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21 Fascinating Periodic Table Activities for Chemistry Students of All Ages

Proving that fun is elemental to learning!

The periodic table of elements is key to understanding and mastering chemistry concepts. These periodic table activities are fun and engaging, and you can use many of them with both younger and older students. Pick a few to try in your own classroom!

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1. Start with an anchor chart

The periodic table is an ingenious construction, but it takes a little explaining. These anchor charts explain the layout and details and are excellent references to use throughout all your periodic table activities.

Learn more: Scholastic

2. Explore an illustrated periodic table chart

Teachers love this chart, and for good reason. It brings the table to life, helping chemistry students understand the role each element plays in the world around us. You can print copies of it for free, or buy posters and card sets. There’s even an interaction version !

Learn more: elements.wlonk.com

3. Color and learn about the elements

You can use this clever coloring book for all kinds of periodic table activities. Try a few free printable pages from author Teresa Bondora’s site here . If you like them, buy The Periodic Table of Elements Coloring Book on Amazon .

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4. Sing a periodic table song

Though kids don’t necessarily need to memorize the periodic table, songs like this one can help if they want to try! We love this new up-to-date take, but the old Tom Lehrer classic from 1959 is lots of fun too .

5. Build a model using egg cartons

Love a good recycled craft project? This is the activity you’re looking for! Save up egg cartons and use them to build a periodic table model.

Learn more: Weird Unsocialized Homeschoolers

6. Create an elements card deck

These free printable cards are terrific for reviewing the elements, especially if you’re working on memorizing some or all of them.

Learn more: Homeschool Creations

7. Make pipe cleaner element models

Gain a deeper understanding of the construction of each element by making models with pom poms, beads, and pipe cleaners.

Learn more: Teach Beside Me

8. Find the elements to win the game

Familiarize yourself with where each element is located on the table, along with their abbreviations, with this simple (and free) point-and-click computer game.

Learn more: Mr. Nussbaum Learning + Fun

9. Go on an elements scavenger hunt

Send students on a search for real-life examples of the various elements. They’ll be surprised at how easy it is to find so many of them.

Learn more: Pinay Homeschooler

10. Make a periodic table of giant tiles

This classic research project comes together in a giant periodic table display. You can use poster board, or add a 3-D element by creating the tiles on pizza boxes instead.

Learn more: missmiklius

11. Play periodic table Battleship

Here’s another fun game to help familiarize kids with where various elements are found on the table. Learn how to play at the link.

12. Turn elements into superheroes (or villains)

This is such a fun twist on the usual element research project. Students learn more about the characteristics of their element, then decide whether it’s a superhero—or a villain!

Learn more: Morpho Science/Teachers Pay Teachers

13. Download the Atomidoodle app

This cool little app, available on both the Apple AppStore and Google Play, challenges students to draw paths through mazes. They use fusion (addition) and fission (division) to create new atoms, all while learning hundreds of facts about the elements.

Learn more: Atomidoodle

14. Sort “periodic people” into a table

This clever activity gives students the chance to see how Mendeleev sorted the elements to create his brilliant periodic table. Get it for free at the link.

Learn more: Sunrise Science

15. Put the periodic table on your ceiling

Source: Jackson County Sentinel

Make use of every last bit of your classroom space by turning ceiling tiles into an enormous periodic table! Adhesive vinyl works well for this ambitious project.

16. Solve The Mystery of the Periodic Table

Middle school readers will enjoy this tale of the development of the periodic table, learning about the various scientists involved along the way. Buy The Mystery of the Periodic Table on Amazon here.

17. Get to know the Element characters

Each element has its own set of characteristics that could almost be called its personality. That’s the idea behind these incredibly fun cards, which imagine the elements as living characters. You could use a set of these for all kinds of periodic table activities.

Learn more: Elements—Experiments in Character Design

18. Defeat a periodic table escape room

Escape rooms are all the rage, and they’re a lot of fun in the classroom too. Create your own set of chemistry-based challenges, or buy this ready-to-go periodic table escape room on Teachers Pay Teachers.

Learn more: Kesler Science

19. Make periodic table pixel art

In this free interactive program, students answer questions about the elements to unlock squares on the periodic table, creating a pixel picture. Bonus: Have kids create their own pixel pics using the table!

Learn more: Teaching Above the Test

20. Put together colorful tiles

These colorful pieces interlock to create an interactive puzzle you can use for lots of different periodic table activities. Buy the set at Amazon.

21. Compete at periodic table Bingo

Bingo is always fun, but this version helps you learn the various abbreviations of the elements too. Make your own cards, or buy a pre-made set at the link.

Learn more: STEAM Powered Family

Want more hands-on science? Try the Best Science Kits for Kids, As Chosen by Teachers .

Plus, 20 of the Best Science Bulletin Boards and Classroom Decor Ideas .

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37 Rigorous Periodic Table Activities For Kids

November 4, 2023 //  by  Louise Pieterse

We know that teaching the periodic table can be a daunting task! Whether you’re constantly on the search for innovative and memorable lessons to teach these elements to your older students or a newbie to the science teaching scene, we’re here to help. We’ve gathered 37 rigorous periodic table activities to get your students interested in studying this all-important scientific component. Read on to find fresh and effective activity ideas for your next lesson!

1. Get To Know The Chart

Getting to grips with the periodic table can certainly be an intimidating undertaking- especially when it comes to lesser-known elements. Here, we suggest using an illustrated periodic table that will give your students an idea of what the everyday uses for each of the elements are.

Learn More: Wlonk

2. Get Coloring

These periodic table coloring pages are fantastic resources! They showcase the element’s name, atomic number, symbol, and some fun pictures that tap into the general uses of the element. Your pupils will relish in learning the elements by taking their time to color in the pages and then have a few useful resources to later refer to.

Learn More: Teresa Bondora

3. Build A Table Of Elements

One of the key characteristics of the periodic table is how all of the elements are grouped together. Using egg cartons to differentiate between the categories of the table is a great way to get your learners to visualize how it’s all divided. Your kids will get to paint the cartons and create various element groups in this hands-on activity that’s sure to have a lasting impact.

Learn More: Weird Unsocialized Homeschoolers

4. Sing A Song

Kids these days are obsessed with YouTube, so why not add a fun and educational video into your next periodic table-focused lesson? Best believe that they’ll be singing about, and thus revising, the elements long after they’ve left your class. 

Learn More: YouTube

5. Build The Atomic Structure

The elements might seem complicated, but you can make it easier for your students by having them build little atom models to get a better understanding of their makeup! Simply teach them the structure of various elements by equipping them with pipe cleaners and pompoms to make the models. Wrap things up by having them then pair their models with printable cards to test their understanding.

Learn More: Teach Beside Me

6. Create Element Cards

We love these versatile flashcards! Provide your learners with colored note cards or construction paper to cut out and create blocks for each of the elemental groups. Then, they’ll need to glue each elemental printable onto a piece of colored card. Finally, they’ll fill in the blanks with the characteristics and facts related to each. Their flashcards can then be used for a memory game or to revise the elements as part of their test prep! 

Learn More: Homeschool Creations

7. Point And Click

Here’s the perfect homework activity! Your students will enjoy this interactive game which allows them to practice finding elements on the table and identify their names. We know that identifying the position of the elements can be tricky, but they’ll perfect their skills with this timed game in no time! 

Learn More: Mrs. Nussbaum

8. Larger Than Life Table

You may need to have a class pizza party before you can do this activity! Here your class will construct a giant periodic table from recycled pizza boxes to display on the wall. They can add images from magazine cutouts or bring in everyday items that represent some of the elements to paste on the display for an even more involved experience.

Learn More: Miss Miklius

9. Show And Tell

This activity is a great way for your learners to get acquainted with some of the physical properties of the elements. Before class, request that they go on an at-home scavenger hunt to find samples of objects that contain different elements. Identifying the elements in things that are generally used in their day-to-day lives is a surefire way of getting them to memorize each of them! 

Learn More: Pinay Homeschooler

10. Battleship

Periodic table battleship will certainly entertain your kiddos! This reinterpretation of a classic kid’s game will get them familiar with the table in no time. Your students don’t need to know the elements by heart to play the game, but they’ll inevitably practice the names and become more familiar with their positions on the table as they engage in a round.

Who doesn’t love a good old-fashioned game of bingo? Download a premade set of cards or create your own sets with various online bingo tools. Through play, your pupils will learn the various abbreviations and come to a basic understanding of all the elements.

Learn More: Steam Powered Family

12. Element Heroes

This activity is perfect if you want to tap into your students’ creative sides. Let them design a superhero character or villain based on the various characteristics and physical properties of the elements. Oxygen is the hero we all love, and Uranium is the villain we fear. Your students will get to know more about the common properties and will surely remember the elements better when they can think of their characters! 

Learn More: Teachers Pay Teachers

13. Puzzle Time

These interlocking periodic table puzzle sets will keep your pupils occupied for quite some. Get them to piece together the puzzle in an attempt to familiarize themselves with the placement and order of the elements.

