CHEMISTRY LESSON PLAN 1

ELEMENTARY SCHOOL
CHEMISTRY LESSON PLAN
ELEMENTARY SCHOOL
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary
4D in the Classroom: A Whole New
Way of Learning
WHAT IS 4D?
4D combines augmented reality
and other technologies to create
a new communication medium.
4D doesn’t just superimpose a
digital image: it intersperses
your view of the real world with
seamless, spatially in-context
imagery and information in real-
time, wherever you are. 4D creates
an interactive and digitally
manipulable world. 4D creates
whatever you can imagine.
To discover more about the world
of 4D, visit DAQRI.com.
HOW ELEMENTS 4D WORKS
1 2
See the elements in 4D
Download and open the Elements 4D
app and point your device at the block
face illustrating the element you want
to view.
Visit DAQRI.com/Elements4D for more information.
4D Empowers Classroom Learning
Educators have the opportunity to provide relevant, immersive learning experiences
in 4D on just about every classroom topic and drive knowledge-transfer to their
students. Thanks to its intuitive form and interactive functionality, 4D has massive
potential to transform the way we learn, both inside and outside the classroom.
For example, Elements 4D is a 4D Experience™ supercharging the chemistry
classroom. Elements 4D is a set of interactive blocks that help students learn the
Periodic Table by showing how elements combine into new chemical substances,
what the reactions look like, and the resulting chemical equation.
Similarly, students from grade school to grad school are able to explore the human
body with Anatomy 4D, an app from DAQRI that enables interactive learning even
beyond what’s possible in a medical lab.
With 4D, students can interact with spatial, geometric models in math class,
perform interactive dissections on a 3D model of a frog as though a real frog were
sitting on the lab table in front of them and much more. Teachers and students can
now create their own 4D Experience™, tailored to the classroom, with the help of
DAQRI 4D Studio for Education.
3
Combine Two Elements Marvel at the Reaction
Next, introduce a second element. You’ve Created!
Move the two blocks together until If nothing happens, those elements
they touch. don’t combine. Try another combination.
Copyright © 2014 DAQRI. DAQRI is a registered trademark of DAQRI LLC. All rights reserved.
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Table of Contents

ADVENTURE 1: What Could Matter Be? 1 ADVENTURE 3: Oh Dear, 11

What Can the Matter Be?
Learning Objectives
Learning Objectives
Standards
Standards
Exercise 2
Exercise 12
Activity Sheet 1 3
Activity Sheet 6 13
Activity Sheet 2 4
Activity Sheet 6 Answers 14
Activity Sheet 2 Answers 5
Activity Sheet 7 15
Activity Sheet 3 6
Activity Sheet 8 16

ADVENTURE 2: As a Matter of Fact… 7 ADVENTURE 4: The Root of the Matter 17

Learning Objectives Learning Objectives
Standards Standards
Exercise 8 Exercise 18
Activity Sheet 4 9 Activity Sheet 9 19
Activity Sheet 5 10 Activity Sheet 9 Answers 20
Activity Sheet 10 21
Curriculum Integration 22

Elements 4D Paper Craft blocks 23

ABOUT DAQRI ACKNOWLEDGEMENTS

DAQRI is a global technology leader that is fundamentally
transforming the way people deliver and interact with
information through a powerful new medium, 4D. An
innovator in computer vision, DAQRI’s industry-leading
software and hardware set the standard for the next
generation in industrial, storytelling, and educational
technologies.
This lesson plan was made possible by the DAQRI Education
team, as well as the thoughtful contributions of educators
Terri Eichholz, Katie Ann Wilson, and Jessica Lupone. We
thank them for lending us their stellar expertise!
Lessons align to Common Core State Standards and Next
Generation Science Standards.

DAQRI is headquartered in Los Angeles with an R&D

center in Mountain View, California and sales offices in New
York, Chicago, Boston, Detroit, Atlanta, San Antonio, and
Minneapolis. For more information, visit DAQRI.com.

iii
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

ADVENTURE 1
What Could
Matter Be?

Learning Objectives STANDARDS

MATERIALS This lesson aligns with the following

Next Generation Science Standards:
Aluminum can, helium balloon, Elements 4D blocks, at least one mobile
5-PS1-1
device with Elements 4D app (six devices would be preferable for the group
Develop a model to describe that
activity), internet access, colored pencils, Activity Sheets 1, 2, and 3
matter is made of particles too small
to be seen.
WORDS TO KNOW:

• matter • gas
• elements • molecules
• states of matter
• solid
• liquid

1
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Exercise

TOGETHER
1 Show students an aluminum can and ask them what they think they would find if they had a high-
powered microscope aimed at the surface. Explain that the can is made from a metal called aluminum
and demonstrate what aluminum looks like in its natural state with the Elements 4D blocks and
Elements 4D app. Tell students that the smallest piece of aluminum is an atom, and ask them to
estimate how many atoms of aluminum would be as wide as a piece of hair (Answer: 1,000,000).

