3 What element would you be?

This activity is designed to encourage students to apply knowledge to a new situation and to encourage writing across the curriculum. After completing units on atomic structure, electron configuration, periodic trends, and bonding, students will be asked to select an element from the periodic table that best represents who they are. Students will create a one-page story that relates the properties of this element to themselves.

Learning outcomes

• Students will relate an element’s properties to its atomic structure and location on the periodic table.
• Students will use analogies to relate chemical and physical properties of an element to human behaviors.
• Students will create an entertaining story.

Teacher planning

Time required

80 minutes of class time

Materials needed

• periodic table
• chemistry notes or textbook as a reference
• “What element would you be?” student sheet

Pre-activities

• Students need to understand basic atomic structure and periodic trends in atomic radius, ionic radius, ionization energy, and electronegativity. Knowledge of ionic and molecular bonding is not necessary, but may add to the creativity of the stories.
• Before class, teachers should pre-read the excerpt from Primo Levi’s The Periodic Table in the activities below. Reading the excerpt in advance will enable you to relate the human characteristics to that of argon. Primo Levi uses words like “inert,” “disinterested,” “static,” and “abstention” to describe his ancestors. He relates their lack of engagement in life to the behaviors of the inert noble gases.

Activities

1. Read the following short excerpt from the chapter “Argon” in Primo Levi’s book The Periodic Table so students have an example of how properties of elements can be related to human behavior:
   

   The little I know about my ancestors presents many similarities to these gases. Not all of them were materially inert, for that was not granted them. On the contrary, they were — or had to be — quite active, in order to earn a living and because of a reigning morality that held that “he who does not work shall not eat.” But there is no doubt that they were inert in their inner spirits, inclined to disinterested speculation, witty discourses, elegant, sophisticated, and gratuitous discussion. It can hardly be by chance that all deeds attributed to them, though quite various, have in common a touch of the static, an attitude of dignified abstention, of voluntary (or accepted) relegation to the margins of the great river of life.

2. Hand out the “What element would you be?” student sheet. Have students read the grading rubric on the handout so they know how they will be assessed. Allow students to use their notes or textbooks as a reference if needed, and have them follow the instructions on the handout:
   1. Use your knowledge of periodic trends, reactivity, bonding, and atomic structure to select an element that you would be if you were an element on the periodic table.
   2. Write a one-page story that entertains the reader and relates your personality and character to the chosen element. Use concepts such as location on the periodic table, chemical reactivity, periodic trends (ionic radius, ionization energy, electronegativity), and physical properties, as well as sources and uses of the element to help you relate the element to yourself.
   3. Create a list of ideas that can be used to relate you to your chosen element. Organize these ideas before you begin to write. You must make at least four different comparisons.
   4. Turn in a final copy, neatly written and in ink, prior to the end of class for full credit.
3. Collect stories at the end of the class.

Modifications

For students with limited English language skills, the reading passage may be difficult to understand. In this case, discuss the personality attributes the author has listed and why they are similar to the properties of a noble gas.

Critical vocabulary

• ionization energy
• electronegativity
• atomic radius
• ionic radius
• reactivity
• periodic trends

• Next: Reaction stoichiometry: How can we make chalk?

National Standards

In addition to meeting objectives of the North Carolina Standard Course of Study, this lesson plan addresses the following national standards.

National Science Content Standard A

• Structure of atoms
• Structure and properties of matter

• Next: Reaction stoichiometry: How can we make chalk?
• Previous: How do chemists measure?

Author’s note

This activity makes an excellent sub plan. If you introduce the idea to students prior to your absence they may choose to do some research before class.

Learn more

Related topics

• Search LEARN NC for more resources on chemistry, elements, periodic table, science, and writing.