Learn More: Amazon

14. Pixel Art

The squares of a periodic table lend themselves to all kinds of fun interpretations! This game combines a crossword puzzle and pixel art which will let your students create a cool picture by answering cryptic questions. They’ll also be able to produce their own chemistry art once they’re more familiar with the elemental clues.

Learn More: Teaching Above The Test

15. Atomic People

Dmitri Mendeleev organized the periodic table according to atomic mass, but this concept might seem very foreign to your younger students. This activity uses cute cartoon atomic people to arrange the table according to their weight. Your kiddos can use the blank templates on the student activity sheet to draw their own people and solidify their understanding of the table’s organization and much more!

Learn More: Sunrise Science

16. Escape Room

Prompt your students to solve a series of chemistry-based puzzles to make their way out of an evil Professor’s lab! You can make your own puzzles or buy them already made for a lower-prep option. Employ this activity at the end of one of your element-focused classes as a check for understanding. 

Learn More: Kesler Science

17. Classroom Décor

Having the periodic table on display is the best way to help your learners get to know the elements in detail as they’ll constantly be encountering them. Make the table extra big for maximum effect by attaching the elements to adhesive vinyl and sticking it onto the tiles of your classroom ceiling! Just make sure to cover it up before a test!

Learn More: Make Zine

18. Collaborative Periodic Tables

In this collaborative period table display, your students will communicate their learning of the elements through drawings and words. Have them begin by researching their assigned elements and using print or digital sources to depict their characteristics. Once complete, they’ll work together to separate the elements into their colored categories and hang them up as a large wall display! 

Learn More: Instructables

19. Social Media Posts

If there’s one thing kids know well, it’s social media! So, why not have them make the most of that knowledge by giving them this fun extension activity? Have them combine their knowledge of any social media platform with the periodic table by creating social media profiles for the elements. It’s a quirky twist on scientific learning that we guarantee they’ll love! 

20. Word Association

Some elements have very complicated names which can be hard to memorize. With this in mind, we’ve chosen this activity to help them create mnemonic devices! By coming up with word associations for the elements, they can break down the names for easy memorization.

Learn More: Learning Hyp o thesis

21. Periodic Table Box

This can be an ongoing project that your students can work on throughout the term. Get them to collect items that represent the elements and add them to a segmented box. Once their box is full, they can present it to the class and teach their classmates about what they’ve found.

Learn More: Homeschooling Ideas

22. Edible Periodic Table

This project is not only fun and educational, but it’s tasty too! Your whole class can work together to bake square cookies or cakes. Once complete, everyone can help decorate them by adding the appropriate color frosting, writing the elemental name, and arranging them in order of the periodic table. The best part comes at the end when everyone will get to dig into this massive, mouth-watering creation!

Learn More: Weird Unsocialized Homescho o lers

23. Element Symbol Word Games

Who doesn’t love a wordplay challenge? These element symbol word games encourage your students to concoct new words using the symbols; combining their knowledge and creativity. Like a game of Scrabble, they’ll use the digital elemental tiles to construct as many familiar words as they can! 

Learn More: Elementals.fun

24. Radioactive Decay Demonstrations

Elements of the periodic table can take on stable or unstable forms and decay into other elements. Dive into this hands-on science activity by leading your learners through a vivid demonstration of radioactive decay; exploring isotopes and various forms. This activity will allow them to transform abstract concepts into a real-life understanding.

25. Build An Atom

Here’s an interactive computer game where your students will practice building atoms! They can drag and drop protons, neutrons, and electrons and add the mass number and net charge. This is an awesome way for them to represent the chemical makeup of an element in an attempt to become more familiar with it.

Learn More: Phet Colorado Edu  

26. Periodic Table Scavenger Hunt

Send your students on an exhilarating scavenger hunt adventure! You’ll need to print out the visual elemental board for them to find each item as well as the recording sheet to provide them with a space to describe how the element is used and where it’s found.

Learn More: Scavenger Hunt Ideas

27. Virtual Reality Element Exploration

We find this video helpful to guide your students into the world of atoms; allowing them to navigate them in 3D. With descriptive information and dynamic graphics, your students will gain a deeper understanding of chemistry and the makeup of elements! 

Learn More: Facebook

28. Periodic Table Jeopardy

We find that a game of Jeopardy can reveal how much your students have learned about a certain topic. In Periodic Table Jeopardy, they’ll test their knowledge in teams. With questions covering atomic numbers, symbols, and element groups, they’ll enjoy a competitive game that reinforces prior learning.

Learn More: JeopardyLabs

29. Elemental Skits

Lights, camera, elements! Encourage your students to bring the history and uses of elements to life on stage. Simply give them time to prepare a science skit with their classmates to showcase their knowledge of the periodic table. 

30. Recreate Famous Experiments

Travel back in time with your students! Guide them in recreating iconic experiments, such as the discovery of oxygen. You’ll engage them in a hands-on journey through the archives of science to connect them with the historical significance of the elements and broaden their knowledge base that much more.

Learn More: Julian Trubin

31. Elements Matching Game

Who doesn’t love a fun challenge? Mix learning with fun through the elements matching game. On this digital platform, your pupils will match element names with symbols or atomic numbers; enjoying a joyful challenge that sharpens both memory and mastery.

Learn More: JLab

32. Element Comic Strip

Unleash creativity in your classroom! To do so, invite your students to create comic strips starring elemental characters and weaving plots around their properties and uses. They’ll be captivated by this imaginative exercise that turns learning into storytelling; bringing the elements to life in new ways.

Learn More: University of Kentucky

33. Assembly of Elements

This crafty periodic table project will take a few days for your students to complete! They’ll start by cutting out small cardboard squares, coloring them inappropriately, and writing the elements’ symbols. Then, they’ll need to press chopsticks into a cardboard base which will help them organize and divide their periodic table into sections. With a hot glue gun, they’ll secure the elements in their corresponding order until their giant periodic table comes to life!   

34. Periodic Table Debate

Ignite a battle of wits in your classroom! Encourage your students to argue the importance and uses of different elements. Stimulate them by engaging everyone in a passionate debate as you assign an element to each learner. They must begin with an opening statement before leading into a more detailed presentation, and ending off with a closing statement; all of which should revolve around why their assigned element is better than the others. Have them prepare a rebuttal so that they can argue their point more effectively with their peers.  

Learn More: Vivify  

35. DIY Periodic Table Videos

Turn your classroom into a film studio! In this lively activity, your students will become video creators; weaving stories around the periodic table. This exercise marries science with presentation skills, capturing your students’ understanding on camera.

Learn More: Miss Tech Queen  

36. Element Infographics

Guide your learners in designing infographics about the elements- turning scientific details into beautiful visuals. Once complete, inspire them to place their posters around the classroom or school to spread knowledge of the periodic table of elements! 

Learn More: Royal Society of Chemistry

37. Periodic Table Quiz Show

In this activity, you’ll transform your classroom into a lively game arena; quizzing your students on symbols, atomic numbers, and properties. Entertain them by employing this exciting twist on traditional learning that’s sure to make this a fun learning day! 

Learn More: Wordwall

Final Thoughts

Students are never too young to learn about the periodic table. Get young minds interested at an early age with these fun activities or keep older kids interested by making science more relatable.

Frequently Asked Questions

Should students memorize the periodic table, at what age do you learn the periodic table.

Chemistry concepts might seem too complicated for young students to understand, but there are plenty of periodic table activities that can get learners interested in the subject and help them gain a basic understanding of chemistry.

They can start off by learning differences between elements or element abbreviations in preparation for more complex chemistry topics later on.

How do you teach the periodic table to students?

The periodic table is a complex concept but breaking it down into smaller, more palatable sections is the best way to ensure a firm understanding of the table. Element symbols are one of the first things students can learn.

Understanding the properties of elements can easily be taught too as students can sing songs, make diagrams, and build models.

Element game cards or an element identification game are easy ways to turn the periodic table into an interactive game to help students identify all the elements.

Internet activities are also an important resource as students can learn more about elements on their own time too.

Periodic Table Activities Collection

Categories Periodic Table

Check out these 12 fun and engaging periodic table activities I have used both with my physical science and chemistry classes over the years!

Activities for Learning the Names and Symbols for the Elements

How many elements can you name quiz.

This quiz is perfect for the beginning of any unit on the periodic table. Test your students to see how many elements they can name!

Element Bingo Game

My chemistry students are taking weekly element quizzes until we have the symbols of the first 36 elements memorized. A couple of weeks ago, we played a few rounds of Element Bingo to give them practice remembering the symbols for each element.

Element Quiz Generator

Want to give your students weekly element quizzes to test their knowledge of chemical symbols? Check out this template I made in excel to generate as many versions as you want!

Periodic Table License Plate Project

I recently assigned my physical science students a Periodic Table License Plate Project.

Understanding the Periodic Table

How the periodic table really looks activity.

I created this How the Periodic Table Really Looks Activity a few years ago when I was teaching chemistry. I wanted my chemistry students to understand that our modern day periodic table is structured the way it is because we want it to print nicely and be easily readable.

