Lesson Plan | Active Learning | Periodic Table: Metal

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial for establishing a clear and directed foundation for the lesson. By defining the objectives, the teacher guides students on what is expected for them to learn and how this knowledge will be applied. This section also serves to align expectations and ensure that students understand the importance of studying metals and their classification in chemistry.

Main Objectives:

1. Empower students to identify and describe the main properties of metals.

2. Enable students to locate metals on the periodic table and differentiate them from nonmetals and metalloids.

3. Explore the different types of metals, with special focus on alkali metals, and their practical applications.

Side Objectives:

1. Encourage active participation from students in the discussion about the importance of metals in modern society.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students and connect the content they studied previously with the practice that will be conducted in class. Problem situations stimulate students to think critically and apply prior knowledge practically, preparing the ground for deeper learning. Contextualization, on the other hand, shows the importance of the topic in real life and history, increasing interest and the perceived relevance of studying metals in the periodic table.

Problem-Based Situations

1. Imagine you are a chemical engineer and need to select the most suitable material to build a bridge in a coastal region, subjected to high corrosion levels due to salt spray. How can the periodic table and its properties help in choosing the materials?

2. A battery manufacturer is looking for more efficient and safer alternatives to the current ones that use lead. How can understanding the properties of metals on the periodic table assist in the search for new battery materials?

Contextualization

The relevance of metals in everyday life and history is immense. From the Bronze Age, where mastery of the copper and tin alloy allowed for significant technological advancements, to current advances in nanotechnology that utilize metals on atomic scales, metals are fundamental. Furthermore, identifying metallic elements and their properties on the periodic table is crucial for many industrial and everyday applications, such as in electronics, medicine, and civil construction.

Development

Duration: (65 - 75 minutes)

The Development stage is designed to allow students to practically and interactively apply previously studied concepts about metals and their classification. Through playful and challenging activities, students are encouraged to think critically, solve problems, and work in teams, reinforcing their understanding and memory of the topic. This section is crucial for consolidating learning and preparing students for real situations where knowledge about metals and the periodic table is essential.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - The Challenge of Magical Metals

> Duration: (60 - 70 minutes)

- Objective: Apply knowledge about the properties of metals and the periodic table to infer and describe the properties of a new fictional metallic element, developing research and presentation skills.

- Description: In this activity, students are divided into groups of up to 5 people, and each group receives a different 'mission' that involves discovering and characterizing a new fictional metallic element. They will need to use known properties of metals and the periodic table to deduce potential behaviors and applications of this new element.

- Instructions:

• Form groups of up to 5 people.

• Read the description of the new fictional metallic element that is in an envelope.

• Use the periodic table to identify possible properties of the element.

• Develop a short report that includes a description of the element, its properties, and possible applications.

• Present the report to the class, explaining the choices based on the observed properties.

Activity 2 - The Great Metallic Map

> Duration: (60 - 70 minutes)

- Objective: Analyze and classify different metals according to their properties on the periodic table, promoting practical understanding of the classification of chemical elements.

- Description: Students, in groups, receive a large blank map of the periodic table and a series of cards with properties and uses of different metals. They must position the cards on the map according to the properties and characteristics of that metal, justifying their choices.

- Instructions:

• Organize into groups of up to 5 students.

• Receive a large blank map of the periodic table and a set of cards with properties of metals.

• Read the properties of each card and discuss where on the map the metal should be placed.

• Glue or position the cards on the map, justifying each choice.

• At the end, each group will present their map and justifications to the class.

Activity 3 - Future Builders: Creating the Super Alloy

> Duration: (60 - 70 minutes)

- Objective: Develop selection and justification skills for components based on the properties of metals, applying knowledge of structure and properties in a practical and innovative context.

- Description: In this scenario, groups of students are materials engineers who need to develop a new metallic alloy for use in aerospace structures. They must select elements from the periodic table and justify their choices based on specific properties to achieve a balance between lightness, strength, and cost.

- Instructions:

• Form groups of up to 5 people.

• Choose elements from the periodic table that you believe will be useful for creating the desired alloy.

• Justify your choices based on the properties of the chosen elements.

• Develop a composition plan for the alloy and present it to the class, explaining the reasons behind the choices.

• Prepare a small 'pitch' to sell the idea of the alloy to a 'client' (the teacher) who is a chief engineer of an aerospace company.

Feedback

Duration: (10 - 20 minutes)

The purpose of this stage is to allow students to articulate and share the knowledge acquired through practical activities. The group discussion helps solidify their understanding of the concepts, allowing students to see different perspectives and approaches. Moreover, this stage serves for the teacher to assess students' understanding and identify any learning gaps that may require additional review.

Group Discussion

After completing the activities, organize a group discussion covering the following points: ask each group to share their discoveries and the challenges faced during the tasks. Encourage students to discuss how the theory about metals aided in solving the proposed practical problems. Use this opportunity to review and clarify any concepts that may have generated doubts during the activities.

Key Questions

1. What properties of metals were most helpful in solving the proposed challenges?

2. How did the organization of elements in the periodic table facilitate the understanding and application of the properties of metals?

3. Was there any concept about metals that you found particularly challenging or interesting? Why?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the Conclusion is to consolidate learning, ensuring that students have a clear and integrated view of how theoretical concepts apply in practice and in real life. Additionally, it aims to reinforce the relevance of studying metals and the periodic table, motivating students to continue exploring and applying this knowledge. This stage also serves to assess if the learning objectives have been achieved and if there is a need for additional review of any concept.

Summary

In conclusion, the teacher should summarize the main points discussed, reiterating the properties of metals, their location on the periodic table, and the differences between metals, nonmetals, and metalloids. The activities such as The Challenge of Magical Metals, The Great Metallic Map, and Future Builders should be recapped, highlighting the students' learning and results.

Theory Connection

Explain how practical activities, such as creating a new metallic alloy or classifying metals on the periodic table map, directly connected the studied theory with practical and everyday applications. Highlight how understanding the properties of metals is crucial not only for chemistry but also for various industries and technologies.

Closing

Finally, emphasize the importance of metals in daily life, from technological applications such as in electronics and aerospace structures to more traditional uses like kitchen utensils. Stress how the study of the chemistry of metals is fundamental for advancement and innovation in various fields, and how students can apply this knowledge in future careers or academic studies.