1. Student Page
[Teacher Page]
The Elements of the Periodic Table
Title For Educators
Introduction Designed by
Task Brad Gasser
Process bjg51@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
When looking at the periodic table of elements for the first time, it can be very
Title overwhelming! It may just look like a confusing pile of symbols, boxes, and numbers.
Introduction However, there is so much more to The Periodic Table than that! Each of the boxes in the
Task table houses a specific element. Certain elements and combinations of elements are the
fundamentals of life as we know it! For example, we would not be able to breathe
Process without the element oxygen.
As you explore the periodic table of elements, you will develop a better understanding and
Evaluation appreciation for it.
Conclusion
Credits

3. Student Page
[Teacher Page]
The Task
Title After completing research on your chosen element,
Introduction you will present your findings to the class by creating
Task a 3-D model of your element, along with an
Process
advertisement poster. Keep in mind that the goal is
to make your element sound the most interesting and
Evaluation
important to the rest of the class!
Conclusion
Credits

4. Student Page
[Teacher Page]
The Process
Step 1
Title First, choose one element from the periodic table. You can find a list of the elements by
copying and pasting the following web address into an internet search:
Introduction http://chemistry.about.com/od/elementfacts/a/elementlist.htm
Task
Step 2
Process Once you have chosen an element, find the following information about it:
•Name, symbol, atomic number, atomic weight
Evaluation •Location on the periodic table
•Number of protons, electrons, and neutrons
Conclusion •Melting and boiling points
•The founder of the element
•Important uses of the element
•Any other cool or fascinating information that you may find (information that may help
you “sell” your element!)
The websites that will display this information can be found on the following websites:
http://www.webelements.com/
http://www.ptable.com/
http://www.chemicalelements.com/
Step 3
Organize your information into a way that you will be able to make the most sense out of
it. For example, try making notecards out of the bulleted list above. On one side of the
notecard, write the bulleted point. On the other side, write down all of the information
you found , having to do with that bullet point (you may need more than one notecard for
some of the bullet points).
Credits

5. Step 4
Create your 3-D model. You will include the correct number of protons, electrons, and neutrons,
and a nucleus in the model. Labels should be included. Be creative in how you make your model!
There will also be a short writing assignment here. In a few sentences, explain your model
Step 6
Now for the grand finale- create your advertisement! You can make it out of poster board, or
create a short PowerPoint. Try to include most of the information that you researched., especially
the items you think will help convince the class that your element is the best! Some great ways to
spice up an advertisement is to come up with a catchy slogan and include pictures!
On presentation day I will hand everyone a blank periodic table, as shown below. After each
individual student presentation , two things will take place:
1.You will find the element that was just presented, and label it on your blank table that I will
hand out to you.
2.You will rank each element 1-10 (1 being the lowest, 10 being the highest) in how likely you
would “purchase” the element.
*Prizes will be given to the top three elements!

6. Student Page
[Teacher Page]
Evaluation
Title Building A Structure : Element 3-D Model
Introduction
Teacher name: Brad Gasser
Task
Process
Student Name: ________________________________________
Evaluation
CATEGORY 4 3 2 1
Conclusion Appropriate
Appropriate materials were Inappropriate
materials were selected and there materials were
Appropriate
Construction selected and was an attempt at selected and
materials were
-Materials creatively modified creative contributed to a
selected.
in ways that made modification to product that
them even better. make them even performed poorly.
better.
Construction was Construction Construction
Great care taken in
careful and accurate accurately followed appears careless or
construction process
for the most part, the plans, but 3-4 haphazard. Many
Construction - Care so that the structure
but 1-2 details could details could have details need
Taken is neat, attractive
have been refined been refined for a refinement for a
and follows plans
for a more attractive more attractive strong or attractive
accurately.
product. product. product.
Explanations Explanations Explanations
Explanations do not
indicate a clear and indicate a relatively indicate relatively
illustrate much
accurate accurate accurate
understanding of
Scientific understanding of understanding of understanding of
scientific principles
Knowledge scientific principles scientific principles scientific principles
underlying the
underlying the underlying the underlying the
construction and
construction and construction and construction and
modifications.
Credits modifications. modifications. modifications.
Date Created: February 25, 2013

7. Making A Poster : Element Advertisement
Teacher Name: Brad Gasser
Student Name: ________________________________________
CATEGORY 4 3 2 1
The poster is The poster is
The poster is The poster is
exceptionally distractingly
attractive in acceptably
attractive in messy or very
Attractiveness terms of design, attractive
terms of design, poorly designed.
layout and though it may
layout, and It is not
neatness. be a bit messy.
neatness. attractive.
At least 7 5-6 accurate 3-4 accurate Less than 3
Content - accurate facts facts are facts are accurate facts
Accuracy are displayed on displayed on the displayed on the are displayed on
the poster. poster. poster. the poster.
There are more
There are no There is 1 There are 2
than 2
grammatical grammatical grammatical
Grammar grammatical
mistakes on the mistake on the mistakes on the
mistakes on the
poster. poster. poster.
poster.
Capitalization
There are 2 There are more
and punctuation There is 1 error
errors in than 2 errors in
Mechanics are correct in capitalization
capitalization or capitalization or
throughout the or punctuation.
punctuation. punctuation.
poster.
Date Created: Feb 25, 2013 08:30 pm (CST)

8. Student Page
[Teacher Page]
Conclusion
Title Congratulations! You have completed this web quest
Introduction on the periodic table of elements. I hope that you had
Task fun, and learned more about the elements of the
Process
periodic table. I hope that you see that the elements
in the table really do apply to real life. You will now be
Evaluation
prepared to advance in this area of study as you move
Conclusion
on through middle and high school.
Credits