How to Read the Periodic Table Poster

I created this periodic table poster several years ago. I used it both when I taught physical science and chemistry. Click below for a free download!

How to Read the Periodic Table Foldable

Since my physical science students are working through their first chemistry unit, I created a foldable to summarize how to read the periodic table.

Periodic Table of the Elements Project

I was really inspired by this Periodic Table of the Elements Project I saw in a classroom while attending Ed Camp Tulsa. Periodic Table of the Elements Project Each student was assigned a different element to research.

Periodic Table of Mistakes Dry Erase Activity

At first glance, it looks like a regular periodic table, but there are actually 25 mistakes hidden within the table. Can you and your students find them all?

Comparing Elements using the Periodic Table

Elements odd one out chemistry activity.

I created this odd one out chemistry activity to give my students practice determining how the placement of an element on the periodic table tells us about how an element will likely behave.

Sweet 16 Periodic Table Tournament

Which element will win the Periodic Table Tournament? My students had a blast with this activity!

Periodic Table War Game

I created this Periodic Table War game to give my students more practice becoming familiar with the periodic table.

More Activities for Teaching Science

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• Periodic Table Educational Resources for Ages 15–18

Periodic Table Educational Resources for Ages 15-18

Youtube ID: ipzFnGRfsfE

Youtube ID: 66SGcBAs04w

Periodic Table Trends Activity Download , print, and cut the cards you need to do this activity. Then watch the instructional video (in English or en Español) to learn how to play.

Youtube ID: 3-izAsCGCzQ

Youtube ID: Ceb90BpYlas

High School Classroom Activities Browse chemistry classroom resources from the American Association of Chemistry Teachers.

Periodic Table Activities Want to learn more about this centerpiece of chemistry? Take your pick from this collection of links about elements and the periodic table! Build an element ball, solve periodic puzzles, and check out some of the most unusual periodic tables you’ve ever seen.

The Chemistry Name Game As students play the Chemistry Name Game, they will learn why compounds form as they do. They will also learn how to correctly name chemical compounds and write chemical formulas.

Mole Day Activities Celebrated annually on October 23 from 6:02 a.m. to 6:02 p.m., Mole Day commemorates Avogadro's Number (6.02 x 10 23 ), which is a basic measuring unit in chemistry. Find ways to celebrate this chemistry holiday!

Alchemy Activities A main goal of many alchemists of the past was to turn lead into gold. This collection of links explores the history of alchemy, the connection of alchemy to modern day chemistry, and some fun activities to experience a taste of the alchemist’s life.

Metal Ligand Activity - Connections with Forensics This activity is integrated into a crime scene investigation, in which dirt is found under each suspect’s shoe. Each dirt sample is then compared to dirt found at the crime scene. Spraying Windex onto the samples produces a color that depends on the metal residing in the dirt. By comparing colors across samples, we might be able to determine the real culprit.

Cleaning Up With Atom Economy The green chemistry principle of atom economy applies to chemical reactions, and minimizes waste down to the molecular level. This exercise uses molecular models to calculate atom economy for a saponification reaction.

Green Chemistry Test Questions Green chemistry high school test questions

Graphics and Videos

Periodic Table of Moles As part of the ChemClub's 10 th  Anniversary, we asked clubs to create elements of the periodic table featuring a mole.

Endangered Elements Infographic The Period Table of Endangered Elements presents elements facing supply restrictions in the coming years. The research was conducted by the Chemical Innovation Knowledge Transfer Network.

Periodic Graphics A monthly collaboration between C&EN and Andy Brunning, chemistry educator and author of the popular graphics blog Compound Interest.

Download an Updated Periodic Table from ACS Publications Is the periodic table hanging in your lab, classroom, or office woefully out of date? Replace that old relic with a free updated periodic table from ACS Publications! 

Big Sharks and Manganese In this video, Sam Kean tells stories about manganese.

Lesson Plans

Unit Plan: The Periodic Table This unit plan from the American Association of Chemistry Teachers  has everything you need to put together a unit plan for your classroom: lessons, activities, labs, projects, videos, simulations, and animations. We constructed a unit plan using AACT resources that is designed to teach the Periodic Table to your students.

Ptable.com Investigations In this activity, students will use the online periodic table,  ptable.com , to investigate a number of chemistry concepts. Students will use this online resource to explore information about the elements, including historical data, physical properties, periodic trends and more.

Exploring Elements In this project, students will select an element and then use Ptable.com to explore aspects of the element including its periodicity, electron configuration, history, and uses in industry.

Q&A with Michael Dayah Recently,  Chemistry Solutions  caught up with Michael Dayah, creator of  ptable.com  — one of the first online periodic tables. We asked him to share his story about how he created ptable.com as a high school chemistry student, and how he’s updated it since then to support teachers in more recent years.

Chemical Landmark Lesson Plan: Discovery of Oxygen Discover how chemistry was practiced during Joseph Priestley’s time (1733-1804), developments leading to the discovery of oxygen, the historical context of scientific discoveries made at this time, and related developments in chemistry that took place during the late 1700s and early 1800s.

Chemical Landmark Lesson Plan: Development of Baking Powder Gain insight into the history and chemistry featured in the development of baking powder.

Chemical Landmark Lesson Plan: Man and Materials Through History Learn about connection between materials science and cultural and technological developments, specifically relating to the development of the world’s first synthetic plastic, Bakelite ® .

Chemical Landmark Lesson Plan: Discovery of Fullerenes Learn about the fascinating chemistry of fullerenes and the events that led to their discovery.

Safety & Guidelines

Guidelines for Chemical Laboratory Safety in Secondary Schools These guidelines were developed to help high school teachers in all science subjects to progressively increase their understanding of best practices to ensure the safety of their students and themselves in the scientific learning experience. It is hoped that these guidelines will help teachers to nurture a culture of science safety early in students’ academic and professional careers. It is also hoped that these guidelines will prepare teachers to handle any incident or emergency situation that might arise in the science classroom or laboratory..

Guidelines and Recommendations for Teaching Middle & High School Chemistry Learn to navigate the core concepts of chemistry based on recommended standards for middle school and high school students. Chemistry lessons often include hands-on activities in the lab. ACS gives you a variety of tools to ensure your learning spaces, lesson plans, and materials are safe for you and your students. These strategies are written specifically for chemistry teachers and address the challenges of helping students reach their fullest potential in chemistry.

ChemMatters Magazine

ChemMatters  is a magazine that helps high school students find connections between chemistry and the world around them.

Featured articles:

• The Periodic Table Turns 150
• The Many Looks of the Periodic Table
• The New Alchemy

Artículos en Traducidos Español

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Periodic Table

The resources in this list are useful for introducing the periodic table for the first time.  The list includes quick starters, worksheets, film clips of a range of elements and a link to an interactive periodic table.

The resources support the teaching linked to the following topics:

• differences between atoms, elements and compounds
• the varying physical and chemical properties of different elements
• the principles underpinning the Mendeleev Periodic Table
• the Periodic Table: periods and groups; metals and non-metals

Visit the secondary science webpage to access all lists: www.nationalstemcentre.org.uk/secondaryscience

Whilst this list provides a source of information and ideas for experimental work, it is important to note that recommendations can date very quickly. Do NOT follow suggestions which conflict with current advice from  CLEAPSS ,  SSERC  or recent safety guides.  eLibrary  users are responsible for ensuring that any activity, including practical work, which they carry out is consistent with current regulations related to h ealth and s afety and that they carry an appropriate risk assessment. Further information is provided in our Health and Safety guidance.  

My Favourite Element *suitable for home teaching*

Quality Assured Collection Category: Science Publisher: Royal Institution

A series a set of short film clips in which celebrities and scientists choose their favourite element and explain why they like it so much.  The clips could be used to set the scene for an activity in which students choose their own favourite element, perhaps producing an illustrated information card about it, a radio script or a film clip.

RSC Interactive Periodic Table

This is a really nice resource that would be a good basis for a research project. Students can explore each element with podcasts and videos, choosing from a variety of themes including the history, alchemy and trends within groups.

The Search for Simple Substances

Quality Assured Category: Science Publisher: Association for Science Education (ASE)

Although this book looks dated now, it provides some great background information on how we have come to understand elements, right from the four elements of earth, wind, fire and water to the modern periodic table. 

Bingo Games

A series of bingo cards to use as a starter or plenary when teaching about elements.

The Periodic Table: Ferocious Elements *suitable for home teaching*

Quality Assured Category: Science Publisher: Teachers TV

This is a good video that explores reactivity of the elements and how this affects what we use them for. Initially the unreactive nature of gold and silver is discussed and compared with the reactive alkali metals and then the reactivity of halogens is looked at. There are some nice demonstrations that are not possible to do in the classroom.

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• My Favorite Things!

Fun Activities for Teaching the Periodic Table

The unit that I most love to teach is Atoms and the Periodic Table. I love this unit because the growth in my students’ understanding is so significant and they undergo a transformation before my eyes! With the exception of the occasional chemistry-obsessed student, most of my students start out this unit thinking that the Periodic Table is some sort of super complex graphic for brainiacs and mad scientists, or they simply think it’s an absolute bore.