2 Use Strange Matter Exhibit (Zoom Inside Stuff) www.strangematterexhibit.com to simulate zooming
closer to the surface of the aluminum can. Be sure to drag the red arrow up to each line to see the
explanation about its relative size.

3 Explain that there are many different types of atoms, the smallest parts of matter, and that they are
called elements.

GROUPS
1 Activity Sheet 1: Give each of six groups one block. Ask them to scan each side of the block and
write their observations of each of the elements. Ask them to put them in groups (could put on Post-it
Notes and group or use Padlet on an interactive white board). Have them note anything unusual.

2 Ask a student to compare and contrast aluminum and mercury for the class. Have another student
describe the difference between gold and oxygen. If the students do not mention the difference in
states (solid, liquid, or gas), point these out.

3 Show students www.mheducation.ca/school/applets/bcscience7/particle/ to explain states of matter.

Ask them to complete Activity Sheet 2 classifying the elements from the blocks into their states of
matter at room temperature.

Could also use:

www.studyjams.scholastic.com/studyjams/jams/science/matter/solids-liquids-gases.htm

and/or www.scienceunleashed.ie/Games/States%20of%20Matter.swf

INDEPENDENT

1 Show students a helium balloon, and ask them if there is matter inside the balloon, or is it empty?
Have them defend their answer on Activity Sheet 3. To assess, look for the following:

Answers will vary, but students should say that balloon contains matter, and that it would be too
small to be seen. Ways that they know this: the balloon does not float when not filled and that their
examination of the element blocks tells them that some matter exists as a gas at room temperature.

Answers will vary, but could include: freezing two balloons (one that is inflated and one that is not),
transferring what is inside one balloon into another, using a high-powered microscope.

Students should draw atoms or molecules that appear to be far apart to represent what is inside the
balloon. They should draw atoms that are very close together for the balloon material.

2
What Could the Matter Be? Name:

Activity Sheet 1 Date:

3
What Could the Matter Be? Name:

Activity Sheet 2 Date:

GASES

LIQUIDS

SOLIDS

4
Activity 2 Answers

GASES

LIQUIDS

SOLIDS

5
What Could the Matter Be? Name:

Activity Sheet 3 Date:

1. Do you think there is matter inside the ballon?

Why or why not?

2. List at least two ways you could test your hypothesis based on what you have
learned about elements and the states of matter. These do not have to be experiments
that could be conducted in your classroom. Use your imagination!

2. Draw what you think you might see if you could look at the space inside of the balloon
with a high-powered microscope. Then draw what you would see if you could look at the
actual balloon with a high-powered microscope.

inside of balloon balloon material

6
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

ADVENTURE 2
As a Matter
of Fact…

Learning Objectives STANDARDS

MATERIALS This lesson aligns with the following

Next Generation Science Standards:
Aluminum can, Elements 4D blocks, mobile device with Elements 4D app,
5-PS1-2
internet access, Activity Sheets 4 and 5
Measure and graph quantities to
provide evidence that regardless
WORDS TO KNOW: of the type of change that occurs
when heating, cooling, or mixing
• matter • liquid substances, the total weight of
matter is conserved.
• elements • gas
• states of matter • molecules
• solid

7
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Exercise

TOGETHER
1 Show students the aluminum can from Adventure 1. Have a student demonstrate weighing it. Ask
the class if they think the can would weigh the same if you stepped on it. Discuss, then demonstrate
that it does weigh the same.

2 Review the states of matter. Ask the students what state is aluminum in at room temperature? Could
it become a liquid? How? Do they think that it would keep its weight if it changed?

3 Ask the students if they can give an example of matter that is liquid at room temperature. Accept all
correct answers, but when someone mentions water, ask if that is an element. Demonstrate with the
blocks that water is made from the elements Hydrogen and Oxygen.

Use: www.safeathomewithleo.com/SAHMatter.swf to review the states of matter as it applies to water.

GROUPS
1 Ice Cube Experiment (Activity Sheet 4) Notes:

Students should come up with an experiment where they weigh the ice cube inside the plastic bag as a
solid, then weigh it once it is melted. There should be at least 3 trials to make sure the experiment is
valid and to account for human error.

2 Discussion Questions:

What was the importance of putting the ice in the sealable bag? (Answer: To keep all of the molecules
contained, even if some of the water evaporates - as well as to keep other molecules out.)
How does the mass of the water compare in solid and liquid form? (Answer: It should be the same.)

What do you think the mass of the water would be if it were in the form of a gas? (Answer: It should be
the same.)

How could you test that? (Answer: Leave the liquid in the bag, and place it in a sunny area where the
heat would eventually cause the water to evaporate.)

