduct simple experiments to demonstrate that air exists even though we cannot see it.

Materials Needed

• Balloons (several, different sizes if possible)
• Empty plastic bottle (with a narrow opening)
• Straw
• Bowl of water
• Small paper boats (optional for extension)
• Printed worksheet (optional, for drawing observations)

Lesson Activities

1. Introduction (5-10 min) – “What is Air?”

• Discussion: Ask the student:
  • “Have you ever seen air?”
  • “How do you know air exists?”
  • “What happens when you blow up a balloon?”
• Explain: Air is all around us, even though we can’t see it. It takes up space and can move things.

2. Hands-On Activity 1: Balloon Inflation (10 min)

• Demonstration:
  1. Take an uninflated balloon and ask: “What’s inside this balloon?”
  2. Blow into the balloon and show how it expands.
  3. Ask: “What filled the balloon? Can you see it?”
• Student Participation: Let the student inflate a balloon themselves.

3. Hands-On Activity 2: Air Takes Up Space (10 min)

• Experiment:
  1. Fill a bowl with water.
  2. Take an empty plastic bottle and push it upside down into the water.
  3. Observe: The water does not fill the bottle because air is trapped inside.
  4. Now, tilt the bottle to let air escape—bubbles come out, and water fills the space.
• Discussion: “Why didn’t the water go in at first? Where did the bubbles come from?”

4. Wrap-Up & Reflection (5 min)

• Ask the student to draw what they observed (e.g., a balloon filling with air, bubbles in water).
• Discuss real-life examples: “Where else do we see air doing work?” (Wind, bubbles in soda, breathing).

Assessment & Extension Ideas

• Informal Assessment: Ask the student to explain in their own words how air takes up space.
• Extension Activity:
  • Make paper boats and blow on them to show how wind (moving air) pushes objects.
  • Discuss how we breathe in air (connection to biology).

Mid Level (Grade 3 to 5)

Subject: Introduction to Energy

Alignment with Standards:

• CCSS.ELA-LITERACY.SL.4.1: Engage effectively in collaborative discussions.
• CCSS.ELA-LITERACY.W.4.2: Write informative/explanatory texts to examine a topic.

Lesson Objectives

By the end of this lesson, students will be able to:

1. Define energy and identify four common forms (light, heat, sound, kinetic).
2. Conduct an energy scavenger hunt to find real-world examples of each type.
3. Explain how energy is used in everyday life.

Materials Needed

• Scavenger Hunt Checklist (printed or digital)
• Flashlight
• Tuning fork or musical instrument (for sound)
• Handheld fan or toy car (for kinetic energy)
• Ice pack and warm object (like a mug of warm water) for heat
• Notebook & pencil for recording observations
• Optional: Digital camera or tablet to document findings

Lesson Activities

1. Introduction (10 min) – “What is Energy?”

• Discussion: Ask:
  • “What does the word ‘energy’ mean?”
  • “Can you think of things that use energy around us?”
• Explain: Energy makes things happen! Introduce the four forms:
  • Light (sun, lamps)
  • Heat (fire, body warmth)
  • Sound (music, voices)
  • Kinetic (moving objects like bikes or wind)

2. Hands-On Activity: Energy Scavenger Hunt (25 min)

• Instructions:
  • The student will search indoors and/or outdoors to find examples of each energy type.
  • They will check off items on their scavenger hunt sheet and describe how each demonstrates energy.
• Example Checklist:Energy TypeFind an ExampleHow Does It Show Energy?
  LightLamp or flashlight”The light bulb glows when electricity flows.”HeatSunlight or stove”The stove heats up the pan.”SoundRinging bell”The vibrations make noise.”KineticRolling ball”Movement requires energy.”

3. Wrap-Up & Discussion (10 min)

• Reflection Questions:
  • “Which energy form was easiest to find? Hardest?”
  • “Can one object have multiple types of energy?” (Example: A running car—kinetic, heat, sound.)
• Real-World Connection: Discuss renewable vs. non-renewable energy sources briefly.

4. Optional Extension: Energy Journal (Homework)

• Have the student record energy examples they observe throughout the day and categorize them.

Assessment & Differentiation

• Informal Assessment: Ask the student to explain one energy transfer they observed (e.g., “The flashlight turns battery energy into light.”).
• For Advanced Learners: Introduce potential energy (stored energy, like a stretched rubber band).
• For Struggling Learners: Provide picture cards to sort into energy categories.

High Level (Grade 6 to 8)

Subject: The Periodic Table of Elements

Alignment with Standards:

• CCSS.ELA-LITERACY.RST.6-8.7: Integrate visual information with other text.
• CCSS.MATH.CONTENT.6.SP.B.4: Display numerical data in plots (extension activity).

Lesson Objectives

By the end of this lesson, students will be able to:

1. Explain how the periodic table is organized (by atomic number, groups, periods, and properties).
2. Identify key element properties (symbol, atomic number, atomic mass, family/group).
3. Create an “Element Trading Card” to demonstrate understanding of a specific element.

Materials Needed

• Printed periodic table (student-friendly version)
• Index cards or pre-designed “Element Trading Card” template (digital or paper)
• Colored pencils/markers
• Online resources (optional: Ptable.com, Chemicool)
• Element fact sheets or textbooks for reference
• Scissors, glue (if creating a physical card)

Lesson Activities

1. Introduction (15 min) – “Decoding the Periodic Table”

• Discussion:
  • “Why is the periodic table shaped this way?”
  • “What patterns do you notice?” (Rows = periods, columns = groups/families)
• Key Concepts:
  • Atomic number = # of protons (defines the element).
  • Groups = Similar reactivity (e.g., alkali metals, noble gases).
  • Periods = Energy levels (shells).

2. Hands-On Activity: Element Trading Card (30 min)

• Instructions:
  1. Student selects an element (or is assigned one).
  2. Researches:
     • Name & symbol
     • Atomic number & mass
     • Family/group (e.g., “Halogen”)
     • Uses/fun fact (e.g., “Neon is used in signs!”)
  3. Designs a trading card with:
     • Front: Element name, symbol, atomic number, creative illustration.
     • Back: Key facts (state of matter, discovery year, common uses).
• Example:
  (Visual: Front/back template with labels)

3. Wrap-Up & “Periodic Table Challenge” (15 min)

• Game:
  • Student places their card on a large periodic table poster (or table layout) in the correct group/period.
  • Quiz them: “Why does your element belong here?”
• Discussion:
  • “Which elements are most reactive? Why?” (Link to valence electrons.)
  • “How would the periodic table look if it were organized by atomic mass only?”

Assessment & Differentiation

• Informal Assessment: Ask student to explain their element’s position on the table.
• For Advanced Learners:
  • Compare 2 elements’ properties (e.g., Sodium vs. Potassium).
  • Research isotopes or synthetic elements.
• For Struggling Learners:
  • Provide a pre-filled template with scaffolded prompts.
  • Focus on 1-2 groups (e.g., “Find all Noble Gases”).

Extension Ideas

Graph Atomic Mass vs. Discovery Year (math connection).

Periodic Table Battleship (using coordinates like period + group).

“Meet the Elements” Song (They Might Be Giants – YouTube).