But after a few weeks of study, they can navigate the families of elements on the table, interpret atomic structure based on an element’s position on the table, and glean information about how different atoms will interact with one another! Experiencing my students fall in love with the Periodic Table is amazing every year! In this post, I’m sharing some of my favorite activities to teach my middle school students about the Periodic Table.

#1: Periodic People Challenge

The Periodic Table is an amazing tool because it has SO MANY patterns embedded in it. These include the number of valence electrons, atomic radius, number of electron shells, reactivity, boiling and melting points, electron affinity and electronegativity, and more! My most favorite activity to jump-start a unit on Atoms and the Periodic Table is this Periodic People activity.

Student pairs try to arrange the sketches of these ‘suspicious characters’ into a repeating pattern that makes sense. Then, they use their pattern to try to figure out the characteristics of a ‘missing suspect’ in the case. Check out My Favorite Way to Introduce the Periodic Table post for more information about this activity!

#2: Get to Know the Elements Scavenger Hunt

This Get to Know the Elements Periodic Table in Pictures Scavenger Hunt worksheet goes with the beautifully illustrated Periodic Table at http://elements.wlonk.com .

This activity gives the students the chance to study the table, learn which everyday items contain which elements, and notice certain characteristics like which elements are found in the human body, which are found in the Earth’s crust, which are magnetic, which are radioactive, and more!

I print a colored class-set of the table front/back (there is more information on the back of the squares), and a worksheet for each student. The students enjoy looking at the pictures and seeing the elements in a “fresher” way! You could also have your students simply go to the website where the table is located and use this activity more like a webquest. The student sheet is included as a digital version, too!

#3: Metals, Non-metals, and Metalloids Lab

I like to use this Metals, Nonmetals, and Metalloids observation lab early-on in my students’ exploration of the elements and the Periodic Table because students do not need to know about atoms– they only need to know how to make observations and a general sense of the Periodic Table. Students will be making observations of the physical and chemical properties of pure element samples, grouping them into categories, and classifying them as metals, non-metals, or metalloids. This is a great inquiry lab that satisfies NGSS standards!

You will need to gather element samples and some basic materials for each group of three students. I wrote the answer key to include aluminum, carbon, copper, magnesium, silicon, sulfur, antimony, calcium, and zinc, but you can use any combination of these elements for the lab. An editable file is included in the download so that you can change the elements if necessary.

You will also need: a hydrochloric acid solution, a copper (II) chloride solution, a nail, and a Chem plate or small test tubes and a test tube rack for each group. Also, you can set up a conductivity station with a conductivity apparatus (wires with tiny light bulb attached) or an electric conductivity meter if you don’t have enough of these for each group.

#4: Atoms Cornell Doodle Notes

Atoms make up everything! And most students do not have a grasp of what an atom is. I designed these Atoms Cornell Doodle Notes to be an approachable and fun introduction to atoms, subatomic particles, basic atomic structure, and reading the Periodic Table. These notes cover the basic structure and subatomic particles of an atom, and help students understand the information that can be found on each element’s square of the Periodic Table.

You can have your students complete the hard-copy version or the digital version! And you can use the presentation for a whole-class lecture, paired group work, or individually-paced work. Never used Cornell Doodle Notes before? You can read more about them in this post and in this post !

#5: Bohr Diagram Manipulatives Activity

You will really hear the Eurekas! in your classroom during this activity. When students construct the Periodic Table in this Bohr Diagrams Atom Manipulatives Activity , they will  see  the patterns that exist in the table without you saying anything. This activity involves simple graphics of the atoms of elements #1-20 of the Periodic Table. This activity is great to use once your students understand that the “identity” of an atom can be determined by its number of protons, and that in a neutral atom the protons equal the electrons.

The students will arrange the diagrams and their corresponding element names into THE Periodic Table (#1-20). Then, they add to that the cards containing the number of valence electrons and the number of shells/energy levels for each element. Once their Periodic Table of atoms is constructed, the students can see the patterns of electron shells and numbers of valence electrons.

I love listening to my students do this activity because suddenly they “get” the relationship between the Periodic People Activity (#1 above) and the basic patterns in the actual Periodic Table! I find that this activity really sticks with the students and I am able to build on this later!

#6: Periodic Personalities Graphic Organizer

I have found that giving ‘personality’ to the element families is a great way help my students to understand the characteristics of the elements based on where they are located on the Periodic Table. For example, if your students can remember that the Alkali and Alkaline Earth metals are the ‘hippies’, they will also remember that these atoms give away their valence electrons … peace and love, man! If they can remember that the Halogens are the greedy guys, they will also remember that these atoms take valence electrons from others .

I created 8 different ‘personalities’ for this Periodic Personalities Graphic Organizer to help students to wrap their heads around the differences between elements. The Alkali Metals, Alkaline Earth Metals, Transition Metals, Lanthanides, Actinides, Poor Metals, Metalloids, Halogens, and Noble Gases groups are included! The ‘personalities’ stick because my students always refer back to this graphic throughout our unit on bonding and chemical reactions!

#7: Design Your Own Periodic Table Project

When I started teaching the Periodic Table, I tried to think of a way to make it student-centered to try to reach as many of my kiddos as possible. This Design Your Own Periodic Table Project was born and has become a crowd favorite! I am always amazed by my students’ creativity with this project and I always learn so much about each student. And bonus, this project is eye-candy for hallway bulletin boards!

Students choose a theme that contains at least 20 ‘things’ that can be arranged into a periodic pattern in two different ways. They can create a Periodic Table of the items. For example, I’ve had a student create a Periodic Table of Musical Instruments. For his table, each family is a different type of instrument (woodwinds, horns, strings, percussion) and the periodicity is by the instruments’ range with the largest range at the top of the family and the narrowest range at the bottom of the family.

My students have created Periodic Tables for all kinds of themes! The themes range from Friends characters to types of cereal, sneakers to surfboards, Boy Scout trips to places they’d like to travel!

#8: Alien Periodic Table

This activity is a great way to assess your students’ understanding of the Periodic Table! I actually use this as an assessment grade in my class. This is a digital take on an  alien periodic table  that I used to have my students do on paper. Students are told that the alien scientists on another planet have made contact with Earth. The aliens are interested in comparing data about the elements that exist on their planet to those on Earth. Students are given some background information, a list of clues, a blank periodic table, and a ‘word bank’ of the alien periodic table squares. They must use the extraterrestrial data to arrange the alien elements onto the blank periodic table. Then, they must color-code the alien table using the family names.

You can grab a  FREE DOWNLOAD  of the  DIGITAL ALIEN PERIODIC TABLE ACTIVITY ! You can change the planet name to something relevant to you or your school! Share this assignment with your students via Google Classroom.

I hope that you learn to love teaching your students about the amazing Periodic Table as much as I do! A heads up that you can get all of these activities and more in my Atoms and the Periodic Table Bundle !

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Hi! I’m trying to find #3: METALS, NON-METALS, AND METALLOIDS LAB, but there are no links associated with the lab. Please help!

Hi Megan — here is a link to that lab: https://www.teacherspayteachers.com/Product/Metals-Nonmetals-and-Metalloids-Properties-Lab-3798335

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The Periodic Table - Task Cards and UNIQUE Activity

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Description

This 15 Periodic Table and Elements Task Card resource allows your students to review concepts involving Elements, Rows, Groups, Atomic Mass and Families. Example Questions Include: Question 1: Silicon is a ______ found in group _____. Question 2: This collection of elements on the periodic table conducts heat and electricity well.

I've created a video walkthrough which shows how this Task Card Activity is used and why it's so simple yet engaging for your students. It can be found here

This resource is very unique. It can be utilized in a clue gathering, puzzle solving, highly active and engaging activity for those learning about The Periodic Table and its Elements or as an alternative to worksheet review. Whether you do it as a whole class game or as a worksheet your students will actually want to get done, your students will want to finish so that they are able to solve the puzzle. The students must answer 15 questions and match their answer with the word(s) on the Task Card Review Game Word Chart. Once the correct matched words are put in order (answer to #1, #2, etc.), they will display a motivational quote.

Do you use Science Workshops in your class? These would be perfect! All answers are included and the game is really easy to understand.

If you are interested in a lesson on the periodic table have a look here - The Periodic Table - Chemistry PowerPoint Lesson & Student Notes Package or at my complete bundle which contains this Task Card Activity as well as my Periodic Table Lesson, a WebQuest activity and Element Assignment. That bundle can be found here - The Periodic Table - The Complete Package

I've also included a simple word document which just contains the questions and answers. I usually give this out to my students after we've completed the activity for them to review at home.

What's included:

- 15 Task Cards

- Student worksheet

- Teacher answer key

- Task Card Review Game Word Chart

- A complete answer chart for teacher and/or student use

Overview: There are two ways to use these cards

1) Task card review game - lots of fun!

- Students are placed in groups of two and have to work their way through the task cards. Each task card answer leads the student to a clue (a word).

- Once the group has completed each task card they will have enough clues to solve the puzzle.

- Once the group has solved the puzzle, they are the winner.

