Motor oil being poured into a car engine
Elements in Car Grease, Lubricants, and Oils (Periodic Table of Elements)
Grades 9-12
This lesson focuses on two main ideas:
- How to use the Periodic Table of Elements
- Understanding how to use atomic symbols to build atomic structures
Procedure
INTRODUCTION (15 minutes)
Read the introduction to students and review new vocabulary. Students will watch the “Motorweek” video. After the video, have a discussion around the essential questions and thinking questions aligned to the topic and video.
EXTENSION (15-30 minutes)
Complete extension activities with students, as you see fit.
ASSESSMENT (15 minutes)
Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.
REFLECTION (10 minutes)
Have students complete a reflection.
Standards
HS-PS1-1.
Use the periodic table as a model to predict the relative properties of elements based
on the patterns of electrons in the outermost energy level of atoms.
- Science and Engineering Practices
Developing and Using Models
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s). - Use a model to predict the relationships between systems or between components of a system.
- Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
- Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
- The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
- Crosscutting Concepts
Patterns
- Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Summative CER
Option 1:
Explain the major differences between the elements lithium (Li) and silicon (Si). Use evidence and reasoning from the videos and activities to support your explanation.
Option 2:
Construct an explanation describing what information the Periodic Table is able to provide about each element. Use evidence and reasoning from the videos and activities to support your explanation.
Reflection Questions
- What patterns can be used in order to better understand the Periodic Table of Elements and Atomic Structures?
- What are the properties of lithium (Li) and silicon (Si) that make them unique elements?
Summative CER Rubric
| No Response Score Point 0 |
Not There Yet Score Point 0.5 |
Beginning To Score Point 0.75 |
Yes Score Point 1.0 |
|---|---|---|---|
| The claim is missing | The claim is incorrect or irrelevant. | The claim partially takes a position on the topic or issue addressed within the prompt. | The claim takes an appropriate position on the topic or issue addressed within the prompt. |
| There is no type of evidence in the response | The evidence is irrelevant or does not support the claim. | The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources. | The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources. |
| There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence. | Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence. | Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence. | Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence. |