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Element Infomercial

Last Updated: Apr-23-2010

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Developed By

  Katie McPharlin
Ann Gulley

Lesson Title

  Element Infomercial

Length of Lesson

  (60 min class periods) 5 class days (days 1 and 2 introduction to Flip Camera and Movie Maker)

Lesson Unit

  Periodic Table



Michigan Content Expectations

  C4.8 A-D (Atomic Structure) C4.9 A (Periodic Table) C10. A & B (Neutral Atoms, Ions, and Isotopes)


  Elements, Periodic Table, Symbol, Atomic number, Atomic Mass, Protons, Neutrons, Electrons, Family, Melting Point, Boiling Point



1.  Movie maker Softeware

2.  Computers

3.  Periodic Table (interactive, online)

4.  Element fact sheet

5.  Flip Camera

6.  Student file storage on public drive for grading purposes

7.  Element Props




Students will use their new found period table knowlege in order to come up the name, symbol, atomic number, atomoic mass, number of protons, neutrons and electrons along with the boiling point and melting point of their chosen elements.  A fact sheet will be collected with this information, however, the students will be expected to come up with a creative way to sell their element in an infomercial form.  Students will use Movie Maker and Flip camera technology to make this an effective demonstration of their Physical Science ability with an incorperation of technology.


Big Idea(s)


Every element has its own unique combination of protons neutrons and electrons.  This will shape the chemical and physical properties that are associated with each element.  The Periodic Table is an organization tool that shows the repeating patterns of elements.


Essential Questions


1.  What defines an element?

2.  How does the periodic table help us organize information?

3.  What kind of visual representation can we use to represent atomic structure?

4.  What impact does and element have in our daily life?



Learning Objectives


Students will be able to:

1.  provide the name, symbol, atomic number, atomic mass, number of protons, neutrons and electons.

2.  provide melting points and boiling points of their atom.

3.  provide historical data (who, what where and when this element was discovered)

4.  classify the element based on location in the periodic Table

5. use technology in an effective way to sell the importance of their element

6.  provide a Bohr model for their element

7.  provide useful and interesting information based on the daily use and/or impact of their element



Summative Assessment


Students will hand in the following:

1) Completed element fact sheet

2) Bohr model of their element

3)  Completed Movie Maker clip including all accurate information from the previously listed requirements on the rubric. (name, symbol, atomic number, atomic mass, protons, neutrons, electrons, meting points, boling point, interesting daily use of element)

Resource(s) available for this section

Lesson Opening


Teacher will talk about commonly viewed infomercials and will draft a list of what can be found in each of those commericals.  Students will come up with a list of factors that need to be included in order to sell a product (i.e. excitement, accurate information, energy, visual examples, price)



Lesson Opening Co-teaching Plan


Both teachers will actively answer questions and get students engaged with the Period Table Movie Maker Activity.




1)  Introduce Periodic Table ( atomic mass, atomic number, protons, neutrons and electrons)

2)  Introduce the Bohr Model

3)  Interactive Sticky-note Bohr Model activity ( great for multi-modal learners)

4)  Draw Bohr Models for elements 1-18 (H to Ar) (great for visual learners)

5)  Introduce the order and arrangement on the Period Table (periods, groups, families, metals, non-metals)


Resource(s) available for this section

Exploration Co-teaching Plan


Teacher number 1 introduces the Periodic Table and Bohr model to the entire class, while teacher number two is walking around the room clarifying any additional questions.  Both teachers will be present during exploration in the media center helping to get students engaged with both the Period Table element and the usage of the newly introduced technology.


Check for Understanding


Students will:

1)  come up to the board to display their knowledge about the Periodic table to filll out information on protons, neutrons and electrons for each given element.  (this is done in class with scaffolding; therefore, the teacher can see where common questions occur)

2)  Students will practice drawing Bohr models with a group, then indepently while teacher 2 is checking for individual understanding.



Check for Understanding Co-teaching Plan


Both teachers help with this assessment.  As students need additional help, teacher number two will have a cheat sheet ready to hand out for students who need a better visual representation of what the make up of the Bohr model consists of. 




While students are gathering their specific element information (day three), they will be given access to the following on-line interactive periodic tables

Web Elements
Los Alamos Periodic Table
Visual Elements

Lenntech Periodic Table
It's Elemental Table
Elemental Fascination
All Periodic Tables.com
MII Periodic Table
Chemical Elements.com
American Elements.com
Chemical Comics
Development of the Periodic Table
CHEMystery Periodic Table
Periodic Table Videos
Rota Period

Students will gather their required information from these on-line resources (availble in multiple reading levels, so all can do this indepently) along with their interesting facts to sell their element as being the best!

Resource(s) available for this section

Explanation Co-teaching Plan


Both teachers will be helping students with on-line Periodic Table resources and will be answering any questions that may occur.


Check for Understanding (2)


Students will be given a fact sheet to fill out about their element.  This fact sheet will be used to help the student and teacher stay on track of the requested information.  The fact sheet will be provided to keep students on task of the needed information.  Students are welcome to be as creative as possible as long as the information found on the given fact sheet is filled out accurately and it is all included within the infomercial.


Teachers will use this check for understanding as a continual process of questions and answers.  Students will  not need a formalized review because of the continuous exposure to periodic table information done in multifacited ways to reach all varying levels of ability within the clasroom setting. 


Check for Understanding Co-teaching Plan (2)


If a group of students arrise that have questions on this material, teacher 2 will meet with them in a small group to clarify instructions and get them back on track with the remaining days allotted for this Media center activity.


Extended Practice


A clicker Review will be done on the beginning of day 4 ( Flip Camera day) in order to catch any confusion about the gathering of element information.  This review is meant to be quick and informative; however, it will not include all aspects of benchmark ideas.  This clicker activity will allow students have an additional avenue to get questions answered without being singled out.  This will also allow students to correct any mistakes that may have been made, with plenty of time to understand the fundamentals of their element




Students will

1.  hand in their final element fact sheet

2.  hand in their Movie Maker file on the public drive (movie cannot be shorter then 2 minutes, and cannot exceed 5 minutes)

3.  share their video with the class, if they volunteer to do so



Closing Co-teach Plan


Both teachers will review the big ideas with the class after they have handed in their summative assessments (movies).  Both teachers will look at fact sheets and review videos