2) Engaging Worksheet Review with a goal

- Give out the Question Sheet and Task Card Review Game Word Chart

- Engage your students and have them want to complete their homework so they can solve the quote. This works in very much the same way as the game above except it can be done individually (or in pairs) as seat work or homework

- The students must answer the question then match their answer with the word(s) on the Task Card Review Game Word Chart. Once the correct matched words are put in order (answer to #1, #2, etc.), they will display a motivational quote.

- It really gets the kids interested and wanting to finish as they are rewarded with the answer

You may also be interested in these other Task Card Activities.

Work, Energy and Power

Space - The Study of the Universe

Biology: Cells and Body Systems

Chemistry - Atoms, Compound Naming and Chemical Reactions

Ecology and Ecosystems

Electricity - Current and Static

Motion (Kinematics)

Forces (Dynamics)

Forces and Motion

Elementary Mathematics:

Algebra, Exponents and Polynomials

Making Change

Money Word Problems - Calculating Final Price, Change and Cost

Order Of Operations - BEDMAS

Calculating Simple Interest

Algebra and Polynomials

Mean, Median, Mode and Range Calculating Elapsed Time Word Problems

Pre-Algebra Word Problems

Area and Perimeter of Polygons Word Problems

Converting between Decimals, Fractions and Percentages

Decimals - Four Basic Operations

Multiplication and Division Word Problems

High School Mathematics:

Polynomials - Binomials and Trinomials

System of Linear Equations

Measurement of 3D Objects

Solving Quadratic Equations

Solving Trigonometry Problems

Please view the preview file to get a better idea of how you could utilize this resource in your classroom.

I also have other Task Card resources as well as a range assignments and lessons/units from other grade levels at my store. Please come, have a look around and don’t forget to follow if you like what you see.

For my thoughts on teaching, learning and everything in between, please visit my blog Teach With Fergy

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badger task year 8

• Badger Task Year 8

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Badger Key Stage 3 Science Level-Assessed Tasks

Year 8 How Science Works Andrew Grevatt You may copy this book freely for use in your school. The pages in this book are copyright, but copies may be made without fees or prior permission provided that these copies are used only by the institution which purchased the book. For copying in any other circumstances, prior written consent must be obtained from the publisher.

CONTENTS Task Topic Area Focus 8A Cells Investigating enzymes P 8B Respiration Investigating germinating peas CE 8C Variation Investigating variation in beans ObC 8D Microbes Investigating yeast P 8E Physical Changes Investigating cooling CE 8F Simple chemical reactions Investigating how metals react with oxygen OaC 8G Patterns in chemistry Investigating displacement reactions CE 8H Health & Disease The vaccination debate A 8I Magnets & Electricity Investigating electromagnets ObC 8J Hearing & Sound Investigating hearing with age CE 8K Energy transfers Investigating insulation P 8L Energy Resources The nuclear power debate A 8M Geological Changes Investigating limestones OaOb 8N The solar system & beyond The Life on Mars debate A 8O Environment Investigating dandelion populations CE Exemplar Material Commentaries of assessed students work. Assessment Area

Planning to collect evidence P Obtaining evidence (observing and recording) Oa Obtaining evidence (presenting evidence) Ob Considering evidence C Evaluating evidence E Developing and Argument A

Acknowledgements This new edition is dedicated to memory of my Gran, Sylvia Finch. Many people have helped me develop these tasks over the past year, both directly by using the tasks and indirectly through professional discussion. Without them, I would not have had the confidence to develop this material. I would like to particularly acknowledge the support of Matthew Newberry, Professor John Gilbert and the Cams Hill Science Consortium team (www.thinkingframe.com). I would also like to thank the fantastic team at Badger Publishing for their hard work, commitment and belief in my work.

INTRODUCTION Welcome to the new updated version of the Badger Key Stage 3 Science Level Assessed Tasks. These tasks have been adapted to the new KS3 Science National Curriculum and improved in response to feedback and advances in the use of tasks such as these. Since the first book was published back in 2004, I have been delighted with the hugely positive response from so many teaching colleagues from around the country. Through providing training sessions to departments that have taken this approach to assessment for learning and having seen the tasks used in such a variety of ways I have been inspired to adapt and improve the tasks for the new Key Stage 3. Something I have noticed is that colleagues do not always have the opportunity to read this introduction. Almost all questions that are asked about these tasks can be answered by reading the introduction. Even if it is not the first time you are using these tasks, please take a few minutes to read through the next few pages. If you are the person responsible for initiating these tasks into your department, I would highly recommend giving your colleagues the opportunity to read a copy of this introduction during a department meeting and discuss their thoughts before using the tasks. I hope you and your pupils enjoy using these assessment tasks. I always welcome feedback on how you are using the tasks.

Andrew Grevatt Whats new? I have made some improvements to the tasks to make them even more effective for assessment for learning in science lessons. Level boundaries. The level boundaries have increased from two level ranges (3-5 and 5-7) to three level boundaries: Level 3-5, Level 5-7 and Level 7-EP (Exceptional Performance). The new National Curriculum does not have level descriptors for Level 3, so I have made an educated guess to the expectations at this level. The reason that I kept Level 3 in the ladder is because we are still going to have learners who are on the Level 3 and 4 border-line, so I thought it necessary to keep the descriptors in. I did consider calling these descriptors below level 4 and if you want to use that terminology, please feel free to change it. Science Concepts and How Science Works. I have divided the curriculum into Science Concepts and How Science Works to improve knowledge and understanding of key science concepts and to improve knowledge and understanding of HSW in the contexts of these concepts respectively.

Literacy and Numeracy Guidance There are now additional literacy or numeracy ladders on each task. These have been added to support both teachers and learners in improving writing and numeracy in science. You will notice that there is different guidance on the tasks at each level boundary. This is based on the assumption that learners working at higher levels of science will be working at higher levels of literacy and numeracy. Obviously if you decide not to use these, they can easily removed before printing. Additional guidance on literacy and numeracy in science can be found online in the National Strategy materials. More Choice I have increased the number of tasks from twelve to fifteen in each of the books. Most of the original tasks remain, but a few colleagues reported that they found particular tasks more difficult to use and so these have been refined or replaced. There are also additional tasks to help assess the new concepts such as ethology (behaviour) and atmosphere. I have also added tasks based on developing an argument. Condensed Key Stage 3 Some schools and colleges are choosing the two year KS3 approach to science teaching. I have taken this into account when writing the new edition. Although the books are published in the format of Year 7, Year 8 and Year 9 topics, teachers can use any of the tasks at any point throughout KS3. Although I doubt many Year 7 learners will use the Level 7-EP tasks, the tasks themselves can be used at any stage in the Key Stage. KEY FEATURES OF THE HOW SCIENCE WORKS TASKS Ready to use tasks with popular science investigations from the QCA. Tasks matched to QCA topics, focusing on one or two areas of Sc1. A level ladder in learner-friendly vocabulary to guide progress, assessment and decide

on improvement targets for the new How Science Works criteria. Uses assessment for learning principles to promote progression through science levels. Assesses knowledge and understanding of How Science Works skills. Excellent diagnostic tool for highlighting individual and class misconceptions. Encourages teacher and learner engagement with progression through How Science

Works criteria, through the National Curriculum Levels. Levels based on National Curriculum Levels additional guidance on levels in science. Fully differentiated for Levels 3-EP. Actively promotes the development of literacy skills through scaffolding.

Introduction Imagine overhearing this conversation while Year 8 students are lining up outside your laboratory expecting to do an investigation: Faye: I am going to try to get a Level 5 in this investigation. Michelle: So am I. I got Level 4a last time, but I need to make sure I am going to make it more accurate today. Faye: How are you going to do that? Michelle: I am going to do repeats. Stephen: That doesnt make it accurate, that makes it more reliable. Michelle: Thats what I meant, make it more reliable. Faye: Is that all you have to do to get a Level 5? Michelle: Yeah, look, Ill show you on my level ladder. That was one of those proud teacher moments. Everything I had been aiming to achieve with Assessment for Learning and Scientific Enquiry in science teaching was summed up by this short conversation. Everything had just slotted into place. The learners involved knew their current levels, had an improvement target and were discussing what they had to do in order to achieve that. Suddenly I felt my work was done! This class were starting to become independent learners, in charge of their learning and actually being able to decide on their own next steps for improving. The focus of science teaching at Key Stage 3 and 4 is being reemphasised due to the new demands of the National Tests and new GCSEs. The increased focus on How Science Works is leaving many science teachers feeling a little uneasy as we have to explicitly teach and level the more difficult area of Scientific Enquiry. This has always been the area I had felt less confident in communicating with my classes and developing and using level ladders has improved that greatly. Not only that, but the level ladders provide a framework through which I can communicate the skills required for scientific investigations with my students. Having used these in my department and with colleagues throughout my local education authority, it is clear that these tasks are giving other teachers and learners a similar experience. These tasks have been written to enhance the teaching and learning through our everyday science investigations. They can be used in exactly the same way as the Badger KS3 Science Concept Level-Assessed Tasks. However, I highly recommend that you read the following notes to ensure you and your students get the most out of them.

