Chemical Element Mini-Research Project - Atomic Structure & Physical Properties

Grade Levels
5th - 8th, Homeschool
Subjects
Standards
Resource Type
Formats Included
  • PDF (9 pages)
  • Webquests
  •  Activity
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Easel Activity Included
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Compatible with Digital Devices
The Teacher-Author has indicated that this resource can be used for device-based learning.

Description

Project for students who are learning about the properties of elements and atomic structure. This assignment is great for students who are first learning to appropriately use the internet for research (suggested teaching method provided).

Use printed or as a Tpt Digital Activity.

Please click on the PREVIEW to see some examples of student work.

Total Pages
9 pages
Answer Key
Does not apply
Teaching Duration
90 minutes
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Standards

to see state-specific standards (only available in the US).
NGSSMS-PS1-1
Develop models to describe the atomic composition of simple molecules and extended structures. Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms. Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Cite specific textual evidence to support analysis of science and technical texts.

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