INDEPENDENT
1 Go back to the question of whether or not aluminum would weigh the same if it was a liquid. Have
students explain their answers on Activity Sheet 5. Answers will vary, but students should state
that the mass will remain the same, basing this on their experience with the Ice Cube Experiment.

8
As a Matter of Fact… Name:

Activity Sheet 4 Date:

What happens to the mass of matter when it changes states? For example, if you
weigh an ice cube, then allow it to melt into a liquid state, will the liquid water weigh
the same, more, or less as the solid water? Write your hypothesis and reason below.

How could your test your hypothesis using these materials: ice cube, balance, sealable
plastic bag? With your group, develop a step-by-step procedure, and write it below.

Once your procedure has been approved by your teacher, conduct your experiment.
Record your data in the table below.

Trial 1 Trial 2 Trial 3

Solid Water

Liquid Water

After completing your experiment, record your conclusion below. Was your
hypothesis right or wrong? What data supports this?

9
As a Matter of Fact… Name:

Activity Sheet 5 Date:

Now that you have conducted an experiment showing how the mass of water changes
or does not change when the state of water changes, what do you think would happen
if you could melt an aluminum can? Would the mass of the aluminum become greater,
smaller, or stay the same? Please explain your answer.

10
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

ADVENTURE 3
Oh Dear, What Can
the Matter Be?

Learning Objectives STANDARDS

MATERIALS This lesson aligns with the following

Next Generation Science Standards:
Aluminum can, Elements 4D blocks, mobile device with Elements 4D app,
5-PS1-3
internet access, Activity Sheets 6, 7, and 8
Make observations and
measurements to identify materials
WORDS TO KNOW: based on their properties.

• matter • liquid
• elements • gas
• states of matter • molecules
• solid

11
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Exercise

TOGETHER
1 Divide blocks among groups. Play “What’s the Matter?” game (Activity Sheet 6). (Call out identifying
clues like state at room temperature, color, metal or non-metal, magnetic, electrical conductors.) You may
want to have the students switch blocks every few minutes to give them more variety.

2 Properties of Matter Rap: www.youtube.com/watch?v=EeWzyR1xap4

For more details, watch the twenty-nine minute video:

http://schoolmediainteractive.com view/object/interactive/5B407560DA45FA3046483916C6B9B60A/
1F0F6F47612B65A9722E6DAD4A02D755?cpn=SV

GROUPS
1 Divide into groups and play:

http://schoolmediainteractive.com/view/object/interactive/5B407560DA45FA3046483916C6B9B60A/
1F0F6F47612B65A9722E6DAD4A02D755?cpn=SV

and/or www.harcourtschool.com/activity/mixture/mixture.html

2 Separate a Mixture (Activity Sheet 7):

Students should determine on their own how to use the given materials to separate the materials.
Encourage them to think about the properties that each of the substances have that could help them
with this. (Salt dissolves in water and sand does not. Iron filings are magnetic.)

INDEPENDENT
1 Activity Sheet 8:

Students will vary, but should include at least two of the following:

Weighing each can (aluminum is lighter than steel)

Using a magnet (aluminum is not magnetic, but steel created from iron and carbon is magnetic)

Melting each can (aluminum melts at 1,221°F and steel melts at around 2500°F)

Here are some other ideas: http://directmetalsrecycling.com/

steel-vs-aluminum-how-can-you-tell-them-apart/

2 Alternate activity or extension:

Mystery Powders experiment: http://www.omsi.edu/sites/all/FTP/files/chemistry/

U7MysteryPowders_OpGuide.pdf

12
Oh Dear, What Can the Name:

Matter be? Activity Sheet 6 Date:

Roll your block. Identify the element that is on top. Write the name of the element
in a space on the bingo board that describes one of its properties. (For solid, liquid,
or gas, assume that the element is at room temperature.) If you roll an element
more than once, you may put its name in other spaces, as long as it fits those
properties. The first group to get five spaces filled across, down, or diagonally wins
the game!

Gas Solid Liquid Metal Silver

Colorless Black Metal Solid White

White Metal Non-Metal Gas Colorless

Silver Gas Colorless Black Liquid

Non-Metal Liquid Silver Gas Solid

13
Oh Dear, What Can the Matter be?
Activity Sheet 6 Answers

Teacher: Refer to Activity Sheet 2 Answers for the elements on the cubes
that are solids, liquids, or gases at room temperature. Here are some of the other
possible answers:

Non-metals: Phosphorus, Iodine, Sulfur, Carbon

Metals: Beryllium, Magnesium, Titanium, Calcium, Platinum, Bismuth, Zinc,

Cesium, Silicon, Tin, Gallium, Mercury, Chromium, Aluminum, Iron, Copper,
Lithium, Gold, Potassium, Sodium

Silver/Gray: Magnesium, Titanium, Plutonium, Platinum, Gallium, Mercury,

Chromium, Aluminum, Iron, Lithium, Potassium, Sodium, Cobalt

White: Rubidium, Calcium, Tin

Black: Beryllium, Uranium, Zinc, Silicon, Iodine, Carbon

Colorless: Oxygen, Nitrogen, Helium

14
Oh Dear, What Can the Name:

Matter be? Activity Sheet 7 Date:

Materials needed per group: plastic cup with mixture of salt/sand/iron filings, magnets,
coffee filters, strainer, three empty plastic cups

You have been given a mixture of salt, sand, and iron filings! Use the materials provided
to separate the three. You may use all or some of them. Record your attempts below.

Action Taken Why Result

What did you learn from doing this activity?

15
Oh Dear, What Can the Name:

Matter be? Activity Sheet 8 Date:

Suppose you are collecting cans to take to the recycling center. You learn that the
rule is that only aluminum cans will be accepted—not steel (which is often a
combination of iron and carbon). Describe at least two ways that you could separate
the two types of cans. Which one would be easier, and why?

16
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

ADVENTURE 4
The Root of
the Matter

Learning Objectives STANDARDS

MATERIALS This lesson aligns with the following

Next Generation Science Standards:
Aluminum can, Elements 4D blocks, mobile device with Elements 4D app,
5-PS1-4
internet access, Activity Sheets 9, and 10
Conduct an investigation to
determine whether the mixing of two
WORDS TO KNOW: or more substances results in new
substances.
• matter • liquid
• elements • gas
• states of matter • molecules
• solid

17
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Exercise

TOGETHER
1 Remind students that putting the Hydrogen and Oxygen blocks together resulted in water. Ask them
what new substances created by the combination of elements are called (compounds). Show them the
Study James Elements and Compounds video: http://studyjams.scholastic.com/studyjams/jams/science/
matter/elements-and-compounds.htm

2 After watching video, demonstrate the formation of the compound NaCl (salt) with the blocks. Ask
the students to compare and contrast the reaction to that of water. Water is created when two gases
combine, but salt is made when a solid and a gas combine, both are made from two compounds. Water
requires three atoms and NaCl only requires two atoms.

GROUPS
1 Activity Sheet 9: Using the blocks, have students try to find as many compounds that result from the
combination of two elements as possible.

INDEPENDENT
1 Activity Sheet 10: Make Carbon Dioxide

Students should note that there is a bubbling reaction when the baking soda is added to the vinegar
and the balloon inflates. They should deduce that a gas was created by the combination of the
vinegar and carbon dioxide, and that this is a new substance. The vinegar and baking soda cannot
be separated as they have reacted with each other to make the new substance.

18
The Root of the Matter Name:

Activity Sheet 9 Date:

See how many compounds you can find using the elements cubes. Record your
discoveries below.

How many elements can you find that combine with Hydrogen? List them.

How many elements can you find that combine with Oxygen? List them.

Chlorine combines with several other elements besides Sodium. Can you find them?

Bromine and Sulfur also combine with quite a few elements. Choose one of these,
circle it, and list all of the combinations below.

Choose a compound to research. Write the two elements here:

What did you learn about this compound? What properties does it have? How are
these properties different than the two elements that combined to make this new
compound?

19
The Root of the Matter
Activity Sheet 9 Answers

See how many compounds you can find using the elements cubes. Record your
discoveries below.

How many elements can you find that combine with Hydrogen? List them.
Answers: Six. Oxygen, Chlorine, Sulfur, Fluorine, Nitrogen, Phosphorus

How many elements can you find that combine with Oxygen? List them.
Answers: Seven. Hydrogen, Sodium, Potassium, Lithium, Magnesium,
Calcium, Bismuth

Chlorine combines with several other elements besides Sodium. Can you find them?
Answers: Potassium, Hydrogen, Gold, Lithium, Zinc, Cobalt, Chromium

Bromine and Sulfur also combine with quite a few elements. Choose one of these,
circle it, and list all of the combinations below.

Answers: Bromine: Cobalt, Plutonium, Gold, Zinc, Potassium, Cesium, Lithium

Answers: Sulfur: Potassium, Hydrogen, Iron, Copper, Sodium, Lithium

20
The Root of the Matter Name:

Activity Sheet 10 Date:

Make Your Own Carbon Dioxide!

Materials: A small and clean plastic bottle, goggles, 1/2 cup of vinegar,
small balloon, baking soda, piece of paper.

With your goggles on, pour the vinegar into the bottle.

Stretch the balloon several times. Using the paper as a funnel, pour baking soda
into the balloon until it is about halfway filled.

Pinch the balloon at a spot right above the baking soda, and affix the balloon to
the neck of the bottle. When the balloon is attached, lift it up and release the
baking soda into the bottle.

What happens? Describe all of your observations.

Explain what you think caused the balloon to inflate. At this point, would you
be able to separate the vinegar from the baking soda? Why or why not?

21
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Curriculum Integration

LANGUAGE ARTS

How many words can you make using the chemical symbols on the cubes? Write a story about a planet
where a particular element is in a different state naturally, or where an element that is plentiful on our
planet is rare.

MATH

Roll the cubes and write the atomic number of the element you roll. See who can get to 500 first by adding
the numbers.

ART

Lemon Juice Watercolors (http://artprojectsforkids.org/crazy-watercolor-atcs/)

Salt Painting http://oneperfectdayblog.wordpress.com/2012/04/27/kids-art-raised-salt-painting/

SOCIAL STUDIES

Write about a particular element’s discovery and its subsequent impact on our world.

What was the Iron Age?

Why is gold such a valuable element?

PE

Moving Molecules Game http://pecentral.com/lessonideas/ViewLesson.asp?ID=2956#.VBI_Ty5dVvU

BOOKS:

Make it Change! by Anna Claybourne

Roadwork by Sally Sutton

The Periodic Table: Elements with Style! by Simon Basher and Adrian Dingle

It’s Elementary! by Robert Winston

The Elements by Theodore Gray

What are Atoms? by Lisa Trimbauer

All About Matter by Mari Schuh

Molecule Mayhem by Tom Adams

22
Glue Glue

Glue Glue

23 Copyright © 2014 DAQRI. DAQRI is a registered trademark of DAQRI LLC. All Rights Reserved.
Glue Glue

Glue Glue

24 Copyright © 2014 DAQRI. DAQRI is a registered trademark of DAQRI LLC. All Rights Reserved.
Glue Glue

Glue Glue

25 Copyright © 2014 DAQRI. DAQRI is a registered trademark of DAQRI LLC. All Rights Reserved.
Glue Glue

Glue Glue

26 Copyright © 2014 DAQRI. DAQRI is a registered trademark of DAQRI LLC. All Rights Reserved.
Glue Glue

Glue Glue

27 Copyright © 2014 DAQRI. DAQRI is a registered trademark of DAQRI LLC. All Rights Reserved.
Glue Glue

Glue Glue

28 Copyright © 2014 DAQRI. DAQRI is a registered trademark of DAQRI LLC. All Rights Reserved.
 CHEMISTRY LESSON PLAN 2
ELEMENTARY SCHOOL
CHEMISTRY LESSON PLAN
ELEMENTARY SCHOOL
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary
4D in the Classroom: A Whole New
Way of Learning
WHAT IS 4D?
4D combines augmented reality
and other technologies to create a
new communication medium. 4D
doesn’t just superimpose a digital
image: it intersperses your view
of the real world with seamless,
spatially in-context imagery and
information in real-time, wherever
you are. 4D creates an interactive
and digitally manipulable world.
4D creates whatever you can
imagine.
To discover more about the world
of 4D, visit DAQRI.com.
HOW ELEMENTS 4D WORKS
1 2
See the elements in 4D
Download and open the Elements 4D
app and point your device at the block
face illustrating the element you want
to view.
Visit DAQRI.com/Elements4D for more information.
4D Empowers Classroom Learning
Educators have the opportunity to provide relevant, immersive learning experiences
in 4D on just about every classroom topic and drive knowledge-transfer to their
students. Thanks to its intuitive form and interactive functionality, 4D has massive
potential to transform the way we learn, both inside and outside the classroom.
For example, Elements 4D is a 4D Experience™ supercharging the chemistry
classroom. Elements 4D is a set of interactive blocks that help students learn the
Periodic Table by showing how elements combine into new chemical substances,
what the reactions look like, and the resulting chemical equation.
Similarly, students from grade school to grad school are able to explore the human
body with Anatomy 4D, an app from DAQRI that enables interactive learning even
beyond what’s possible in a medical lab.
With 4D, students can interact with spatial, geometric models in math class,
perform interactive dissections on a 3D model of a frog as though a real frog were
sitting on the lab table in front of them and much more. Teachers and students can
now create their own 4D Experience™, tailored to the classroom, with the help of
DAQRI 4D Studio for Education.
3
Combine Two Elements Marvel at the Reaction
Next, introduce a second element. You’ve Created!
Move the two blocks together until If nothing happens, those elements
they touch. don’t combine. Try another combination.
Copyright © 2014 DAQRI. DAQRI is a registered trademark of DAQRI LLC. All rights reserved.
ii
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Table of Contents

EXPERIMENT 1: Creating a Periodic Table 1

Background
Standards
Exercise 3
EXPERIMENT 2: Elements Bingo 5
Standards
Exercise 6
EXPERIMENT 3: Matching 7
Standards
Exercise
EXPERIMENT 4: My Name in Elements 8
Standards
Exercise 9
Appendix 11
Elements 4D Paper Craft blocks 14
Table Cards 20
Elements Bingo Cards 41
Vocab Flashcards 45
Other Key Vocabulary Sheet 58
Observation Sheet 60

ABOUT DAQRI ACKNOWLEDGEMENTS

DAQRI is a global technology leader that is fundamentally
transforming the way people deliver and interact with
information through a powerful new medium, 4D. An
innovator in computer vision, DAQRI’s industry-leading
software and hardware set the standard for the next
generation in industrial, storytelling, and educational
technologies.
This lesson plan was made possible by the DAQRI Education
team, as well as the thoughtful contributions of educators
Terri Eichholz, Katie Ann Wilson, and Jessica Lupone. We
thank them for lending us their stellar expertise!
Lessons align to Common Core State Standards and Next
Generation Science Standards.

DAQRI is headquartered in Los Angeles with an R&D

center in Mountain View, California and sales offices in New
York, Chicago, Boston, Detroit, Atlanta, San Antonio, and
Minneapolis. For more information, visit DAQRI.com.

iii
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

EXPERIMENT 1
Creating a
Periodic Table

Background STANDARDS
An element is a pure substance that cannot be decomposed into simpler
substances by normal chemical means. There are one hundred nine different This lesson aligns with the Common
elements. Ninety of these are naturally occurring; the rest have been created Core State Standards & the Next
in laboratories. Elements one hundred ten and one hundred eighteen are Generation Science Standards. Refer
still being researched. There will be more elements as technology can to standards appendix.
identify them. A symbol is used to represent the full name of an element. For
example, H represents hydrogen; O represents oxygen, and Al represents
aluminum. Sometimes the Latin name for an element is used as the basis for
its symbol, for instance K represents potassium (kalium in Latin).
An element has a uniform composition. Different elements may join
together; these combinations are called compounds. A compound can be
separated into its component elements by chemical means. For example,
common table salt is a compound made of two elements: sodium and
chlorine. Table salt can be broken down into sodium and chlorine by mixing
it with water. However, sodium and chlorine cannot be easily broken down
into any simpler forms.

1
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

MATERIALS

• Table Cards (copied and cut apart) (see Appendix)

• Suggestion: Print out on cardstock and laminate them.
• Suggestion: Print out the Alkali Metal, Alkaline Earth Metals, & etc on different colors.
• There are different shapes on the cards to help determine
the different categories as well as different font styles.
• Printout of the Periodic Table

2
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Exercise

GROUPS: THREE TO FOUR STUDENTS

1 Pass out the Table Cards to each group.

• Modification: Pass out a few cards to each group.

2 Have students compare and categorize the elements you have given them.

Questions:

• What do the elements have in common?

• What differences between the elements did you find?

• Describe the atomic structure of an element.

Have students fill out the Observation Record Sheet. (see Appendix)

• Have them write down what they elements have in common and the differences they
find. Then, have students create groups and explain how they created them.

3 Have students organize the first eighteen elements of the Periodic Table according to their atomic
mass.

• Modification: If each group has a different set of cards, have them organize their cards
according to their atomic mass.

Questions:

• Why does each element have a unique number in the top left hand corner? What does
that number represent?

• Why does each element have a unique number in the top right hand corner? What does
that number represent?

4 Have students group elements into Metals and Non-Metals.

• Then, have them compare the elements in the two different groups.

Questions:

• What do the elements have in common?

• What differences between the elements did you find?

• Then, have them find the metal that is different from all the other metals.

Questions:

• How is the metal different?

• Where does the metal fall on the Periodic Table?

• What are the elements next to it?

3
 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

5 Using the cards, have students explore and create their own Periodic Table. After they have
arranged their cards to create their own table, have students compare their table with each other
and with a Periodic Table.

• Have students design their table on their own.

• Discuss what a table may look like and explain Columns and Rows.

Questions:

• What do the different tables have in common?

• What differences can you find within the different tables?

• What category did you use to group your elements?

• Why did you layout the elements in the order you did to form your table?

• Modification:

• Have students design a Periodic Table in groups of three to four.

• Use twenty to thirty of the elements instead of all one hundred-eighteen.

• Have the entire class design the Periodic Table together.

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 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

EXPERIMENT 2
Elements Bingo

MATERIALS
STANDARDS
• Elements Bingo Cards (see Appendix)
This lesson aligns with the Common
• Elements 4D blocks
Core State Standards & the Next
• Elements 4D app Generation Science Standards. Refer
to standards appendix.

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 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Exercise Suggestions

GROUPS: THREE TO FOUR STUDENTS

1 • Divide and place the Elements 4D blocks and at least one iPad loaded with the
Elements 4D app in centers.
• Pass out the Elements Bingo Cards.
• Guide students to use their scientific skills to locate the missing components of the
elements on their game board. You can use these cards like a BINGO game and
the first person to get three in a row correct or a blackout wins.

2 • Divide the class into four groups and give each group a different card. Working in
groups, have students go to the centers and work together to find the missing parts
on their card.

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 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

EXPERIMENT 3
Matching

MATERIALS
STANDARDS
• Vocab Flashcards (see Appendix)
This lesson aligns with the Common
• Elements 4D blocks
Core State Standards & the Next
• Elements 4D app Generation Science Standards. Refer
to standards appendix.

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 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Exercise Suggestions:

GROUPS: THREE TO FOUR STUDENTS

1 • Mix up the Vocab Flashcards.
• Pass out the flashcards and the Elements 4D blocks.
• Have students match the vocab card (the side with the name) with the Elements
4D blocks.
• Using the Elements 4D app, scan the blocks to see if you are correct.

2 • Mix up the Vocab Flashcards.

• Pass out the flashcards.
• Have students match the vocab flashcard (the side with the definition) with the
Elements 4D blocks.
• Using the Elements 4D app, scan the blocks to see if you are correct.

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 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

EXPERIMENT 4
My Name
in Elements

MATERIALS
STANDARDS
• Table Cards (copied and cut apart) (see Appendix)
This lesson aligns with the Common
• Suggestion: Print out on cardstock and laminate them.
Core State Standards & the Next
• Suggestion: Print out the Alkali Metal, Alkaline Earth Metals, & Generation Science Standards. Refer
etc on different colors. to standards appendix.

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 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Exercise Suggestions

GROUPS: THREE TO FOUR STUDENTS

1 Using the Table Cards, have students group the elements together to form their name. If the letter
or a combination of letters is not available use the sound of the letter instead.

• For example: Katie = KAtY using the elements card.

2 Have students add up their Atomic Mass of the the elements that form their name.

• 39.10 + 210 + 88.91 =

3 Have students add up their Atomic Number of the elements that form their name.

• 19 + 85 + 39 =

4 Have students compare their Atomic Mass and Number with each other.

Questions:

• Does everyone have the same Atomic Mass and/or Number?

• Why not?

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 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Appendix
STANDARDS
2ND GRADE
Structure and Properties of Matter
1. Plan and conduct an investigation to describe and classify different kinds of materials by
their observable properties. 2-PS1-1
a. Clarification Statement: Observations could include color, texture, hardness, and
flexibility. Patterns could include the similar properties that different materials share.
b. Assessment Boundary: none
2. Analyze data obtained from testing different materials to determine which materials have
the properties that are best suited for an intended purpose. 2-PS1-2
a. Clarification Statement: Examples of properties could include, strength, flexibility,
hardness, texture, and absorbency.
b. Assessment Boundary: Assessment of quantitative measurements is limited to length.
3. Make observations to construct an evidence-based account of how an object made of a small
set of pieces can be disassembled and made into a new object. 2-PS1-3
a. Clarification Statement: Examples of pieces could include blocks, building bricks, or
other assorted small objects.
b. Assessment Boundary: none

Common Core State Standards Connections

ELA/Literacy
• RI.2.1 - Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text. (2-PS1-4)
• RI.2.3 - Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text. (2-PS1-4)
• RI.2.8 - Describe how reasons support specific points the author makes in a text. (2-PS1-2),
(2-PS1-4)
• W.2.1 - Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding statement or
section. (2-PS1-4)
• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations). (2-PS1-1), (2-PS1-2),
(2-PS1-3)
• W.2.8 - Recall information from experiences or gather information from provided sources
to answer a question. (2-PS1-1), (2-PS1-2), (2-PS1-3)
Mathematics
• 2.MD.D.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent
a data set with up to four categories. Solve simple put-together, take-apart, and compare
problems using information presented in a bar graph. (2-PS1-1), (2-PS1-2)

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 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Appendix
• MP.2 - Reason abstractly and quantitatively. (2-PS1-2)
• MP.4 - Model with mathematics. (2-PS1-1), (2-PS1-2)

5TH GRADE
Structure and Properties of Matter:
1. Make observations and measurements to identify materials based on their properties.
5-PS1-3
a. Clarification Statement: Examples of materials to be identified could include baking
soda and other powders, metals, minerals, and liquids. Examples of properties
could include color, hardness, reflectivity, electrical conductivity, thermal
conductivity, response to magnetic forces, and solubility; density is not intended as
an identifiable property.
b. Assessment Boundary: Assessment does not include density or distinguishing mass
and weight.
2. Conduct an investigation to determine whether the mixing of two or more substances
results in new substances. 5-PS1-4
Common Core State Standards Connections
ELA/Literacy
• RI.5.7 - Draw on information from multiple print or digital sources, demonstrating
the ability to locate an answer to a question quickly or to solve a problem efficiently.
(5-PS1-1)
• W.5.7 - Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic. (5-PS1-2), (5-PS1-3), (5-PS1-4)
• W.5.8 - Recall relevant information from experiences or gather relevant information
from print and digital sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources. (5-PS1-2), (5-PS1-3), (5-PS1-4)
• W.5.9 - Draw evidence from literary or informational texts to support analysis,
reflection, and research. (5-PS1-2), (5-PS1-3), (5-PS1-4)
Mathematics
• 5.MD.A.1 - Convert among different-sized standard measurement units within a
given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in
solving multi-step, real world problems. (5-PS1-2)
• 5.MD.C.3 - Recognize volume as an attribute of solid figures and understand concepts
of volume measurement. (5-PS1-1)
• 5.MD.C.4 - Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft,
and improvised units. (5-PS1-1)
• 5.NBT.A.1 - Recognize that in a multi-digit number, a digit in one place represents 10
times as much as it represents in the place to its right and 1/10 of what it represents in
the place to its left. (5-PS1-1)
• 5.NF.B.7 - Apply and extend previous understandings of division to divide unit
fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)

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 ELEMENTS 4D CHEMISTRY LESSON PLAN
Elementary

Appendix
• MP.2 - Reason abstractly and quantitatively. (5-PS1-1), (5-PS1-2), (5-PS1-3)
• MP.4 - Model with mathematics. (5-PS1-1), (5-PS1-2), (5-PS1-3)
• MP.5 - Use appropriate tools strategically. (5-PS1-2), (5-PS1-3)

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Other Key Vocabulary
Composed of two or more parts, elements, or
Compound ingredients:
NaCl (sodium chloride) is a compound.

Groups are the columns of the periodic table.

Groups There are 18 columns or groups and different
groups have different properties.

Chemistry - One of a class of substances that

Element cannot be separated into simpler substances by
chemical means.

In chemistry, a table illustrating the periodic

system, in which the chemical elements, formerly
Periodic Table arranged in the order of their atomic weights and
now according to their atomic numbers, are
shown in related groups.

Atomic Weight Another term for atomic mass.

The number of protons in the nucleus of an atom,

Atomic Number which determines the chemical properties of an
element and its place in the periodic table.

The mass of an atom of a chemical element

expressed in atomic mass units. It is
Atomic Mass approximately equivalent to the number of
protons and neutrons in the atom.

Any of the monovalent mostly basic metals of

group I of the Periodic Table comprisinglithium,
Alkali Metal sodium, potassium, rubidium, cesium, and
francium.

Any of the divalent strongly basic metals of group

II of the Periodic Table comprising beryllium,
Alkaline Earth Metals magnesium, calcium, strontium, barium, and
radium.

Any of the elements fluorine, chlorine, bromine,

iodine, and astatine, occupying group VIIA (17) of
the Periodic Table. They are reactive nonmetallic
Halogen elements that form strongly acidic compounds
with hydrogen, from which simple salts can be
made.

Any of the gaseous elements helium, neon,

Noble Gases argon, krypton, xenon, and radon, occupying
Group 0 (18) of the periodic table.

Any of various metallic elements (as chromium,

Transition Metals iron, and nickel) that have valence electrons in
two shells instead of only one.

58
 A solid substance made by mixing a metal with
Alloy another substance, usually another metal, to
have specific properties that metals alone lack.

The electrons contained in the outermost shell in

Valence Electrons an atom of an element; the electrons available for
chemical bonding.

A very small particle of matter that has a negative

Electrons charge of electricity and that travels around the
nucleus of an atom.

The atom is the basic building block for all matter

in the universe. Atoms are extremely small and
Atom are made up of a few even smaller particles. The
basic particles that make up an atom are
electrons, protons, and neutrons.

A very small particle of matter that has no

Neutrons electrical charge and is part of the nucleus of all
atoms except hydrogen atoms.

A proton is a tiny particle, smaller than an atom.

Protons are too small to see, even with an
Protons electron microscope, but we know they must be
there because that's the only way we can explain
how atoms behave.

The central part of an atom that is made up of

Nucleus protons and neutrons.

59
 Observation Record Sheet
Scientist

You are now a junior scientist. Use this sheet to record your observations of the elements.

When observing the elements, I noticed:

After my observation of the elements, I arranged them

• I noticed that some of the elements are made up of a form of gas and are grouped together
in the group. While other elements are considered a or a .
• Most of the elements can be found in nature but a few are .
• Each element has an which represents how many each element has in
its .
• I also noticed that each element has a unique that determines their weight.

atomic number noble gas man made

atomic mass metal nucleus
protons non-metal

60