HOW TO USE THESE TASKS Each task is a simple open-ended task that assesses skill, knowledge and understanding of scientific investigation from a QCA topic. The tasks can be photocopied with the task sheet and the level ladder back-to-back or reduced so the task and level-ladder are side by side. The level ladder can be used by teachers and learners to guide their response to the task. Each task is now available in three level ranges: Levels 3-5, Levels 5-7 and levels 7-EP. I chose this split because most learners are either working towards Level 5 or working beyond Level 5. Level 5 requires learners to start using abstract concepts like energy, forces, particles and cells. Once they can use these concepts, they are able to access Levels 6 and beyond more easily. Most of the tasks are similar for all level ranges, but the demand of the task, key words and level ladders are suited to the ability of the learners. As with all new approaches, learners may need to do a few of these tasks before they get the full benefit from them. The tasks are very open and, to start with, some learners can feel overwhelmed by the freedom. They may need a lot of support and encouragement for the first few; as their confidence grows, the learners gain more independence at attempting the tasks. Scientific Investigation Skill Focus I have divided the How Science Works criteria from the National Curriculum into six sections for easy assessment. These are

P Planning to collect evidence Oa Obtaining evidence (observing and recording) Ob Obtaining evidence (presenting evidence) C Considering evidence E Evaluating evidence A Developing an Argument

Developing Scientific Enquiry skills and Literacy Support It is becoming increasingly clear that learners have trouble accessing Level 5 and above because they have limited literacy skills. These tasks have literacy support in the form of writing frames, cloze examples and sentence starters where appropriate. These supports are available for the tasks at Level 3-5, but removed from Level 6, 7, 8 & EP. Scientific enquiry skills have to be explicitly taught for learners to be able to develop these skills. There are many resources available for teachers to use to develop these skills. These resources can be used alongside the level ladder supported tasks to enhance the learning experience and develop learners scientific enquiry skills.

Big Ideas in Science The Framework is divided into six Big Ideas in Science Energy, Forces, Particles, Cells, Interdependence and Scientific Enquiry. The first five can be seen as the abstract concepts, meaning that when learners can use these Big Ideas they can start to access criteria for Level 5 and beyond. My level descriptors use this language to encourage learners to use these ideas, e.g. use the Big Idea of Energy to explain the chemical reaction. This acts as a prompt, rather than giving them the answers! General approaches As the tasks have evolved and been trialed, several approaches have been tried. These are outlined below. Whatever approach you decide to use, make sure that the tasks allow formative assessment. It is important that these are not used as replacement summative tests. They are designed to encourage learners to demonstrate what they understand and to have the opportunity to improve. This is the foundation of formative assessment strategies: Where am I now? What am I aiming for? How do I get there? The tasks are designed to give learners the opportunity to show their full potential in science. To ensure this, I allow the class to use their notes from exercise books, text books and other secondary sources to help them with the task. I also encourage the learners to talk with their peers about the task and discuss their ideas. This rarely leads them to copy each other, but does encourage the development of their ideas and challenges their misconceptions. Standard approach: When carrying out an investigation, it is recommended that only part investigations are carried out so that the teaching and learning of particular skills is focused. Even when doing a complete investigation, it is worth focusing on just one or two areas for assessment. Starter activity (5-10 minutes) to introduce the task. Make sure each learner knows

which level they should be aiming for. Main activity (30-40 minutes) learners attempt task. Teacher circulates, encouraging

use of the level ladder and challenging misconceptions. Plenary activity (10 minutes) self or peer assessment, where level ladders are used to

decide on level and improvement targets. Homework activity make the improvement, teacher collects and assesses them, giving

one improvement target. Alternative approaches: Set the task for homework after carrying out or demonstrating the investigation. This could be attempted as a draft. Then assess the homework with one or two improvement targets and then give some lesson time to support learners in making improvements.

Encouragement of use of level ladder Some learners find it difficult to use the level ladder to guide their work. Strategies I have seen used include: encouraging the learner to tick or highlight the statements on the level ladder when

they think they have satisfied it; laminating level ladders which can be ticked off using whiteboard markers, then wiped

clean. ASSESSMENT OF THE TASKS There are three approaches to assessing these tasks: teacher assessment, self assessment and peer assessment: Teacher assessment If you have not used these tasks before, I would recommend starting with the teacher assessment approach for assessing the learners responses to the tasks. These are not like the standard national tests, where you have very clear guidance of what answers to accept and not accept. This approach is much more flexible and requires the use of professional judgment when assigning a level. These tasks are not summative tests, so the level that is assigned to a learners work is only a snapshot. Learners often vary in their level from skill to skill. A good analogy to use with them is that of computer games. Computer games are often based on levels of success. Some people score higher levels on some computer games than others. The same will be experienced when doing the level-assessed tasks. However, most learners show a general improvement trend when using these tasks. The level ladders are written in learner-friendly language, are related to National Curriculum Levels and have been matched with national science tests where possible. These should be used when assigning a level to a learners work. Additional guidance is given for teachers in the teacher notes - this should be used alongside the level ladder. I take a very general approach to levelness, outlined in the table below. If I am ever in doubt, I refer back to this and consider the ability of the learner. Then, using professional judgment, I can assign a suitable level along with a suitable improvement target.

Planning P planning to collect evidence

To get level Learners should:

3 Simply state what you are trying to find out. Suggest a simple way to investigate the question. Suggest one way to make it a fair test. State a prediction.

4 Decide on and write down a scientific question to investigate. Select and list suitable equipment for the investigation. Describe how you will investigate the question (write step-by-step instructions). Identify which variable (factor) you will change. Identify which variable (factor) you will measure. Identify which variables you will control (keep the same). State a simple prediction with a reason. State how will make sure you are safe while doing the experiment.

5 Decide on a suitable scientific question to investigate. Select suitable equipment for the investigation, stating reasons. Describe how you will investigate the question (write step-by-step instructions). Identify and explain which variable (factor) you will change and which variables (factors) you will keep

the same. State the range of measurements you will make. State a prediction with a reason. Describe how you will make sure the investigation is safe for you and others.

6 As for Level 5, but using scientific knowledge and understanding and Plan to collect repeat measurements. Describe how you will make the measurements precise. Make a prediction based on scientific knowledge and understanding. Describe the risks involved and the actions you will take to control them. If appropriate, do a Preliminary study. Select at least one source of information about X that helps to plan your investigation. Do a trial

investigation first to help you make decisions on your final plan. Write down what you did and what you found out.

7 Decide on a suitable scientific question to investigate. Select a range of suitable equipment for the investigation, stating reasons based on its precision. Describe in detail how you will investigate the question systematically and collect data that is reliable. Identify the variables involved; explain how you will attempt to control them. Make a prediction based on a scientific reason. Describe how you will make sure the investigation is safe for you and others. Plan to collect data that is reliable. Carry out a risk assessment for the investigation, referring to the appropriate information. Plan a Preliminary study. Select at least two sources of information about X that help to plan your investigation. Do a trial

investigation first to help you make decisions on your final plan. Write down what you did and what you found out. Explain the decisions you made from this for your actual investigation.

8 As for level 7, but independently use secondary sources to inform your preliminary investigation & planning. Discuss in detail your decisions for choosing particular high precision equipment, comparing

alternative options. EP Without assistance, use your scientific knowledge and understanding to plan an appropriate investigation.

Include the following: Synthesise information from a variety of resources to inform your plan and prediction. Consider a range of approaches to the investigation, making a decision based on scientific

knowledge and understanding. Plan to use high precision equipment to measure a range of appropriate variables. Confidently carry out a risk assessment and make amendments to your plan to control risks.

Obtaining Oa Collecting and recording evidence

3 Be safe when instructed. Follow simple instructions With some help, take three observations or measurements.

4 Follow instructions carefully. When told, take action to keep yourself safe during the experiment. Change one variable only, controlling another variable. Make at least three observations/measurements.

5 With some help, recognise hazards and take action to reduce risk to yourself and others.

Change one variable only, controlling a range of other variables. Make a series of observations/measurements systematically.

6 On your own, take action to reduce familiar risks to yourself and others. Change one variable only, controlling a range of other variables. Make a series of precise observations or measurements systematically.

7 With some help, change one variable only, taking action to control a range of variables that are difficult to control.

On your own, make a series of precise and reliable observations/measurements systematically using different types of equipment.

8 On your own, you carry out the experiment taking action to: Control all risks to yourself and others. Control variables that are difficult to control. Make systematic, precise and reliable observations and measurements. Use a range of equipment confidently.

EP As for Level 8, but independently and confidently take action to control risks and make decisions about obtaining precise, accurate and reliable data.

Obtaining Ob Presenting Evidence Graphs

3 With help put some results in a simple table. With help plot a simple bar chart.

4 Record data in a simple table Draw simple bar charts, with some help with scales. With help, plot simple graphs

5 Design a simple results table. Record your evidence clearly in the table.

6 Design a results table to display your data. Record your evidence clearly in your table. Decide on suitable simple scales for your graph. Plot the points on the graph. Attempt to draw a line or curve of best fit.

7 Design a results table to display relevant data, including averages where appropriate.

Record your evidence in your table. With help, carry out simple calculations. Decide on a suitable way to present your evidence. Decide on suitable scales for your graph. Plot at least five points on the graph. Draw an accurate line or curve of best fit.

8 Design a results table to display relevant and sufficient data, including additional calculations.

Calculate speed/pressure/averages, using appropriate units. Record your evidence in your table clearly. Decide on a suitable way to present your evidence. Decide on suitable complex scales for your graph. Plot sufficient points on the graph. Draw an accurate line or curve of best fit.

EP As for level 8 but also independently and confidently: Decide on the precision required for the measurements. Identify and explain points of particular significance.

Considering Evidence C

3 With help (teacher, teaching assistant or writing frames): State the pattern from your evidence. State your conclusion.

4 With help (teacher, teaching assistant or writing frames): State the pattern from your evidence. State your conclusion. Explain your conclusion using simple scientific ideas.

5 With some prompts: Describe the pattern from your evidence. State your conclusion, using a Big Idea in Science. Explain your conclusion using scientific words and units.

6 Mostly working independently, with some help with Level 6 specific skills: Describe any pattern from your evidence accurately. Make a conclusion consistent with your evidence. Explain your conclusion using scientific concepts, keywords and symbols

where appropriate.

7 Fairly independently, with some help through discussion with the teacher: Describe the relationship between the variables quantitatively. Explain the relationship scientifically, where appropriate. Identify any anomalies in your results. Use a range of scientific ideas and mathematical units appropriately.

8 Independently: Begin to explain and allow for anomalies Carry out multi-step calculations and use compound measures. Communicate findings and arguments using a range of views Considering Evidence Describe the relationship between the variables quantitatively. Explain the relationship scientifically, where appropriate, offering alternative

views. Explain any anomalies in your results. Use scientific ideas and mathematical units appropriately and confidently.

EP Independently and confidently: Describe the relationship between the variables quantitatively. Explain the relationship scientifically, where appropriate, offering alternative

views, using scientific ideas and mathematical units appropriately. Discuss how certain you can be of the evidence you have produced.

Considering Evidence E

3 Suggest an improvement to the investigation.

4 Suggest improvements with reasons.

5 Suggest how the investigation could be improved with scientific reasons. Suggest practical improvements.

6 Evaluate the evidence: suggest one strength and one weakness with the evidence

Explain how the method could be improved. 7 Begin to consider if the data is sufficient for the conclusions

Evaluate the evidence: suggest some strengths and weaknesses with the evidence.

Explain in detail how the method could be improved. Decide if the data is sufficient to support the conclusion.

8 Evaluate the evidence: suggest a range of strengths and weaknesses with the evidence.

Explain in detail how the method could be improved based on your evaluation.

Discuss if the data is sufficient to support the conclusion.

EP Evaluate the evidence: suggest a range of strengths and weaknesses with the evidence.

Discuss how certain you are about the evidence. Explain in detail how the method could be improved based on your

evaluation. Discuss if the data is sufficient to support the conclusion, explaining what

additional evidence could be collected.

Developing an Argument A

3 Select information for your argument. Write down what your argument is about. Make one point supported by evidence. State your conclusion. Use some key words correctly.

4 Select scientific information for your argument. Describe what your argument is about. Make two points each supported by evidence. State one reason why we cannot be sure whether State your conclusion. Use a range of key words correctly.

5 Select scientific information for your argument. Explain simply what your argument is about. Make two points each supported by evidence. Explain simply why you chose each piece of evidence. Explain simply why scientists cannot be sure whether Explain your conclusion. Use a range of key words correctly.

6 Use the criteria to select scientific or other evidence for your argument. Explain what your argument is about. Make three points, each supported by evidence. Explain why you chose each piece of evidence, based on the criteria. Explain why scientists cannot be sure whether Explain your conclusion. Use key words, mathematical and scientific conventions correctly.

7 Use criteria to select scientific or other evidence for your argument. Draw on your own scientific knowledge and understanding to select evidence for your argument. Explain what your argument is about. Make several relevant points, each supported by evidence. Explain in detail why you chose each piece of evidence, based on the criteria. Explain in detail why scientists cannot be sure whether Explain, using scientific detail, your conclusion. Suggest what further evidence would be needed to support your argument. Use a range of key words, mathematical and scientific conventions correctly.

8 Devise criteria to select scientific or other evidence for your argument. Explain clearly what the argument is about. Make several relevant points, each supported by evidence, drawing on your own scientific knowledge and

understanding to select evidence for your argument. Explain in detail why you chose each piece of evidence, based on the criteria. Explain in detail why scientists cannot be sure whether Explain your conclusion based on the evidence you have selected, using scientific detail. Discuss what further evidence is needed to support your argument. Use a range of relevant key words, mathematical and scientific conventions confidently.

EP Devise criteria to select scientific or other evidence for your argument. Explain clearly what the argument is about. Make a range of relevant points, each supported by evidence, drawing on addition evidence you have

researched for your argument. Explain in detail why you chose each piece of evidence, based on your criteria. Explain in detail why scientists cannot be sure whether . Explain your conclusion based on the evidence you have selected, using scientific detail. Discuss in detail what further evidence is needed to support your argument and what evidence would be

required for you to change your mind. Use a range of relevant key words, mathematical & scientific conventions consistently & confidently.

Do not get too bogged down in which level to assign make a judgement using the criteria, then assign the level. I find that learners do pick me up on anything they think has been badly judged! The resulting discussion is very useful to both parties. Assigning sub-levels Many schools and colleges use sub-levels to help measure and monitor progression in scientific knowledge and understanding. These can be easily applied to these tasks. Most level ladders have about three or more statements per level. If the learner has satisfied one descriptor out of the three for Level 4, the Level 4c can be awarded; all three descriptors would mean that 4a can be awarded. Some issues do arise over whether to assign a Level 4a or 5c (for example). At these boundaries, if it is not clear from the learners work then professional judgement comes into play. Decide what will help aid the learners progression the most. Dealing with misconceptions The great advantage of open-ended tasks is that they allow learners to have freedom to express their ideas, knowledge and understanding about science. This of course includes all their misconceptions as well. This is a particularly useful aspect of these tasks, but also can be daunting when assessing the work if a learner has many misconceptions demonstrated in their work. I usually circle anything that is not scientifically correct, but base the improvement target on the next step in progression. What happens if the learner completely misses the point? Sometimes learners can produce a piece of work that does not seem possible to assess using the level ladder. The simple approach is that the improvement target is to do the task again using the level ladder to guide. If it is a reoccurring issue, sit the learner next to someone who can use the level ladder and encourage them to work together. In order to pre-empt this issue, it is often useful to show the class the type of response you are looking for. This can be done using an exemplar. Self-assessment and peer-assessment Encouraging learners to assess their own work or each others can be very valuable to the learning experience. As with anything new, learners will need more guidance and support to start with before their confidence develops to do this successfully. I would highly recommend that time is taken to help learners develop these skills with the support of these tasks. Self assessment can be done by guiding learners through the level ladder and encouraging them to tick off the descriptors they feel they have satisfied. Then they can use the improvement ladder to help decide on suitable improvement targets. Peer assessment can be useful because learners can learn from each other as well as engage with what is required for each level.

Generally learners are reasonably accurate at assigning levels, but in self-assessment there is an issue that they may not be aware of misconceptions that have been made. If you intend the learners to self-assess a piece of work in class, it is worth making sure that you challenge major misconceptions as you circulate. With both these types of assessment, it is the process of discussing and deciding on a level that is important, not necessarily whether the work is assessed to the correct sub-level. The latter can be dealt with by the teacher.

NATIONAL CURRICULUM LINK Practical and enquiry skills Use a range of scientific methods and

techniques to develop and test ideas and explanations

Assess risk and work safely in the laboratory, field and workplace

Plan and carry out practical and investigative activities, both individually and in groups.

Communication Use appropriate methods, including ICT, to communicate scientific information and

contribute to presentations and discussions about scientific issues. Organisms, behaviour and health Life processes are supported by the organisation of cells into tissues, organs and

body systems.

RISK ASSESSMENT

If the investigation is carried out, carry out an appropriate risk assessment and check learners plans before they commence their investigation.

1 Carry out appropriate risk assessment for use of specific enzymes.

SUGGESTED APPROACHES

The QCA suggests that you remind learners of the range of food types with large molecules and explain that, in addition to enzymes, the conditions inside the gut assist the breakdown of large molecules, e.g. body temperature. Ask learners to suggest what might affect how well the enzyme digests the food, e.g. pH, temperature, and help them to plan an investigation, identifying what they are going to measure and which variables they will need to control.

As a starter, ask learners in pairs to read the task and put together their first ideas and questions. Most published schemes of work have a suggested approach to this type of investigation which could be used as a starting point. For Level 3 or 4 learners, I find that just three temperatures cold, warm and very hot is enough to compare the action of amylase on starch. Learners aiming for Level 6 or above should be given the opportunity to do a preliminary study to help inform their plan.