9. Student Page
[Teacher Page]
Credits & References
Title
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Introduction others can acquire the latest version of this template and training materials.
Task
http://chemistry.about.com/od/elementfacts/a/elementlist.htm (list of elements)
Process http://www.webelements.com/ (1/3 websites for students to use)
http://www.ptable.com/ (1/3 websites for students to use)
Evaluation http://www.chemicalelements.com/ (1/3 websites for students to use)
chemistry.about.com (blank periodic table)
Conclusion
Credits

10. [Student Page]
Put the Title of the Lesson Here
Teacher Page
(Teacher)
A WebQuest for xth Grade (Put Subject Here)
Title
Introduction Designed by
Learners Put Your Name Here
Standards Put Your E-mail Address Here
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

11. [Student Page]
Teacher Page Introduction (Teacher)
Begin with something that describes the origin of the lesson. For example: This
Title lesson was developed as part of the San Diego Unified School District's Triton
Project, a federally funded Technology Innovation Challenge Grant.
Introduction
Learners In this second paragraph of the introduction, describe briefly what the lesson is
about. Remember, the audience for this document is other teachers, not students.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

12. [Student Page]
Teacher Page Learners (Teacher)
Describe the grade level and course that the lesson is designed to cover. For
Title example: "This lesson is anchored in seventh grade language arts and involves
social studies and math to a lesser extent." If the lesson can easily be extended to
Introduction additional grades and subjects, mention that briefly here as well.
Learners
Describe what the learners will need to know prior to beginning this lesson. Limit
Standards this description to the most critical skills that could not be picked up on the fly as the
lesson is given.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

13. [Student Page]
Curriculum Standards
Teacher Page
(Teacher)
What will students learn as a result of this lesson? Describe the outcomes
Title succinctly. Use the language of existing standards. For example:
Introduction Social Studies Standards Addressed
Learners
•Recognize the relationships among the various parts of a nation's cultural
Standards life.
•Learn about the mythology, legends, values and beliefs of a people
Process .
Most lessons don't just teach a block of content; they also implicitly teach one or
Resources more types of thinking. In addition to describing learning outcomes within traditional
subject areas, describe what kind of thinking and communications skills were
Evaluation encouraged by this lesson. Inference-making? Critical thinking? Creative
production? Creative problem-solving? Observation and categorization?
Teacher Script Comparison? Teamwork? Compromise?
Conclusion
Credits

14. [Student Page]
Teacher Page The Process (Teacher)
You can paste in the process description given to students in the “student”
Title process slide and then interleave the additional details that a teacher might need.
Introduction Describe briefly how the lesson is organized. Does it involve more than one class?
Learners Is it all taught in one period per day, or is it part of several periods? How many days
or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or
Standards what?
Process If students are divided into groups, provide guidelines on how you might do that.
If there are misconceptions or stumbling blocks that you anticipate, describe them
Resources here and suggest ways to get around them.
Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough for
a novice teacher? Does it require some experience with directing debates or role
Teacher Script plays, for example?
Conclusion If you're designing for a one-computer classroom or for pre-readers and are
creating a facilitated WebQuest in which the teacher or an aide controls the
computer and guides discussion, you can link from here to the Teacher Script page
which would contain a printable script for the facilitator to follow.
Variations
If you can think of ways to vary the way the lesson might be carried out in different
situations (lab vs. in-class, for example), describe them here.
Credits

15. [Student Page]
Teacher Page Resources (Teacher)
Describe what's needed to implement this lesson. Some of the possibilities:
Title
•Class sets of books
Introduction •E-mail accounts for all students
Learners •Specific software (how many copies?)
•Specific hardware (what kind? How many?)
Standards •Specific reference material in the classroom or school library
•Video or audio materials
Process
If the lesson makes extensive use of specific websites, it would be appropriate to
Resources list, describe and link them here.
Evaluation Describe also the human resources needed. how many teachers are needed to
implement the lesson. Is one enough? Is there a role for aides or parents in the
Teacher Script room? Do you need to coordinate with a teacher at another school? With a partner
in industry or a museum or other entity? Is a field trip designed in as part of the
Conclusion lesson?
Credits

16. [Student Page]
Teacher Page Evaluation (Teacher)
How will you know that this lesson was successful? Describe what student products
Title or performances you'll be looking at and how they'll be evaluated. This, of course,
should be tightly related to the standards and objectives you cited above.
Introduction
Learners You may want to just copy and paste the evaluation section of the student page (
Evaluation) into this space and add any clarifications needed for another teacher to
Standards make use of this lesson.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

17. [Student Page]
Teacher Page Teacher Script (Teacher)
The WebQuest model is best suited for learners who can navigate the Web on their
Title own and can read the kinds of material commonly found on the Web. We can
stretch the format to reach primary-aged learners, developmental English Language
Introduction Learners and special populations by creating a facilitated WebQuest, one that
Learners requires an adult or older peer to drive things.
Standards Use this page to create a script for that facilitator. The facilitator would print this
page out and use it to guide their progress through the WebQuest.
Process
This page will include step by step directions to the facilitator, including:
Resources
•What to say at each point in the process
Evaluation •What to click on
•What questions and misconceptions to anticipate
Teacher Script •How long to take at each point
•When to direct learners to work away from the computer
Conclusion
To help the facilitator, you might want to include screen dumps of particular screens
embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Credits

18. [Student Page]
Teacher Page Conclusion (Teacher)
Make some kind of summary statement here about the worthiness of this lesson
Title and the importance of what it will teach.
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

19. [Student Page]
Teacher Page Credits & References (Teacher)
List here the sources of any images, music or text that you're using. Provide links back to
Title the original source. Say thanks to anyone who provided resources or help.
Introduction List any books and other analog media that you used as information sources as well.
Learners
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Standards others can acquire the latest version of this template and training materials.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits