Italicized font represents information to be shared orally or physically completed with the students at this time.

The non-italicized font represents additional information included to support the teacher’s understanding of the content being introduced within the CELL.

ASK WHY

Remind students that it is important to know about atoms because atoms are the building blocks of matter. We use our knowledge of atoms to explain the properties of matter, understand and manipulate matter and, ultimately, the world around us. 

BRANCH OUT

Remind students that nuclear engineers use the energy in the bonds of atoms to create electricity for us. They do this through a process called fission wherein uranium atoms are split. The thermal energy produced from splitting the uranium atoms turns water into steam, which in turn drives turbine generators to produce electricity.

GET FOCUSED

Inform students that the Investigation is designed to help them to answer the following Focus Question:

• How do elements from the metal and nonmetal groups differ?Elements from the metal and nonmetal groups have different physical and chemical properties. 

Note: These questions are located in students’ SDRs at the beginning and end of the Investigation.

Note: These are succinct responses to the Focus Questions and are placed here for your reference at this time. Fully developed responses to the Focus Questions can be found on the PostLab page.

GO DEEPER

As a class, read the Background(s) in the Investigation. Have students read the information aloud or silently to themselves. When students have finished, discuss the following concept as a class:

• The ability to conduct electricity is a physical property. 

Note: This concept is integrated into the Background(s) and is used to deepen students’ comprehension of the big ideas.

LEARN THE LabLearner LINGO

Although there are no new Key Terms introduced in the Investigation 3 Background(s), the Key Terms from Investigations 1 and 2 should continue to be used, as appropriate, by teachers and students during everyday classroom discourse.

SET FOR SUCCESS

• Remind students that the Periodic Table is a table that organizes the elements according to their physical and chemical properties.
• Remind students that, so far, we have looked at two major categories of elements on the Periodic Table: metals and nonmetals.
• Complete the Recall section in students’ SDRs.

• Discuss the following concepts: electricity, metals, and nonmetals.

• Explain to students that, in this Investigation, they will examine different elements ability to conduct electricity, which is, a physical property. As a result of their investigation, they will further understand how the Periodic Table is organized.
• Play the video below. Stop to ask students questions or answer students’ questions when necessary. Remind students to follow along with their SDRs and make any notes that they think might be helpful.
• After the video, direct students to divide into their lab groups to discuss their strategy for the lab. For example, they may assign certain group members to perform specific functions during the lab.

Note: The purpose of the video is to allow students to anticipate the laboratory experience they will soon encounter. Students should leave this PreLab session with a firm idea of what to expect and how to perform in the lab.

Note: Homework is posted below the video.

HOMEWORK

Tell students that they should review the Investigation in preparation for the Lab.