C E L L S ( T N) INVESTIGATING ENZYMES 8A

RESOURCES: Appropriate task sheets and level

ladder (3-5, 5-7 or 7-EP). Demonstration equipment for an

enzyme1 acting on a substrate, e.g. protease on albumen, trypsin on gelatine, amylase on starch. For preliminary study, equipment will include water bath, suitable buffer

solutions (for pH), test tubes, spotting tiles, Pasteur pipettes.

Y8 HSW LEVEL-ASSESSED TASKS: TEACHER NOTES

Y8 HSW LEVEL-ASSESSED TASKS: TEACHER NOTES 8A INVESTIGATING ENZYMES

However, I find that all learners benefit from having a go before writing the plan. Learners should have the opportunity to self or peer assess their plans and make improvements.

ICT OPPORTUNITY Use a digital pH probe or temperature probe to increase accuracy. Encourage comparison of qualitative and quantitative data.

ADDITIONAL GUIDANCE FOR ASSIGNING A LEVEL

Sub-levels may be assigned to indicate the extent of understanding within a particular level.

Level Teacher guidance 3 Learners will need assistance with deciding on the question and the variables.

They should demonstrate a simple understanding of a fair test and be able to make a prediction, e.g. Stomach enzymes will work better in acid conditions. No safety is considered.

4 Learner chooses a question and writes a plan with help, includes fair test. Personal safety is considered in familiar contexts.

Learners should be able to come up with a question that can be tested, e.g. How does temperature effect the action of an enzyme? These are listed, with others that are not so scientific, on the Level 3-5 task sheet.

Prediction should have a scientific reason, e.g. because this is body temperature / the same pH as the stomach.

5 Writes a plan that is fair, collecting data systematically. A prediction is made with a (non-scientific) reason. Personal safety and the safety of others are considered in familiar contexts. e.g recognising

hazard symbols on substances. Learners should be encouraged to give reasons for their choice of equipment, especially

size/volume/quantity of equipment used. This may be done in the step-by-step instructions. Learners should be able to decide on a suitable range of measurements.

6 Plan now includes repeats. Plans to measure using fine-scale apparatus (precision). Scientific knowledge and understanding informs prediction. Preliminary research/study is planned and carried out to help plan. Learners should have the opportunity to do a preliminary study, to help make decisions about

their plan, such as the equipment needed and volume of substrate required, time intervals to make measurements.

7 Plan explains why repeats are to be used, systematic observations will be made and how precise measurements will be taken.

Writes a simple risk assessment, drawing on appropriate resources. e.g. Hazcards Preliminary research/study is planned and carried out to inform plan. Learners should show a confident and detailed understanding of both the scientific approach to

planning an investigation and the scientific knowledge surrounding the investigation.

8 Learners design their plan independently and critically, relating it directly with the question they are asking.

Discusses different strategies for the investigation, with reasons for chosen plan. Adapts plan to control risk.

EP Learners plan the investigation competently and independently. Building on Level 8, the learner will use a wide variety of sources of information critically to develop their plan.

Y8 HSW LEVEL-ASSESSED TASKS: TS (L3-5) BADGER PUBLISHING LTD

FOCUS: PLANNING SKILLS (P)

INFORMATION

Enzymes are chemicals that are made by cells. The human digestive system makes lots of different enzymes. These are used to break down large insoluble food molecules into smaller, soluble molecules that can be absorbed into the body.

THINK ABOUT Choose a good scientific question to test. Some of these are better than

others. Which conditions do enzymes work best in? What temperature does the enzyme amalyse work best at? What pH do enzymes work best at?

TASK Plan an investigation to answer the question you have chosen.

Your plan should include the following: Title what question are you trying to answer? List of equipment. Step-by-step plan clear instructions of what you will do. How I will make it a safe investigation hazards and precautions you will take. How I will make it a fair test. How I will make the results accurate and reliable. Prediction give a reason for your prediction.

Writing for a purpose Write in the future tense e.g. I will set the water bath at 20oC. Be as specific as you can, so someone else could do the experiment using your plan e.g. I will need 5 test tubes, etc. Give a scientific reason for your prediction, using scientific words.

control, dependent variable, independent variable, prediction, temperature, volume

amylase, enzyme, glucose, pH, starch solution, thermometer, water bath

C E L L S ( TS 3 -5 ) INVESTIGATING ENZYMES 8A

Y8 HSW LEVEL-ASSESSED TASKS: LL (L3-5) BADGER PUBLISHING LTD

What is your target level? Use the level ladder to help you reach it.

To get level

3 Simply state what you are trying to find out. I am trying to find out

Suggest a way to investigate which conditions enzymes work best. Suggest one way to make it a fair test.

The factor (variable) I will keep the same is The factor I will change is State a prediction.

I predict that the enzyme will work best in

4 Decide on and write down a scientific question to investigate. Select and list suitable equipment for the investigation. Describe how you will investigate the question (write step-by-step

instructions). Identify which variable (factor) you will change.

The independent variable is Identify which variable (factor) you will measure.

The dependent variable is Identify which variables you will control (keep the same).

The variables I will control are State a simple prediction with a reason.

I predict that the enzyme will work best in because State how you will make sure you are safe while doing the experiment.

5 Decide on a suitable scientific question to investigate. Select suitable equipment for the investigation, stating reasons. Describe how you will investigate the question (write step-by-step

instructions). Identify and explain which variable (factor) you will change and which

variables (factors) you will keep the same. The independent variable is The dependent variable is The variables I will control are

State the range of measurements you will make. I will investigate different conditions.

State a prediction with a reason. I predict that because

Describe how you will make sure the investigation is safe for you and others.

Which level have you achieved? Choose one improvement target and try it.

C E L L S ( L L 3- 5 ) INVESTIGATING ENZYMES 8A

Y8 HSW LEVEL-ASSESSED TASKS: TS (L5-7) BADGER PUBLISHING LTD

C E L L S ( TS 5 -7 ) INVESTIGATING ENZYMES 8A

Y8 HSW LEVEL-ASSESSED TASKS: LL (L5-7) BADGER PUBLISHING LTD

variables (factors) you will keep the same. State the range of measurements you will make. State a prediction with a reason. Describe how you will make sure the investigation is safe for you and

6 As for Level 5, but using scientific knowledge and understanding and Plan to collect repeat measurements. Describe how you will make the measurements precise.

Explain why you have selected equipment or techniques that will allow you to collect precise results.

Make a prediction based on scientific knowledge and understanding. Describe the risks involved and the actions you will take to control them. If appropriate, do a Preliminary study.

Select at least one source of information about enzymes that helps to plan your investigation. Do a trial investigation first to help you make decisions on your final plan.

Write down what you did and what you found out.

7 As for Level 5, but using detailed scientific knowledge and understanding and Plan to collect data that is reliable. Carry out a risk assessment for the investigation, referring to the

appropriate information. If appropriate, do a Preliminary study.

Select at least two sources of information about enzymes that help to plan your investigation. Do a trial investigation first to help you make decisions on your final plan.

Write down what you did and what you found out. Explain the decisions you made from this for your actual investigation.

C E L L S ( L L 5- 7 ) INVESTIGATING ENZYMES 8A

Y8 HSW LEVEL-ASSESSED TASKS: TS (L7-EP) BADGER PUBLISHING LTD

THINK ABOUT Decide on a scientific question to investigate.

Your Plan should include the following: What are the main features of your plan? What should you include? How much detail is necessary? How could you get quantitative results?

Writing for a purpose How will you present your plan? Which tense will you use? Who are you writing for?

Use the Level Ladder to help you achieve your target level.

KEY WORDS Decide on key words that are suitable for this task.

C E L L S ( TS 7 - EP ) INVESTIGATING ENZYMES 8A

Y8 HSW LEVEL-ASSESSED TASKS: LL (L7-EP) BADGER PUBLISHING LTD

7 Decide on a suitable scientific question to investigate. Select a range of suitable equipment for the investigation, stating reasons

based on its precision. Describe in detail how you will investigate the question systematically

and collect data that is reliable. Identify the variables involved; explain how you will attempt to control

them. Make a prediction based on a scientific reason. Describe how you will make sure the investigation is safe for you and

others. Plan to collect data that is reliable. Carry out a risk assessment for the investigation, referring to the

appropriate information. Plan a Preliminary study.

8 As for level 7, but independently use secondary sources to inform your preliminary investigation and planning. Discuss in detail your decisions for choosing particular high precision

equipment, comparing alternative options.

EP Without assistance, use your scientific knowledge and understanding to plan an appropriate investigation.

Include the following: Synthesise information from a variety of resources to inform your plan and

prediction. Consider a range of approaches to the investigation, making a decision

based on scientific knowledge and understanding. Plan to use high precision equipment to measure a range of appropriate

variables. Confidently carry out a risk assessment and make amendments to your

plan to control risks. Which level have you achieved? Choose one improvement target and try it.

C E L L S ( L L 7- E P) INVESTIGATING ENZYMES 8A

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