Topic: Element and chemical compound - chemical compound

Target group

Elementary school student (grades 7. and 8.)

Core curriculum:

I. Substances and their properties. Pupil:

8) classifies elements into metals and non‑metals; differentiates metals from non‑metals based on their properties; 9) uses symbols of elements and uses them to write down chemical formulas: H, C, N, O, Na, Mg, Al, Si, P, S, Cl, K, Ca, Fe, Cu, Zn, Br, Ag, Sn, I, Ba, Au, Hg, Pb.

General aim of education

The student defines the concept of a chemical compound.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• define the terms: element and chemical compound

• explain the difference between an element and a chemical compound;

• give examples of chemical elements and compounds.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Introduction

1. The teacher hands out Methodology Guide or green, yellow and red sheets of paper to the students to be used during the work based on a traffic light technique. He presents the aims of the lesson in the student's language on a multimedia presentation and discusses the criteria of success (aims of the lesson and success criteria can be send to students via e‑mail or posted on Facebook, so that students will be able to manage their portfolio).

2. The teacher together with the students determines the topic – based on the previously presented lesson aims – and then writes it on the interactive whiteboard/blackboard. Students write the topic in the notebook.

3. Health and safety – before starting the experiments, students familiarise themselves with the safety data sheets of the substances that will be used during the lesson. The teacher points out the need to be careful when working with them.

Realization

1. The teacher asks the students questions, eg what is the chemical element, what is the symbol of the element, why the symbols of elements have been introduced, how symbols symbols are written. He asks them to do the Taks 1 from the abstract, and then initiates a brief discussion about substances, chemical elements and compounds.

2. Students prepare observation diaries in abstract. They have to write a research question, hypothesis (before movie projection), observations and conclusions (after movie projection) about the film material „Obtaining a Chemical Compound of Chemical Elements”.

3. The teacher, in reference to the film with the experiment, asks the students how to define the concept of a chemical compound. Then he asks what is the difference between an element and a chemical compound; which substance we will call a simple substance and which substance is a complex substance. Writes verbally the reaction equation that took place during the experiment, and writes the same using symbols and a chemical formula. He writes simple substances and a compound substance, defines the concept of a chemical formula. Indicates the need to observe uppercase and lowercase letters in the symbols of chemical elements and compounds, e.g.
   C - is a symbol of carbon
   O - is a symbol of oxygen
   Co - cobalt symbol
   but CO is a chemical formula of carbon monoxide.

4. The teacher asks students to indicate the similarities and differences between the chemical compound and the mixture. Then, he directs them to the answers, asking the auxiliary questions: what is a chemical compound and what mixture, what is the quantitative composition, how their components combine, whether they can be separated into ingredients, etc..

5. The teacher instructs students to answer the question: „Can rock salt and water be classified as simple or complex substances?” - the „Elements” and „Electrolysis of water” illustrations can be used for this. The teacher draws students' attention to the facts that rock salt is not a compound of sodium and chlorine, but sodium ions with chlorine ions; water as a substance is a collection of water molecules, and these are only made of oxygen and hydrogen atoms (it is not a compound of two gases).

6. Teacher asks students to do interactive exercises in abstract (individual work).

Summary

1. Teacher asks: If there was going to be a test on the material we have covered today, what questions do you think would you have to answer? If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

2. The student indicated by the teacher sums up the lesson, telling what he has learned and what skills he/she has been practicing.

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Element and chemical compound - chemical compound

We meet many chemical compounds every day. For example, water, rock salt (sodium chloride), sugar (sucrose), citric acid, vinegar (acetic acid and water) or alcohol (ethanol and water). Let's look at rock salt. It is a compound – product of the reaction of sodium with chlorine. Sodium ($\text{Na}$) is a solid substance reacting violently with water, and chlorine (${\text{Cl}}_2$) (chlorine gas occurs in the form of molecules) is a poisonous gas. Chemical compound $\text{NaCl}$ is the most popular spice and preservative, giving the dishes a salty taste. Chemical compounds have different properties than the elements they contain. For example, water is a compound - product of the reaction of hydrogen with oxygen.

Knowing the symbols of chemical elements, you can write formulas of chemical compounds down, for example: $\text{MgO}$ is magnesium oxide,
$\text{CaO}$ – calcium oxide,
$\text{CO}$ – carbon monoxide.

• The substance is every element and every chemical compound.

• A chemical element is a simple substance that cannot be divided into simpler substances.

• A chemical compound is composed of atoms or ions of at least two different chemical elements connected to each other.

• Chemical compounds have different properties than the elements it is composed of.