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Science lesson plan · 6th grade (Year 7 in England) · 30 minutes

Elements, compounds and mixtures

Atoms, elements and the periodic table

CCSS NGSS.MS-PS1-1England: KS3 Chemistry: Atoms, elements and compoundsEngland: KS3 Chemistry: Pure and impure substances

Objective and success criteria

Students will: Elements, compounds and mixtures.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Elements and their symbols

Leads to: Chemical formulae

Materials: Periodic tables, Atom model kits, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Elements and their symbols). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What is the chemical symbol for carbon? (Cr / C / Si / Cn) → CPrompt: Symbols have one capital letter, sometimes followed by a small letter.
  2. Which element has the symbol Li? (iron / oxygen / fluorine / lithium) → lithiumPrompt: Some symbols come from Latin names: Fe (ferrum), Cu (cuprum), Na (natrium), K (kalium), Ag (argentum), Au (aurum), Pb (plumbum).
  3. Type the chemical symbol for mercury. Use a capital letter, then a small letter if needed. → HgPrompt: It may come from the Latin name.

Hook · 3 min

  • Show the periodic table and ask what patterns students can see before anything is explained.
  • Share the objective: Elements, compounds and mixtures. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is water (Hâ‚‚O) an element, a compound or a mixture?
  • Step 1: A compound has two or more elements chemically joined in fixed proportions.
  • Step 2: So the answer is: compound
  • Answer: compound
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is gold an element, a compound or a mixture? (element / compound / mixture) → elementPrompt: How many types of atom are there?
  2. Iron and sulfur are heated together and form iron sulfide. Why is iron sulfide a compound, not a mixture? (The elements are chemically joined, and a magnet no longer separates the iron / It contains iron / It can be separated with a magnet / It is a powder) → The elements are chemically joined, and a magnet no longer separates the ironPrompt: Can you still pull out the iron with a magnet?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Elements and compounds: which statement is NOT true? (There are over 100 known elements. / A compound contains two or more elements chemically joined. / Air is a mixture. / Water is an element.) → Water is an element.Prompt: Is water made of one kind of atom?
  2. Is carbon dioxide (CO₂) an element, a compound or a mixture? (element / compound / mixture) → compoundPrompt: How many types of atom are there?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Elements and their symbols.
  • Use concrete materials: periodic tables.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Chemical formulae.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.

Free lesson plan from eurekami.com/lesson-plan-builder

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Elements, compounds and mixtures

Name

Date

Score/ 6

  1. Question 1

    Elements and compounds: which statement is NOT true?

    • A. A compound has the same properties as its elements.
    • B. Air is a mixture.
    • C. A compound contains two or more elements chemically joined.
    • D. There are over 100 known elements.

  2. Question 2

    Is helium an element, a compound or a mixture?

    • A. element
    • B. compound
    • C. mixture

  3. Question 3

    Iron and sulfur are heated together and form iron sulfide. Why is iron sulfide a compound, not a mixture?

    • A. The elements are chemically joined, and a magnet no longer separates the iron
    • B. It contains iron
    • C. It can be separated with a magnet
    • D. It is a powder

  4. Question 4

    Is iron an element, a compound or a mixture?

    • A. element
    • B. compound
    • C. mixture

  5. Question 5

    Is sea water an element, a compound or a mixture?

    • A. element
    • B. compound
    • C. mixture

  6. Question 6

    Sodium is a reactive metal and chlorine is a poisonous gas. What is sodium chloride like?

    • A. a shiny metal
    • B. table salt, which is safe to eat in small amounts
    • C. exactly like sodium
    • D. a poisonous gas

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Answer key: Elements, compounds and mixtures

  1. 1. A. A compound has the same properties as its elements.

  2. 2. A. element

  3. 3. A. The elements are chemically joined, and a magnet no longer separates the iron

  4. 4. A. element

  5. 5. C. mixture

  6. 6. B. table salt, which is safe to eat in small amounts