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 molecular biologists use the science of atoms and molecules to understand disease and develop new treatments. For example, they know that sickle cell anemia is caused by one stray molecule and have discovered which molecular errors cause some cancers.

GET FOCUSED

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

• What is a metalloid? A metalloid is an element that can have the properties of both metals and nonmetals.

• Where are metalloids found on the Periodic Table of the Elements? Metalloids can be found on the border of the metals and nonmetals of the Periodic Table of the Elements.

• How is the Periodic Table of the Elements arranged? The Periodic Table separates elements into metals, nonmetals, and metalloids.

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 Investigation. Have students read the information aloud or silently to themselves. When students have finished, discuss the following concepts as a class:

• There is a border in the shape of a staircase that moves through Groups 13-16.
• Most of the elements to the left of the staircase are considered metals.
• Metals are usually dense and shiny in appearance.
• Most of the elements to the right of the staircase are considered nonmetals.
• Nonmetals are usually soft and dull in appearance.
• Most of the elements that border the staircase are considered metalloids.
• Metalloids possess some properties of metals and some properties of nonmetals

Note: These concepts are integrated into the Background(s) and are used to deepen students’ comprehension of the big ideas.

To solidify these concepts, pick different elements on the Periodic Table and ask students to identify them as metals, nonmetals, or metalloids.

LEARN THE LabLearner LINGO

The following list includes Key Terms that are introduced in the Investigation Background(s). They should be used, as appropriate, by teachers and students during everyday classroom discourse.

• metals
• non-metals
• metalloids

Note: Definitions to these terms can be found on the Introduction page to the CELL.

Note: Additional words may be bolded within the Background(s). These words are not Key Terms and are strictly emphasized for exposure at this time.

SET FOR SUCCESS

• Briefly review with students the experiments they performed in the previous Investigations.

Note: Students investigated the properties of metals and nonmetals by comparing the physical and chemical properties of elements from each category.

• Explain to students that, during this Investigation, they will explore a third category of elements: metalloids. Tell students that they will be comparing the metalloid silicon to a metal and nonmetal using the same techniques used in previous Investigations.
• 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.