Looking at the periodic table in a science book (or Figure 2 or the attached Periodic Table Visual Aid or the dynamic periodic table at http://www.dayah.com/periodic/), the vertical columns are referred to as groups while the horizontal rows are known as periods. From left to right, the groups are classified as alkali metals (group 1), alkaline earth metals (group 2), transition metals (groups 3-12), poor metals/metalloids/non metals (groups 13-16), halogens (group 17), and noble gases (group 18). In most periodic tables, the different groups are labeled with different colors. In addition to the main groups and rows, two mini-periods are often separated from the main table and placed below it. The lanthanide and actinide series are known as rare earth elements. All of the elements occur either naturally in that form, arise from the decay of those natural elements, or are synthetic (human-made). Depending on the age of the table, the number of synthetic elements may vary.

click for copyright

Elements are arranged based on their number of protons, which is commonly referred to as their atomic number. They increase in number from left to right and from top to bottom. In addition, the order corresponds to the atomic mass of the element as well (from smallest to largest) for most of the elements. Elements are further arranged based on common properties between elements, such as electron configurations and electronegativity. In this activity, students learn about the first 20 elements on the periodic table, all of which are present in our daily lives.

• Gather materials.
• For Part 1, prepare a computer projector or overhead projector to show the attached Elements Matching Game Images Power Point presentation to the class. Also, print and cut apart three sets of the attached Elements Matching Game Cards. Shuffle each set.
• For Part 2, either re-use one of the Part 1 sets of Elements Matching Game Cards, or print out and cut apart one set of the attached Mystery Elements Cards. Student teams will each blindly choose a card from the set you provide. The first set provides property and characteristic information on the first 20 elements. The second set provides more of a challenge; its cards provide property and characteristic information on the first 30 elements without identifying the element names, so students must first identify "their" element before proceeding with the activity.

1. To conduct the Elements Matching Game, divide the class into three teams.
2. Give each team a set of element game cards to distribute evenly among their teammates.
3. Explain the activity to the students.

• To begin, the teacher shows pictures and clues of 20 unidentified elements (using the attached Elements Matching Game Images PowerPoint file). (Answers may be found on the last slide.)
• Students look at their game cards until someone discovers that s/he is holding the card that matches the unknown element.
• The first person who raises his/her hand, (and correctly) declares that s/he has the matching element, scores a point for his/her team. (Each team has the same set of cards, so teams are competing to identify each element first).
• The student who correctly identifies the element reads the rest of his/her card to the class.
• The teacher shows the next slide (image of another element), and the game continues.
• After 20 elements are matched, the team with the most points is declared the winner.

4. Reiterate the point that the elements combine together to create many different compounds that are used by engineers. Ask students if they re surprised to learn how many engineering applications the elements have when put together in different combinations. For example, engineers use lithium in cell phone batteries and aircraft parts.

1. Explain to students that some engineers are involved in graphic design, special effects and computer animation. They develop handheld electronic and computer games as well as the animated movies and TV shows that students might watch. Often, these graphics and animations are designed for educational purposes — to teach viewers about a school subject. Today, students act as computer and animation engineers and develop a new educational character based on the elements in the periodic table.
2. Divide the class into teams of two students each. Assign one element per team by having them randomly choose an element from either the Elements Matching Game Cards (the first 20 elements, identified) or the Mystery Elements Cards.(the first 30 elements, unidentified) (If using the mystery cards, the students must conduct research to determine the name of their element. Provide resources such as physical science books, periodic table handouts or Internet access. Students may need assistance for some of the more unfamiliar elements.)
3. After each team has an element, ask them to design a superhero based on the characteristics of that element to use for a new educational animation series. Before designing, direct them to choose a specific audience for their character (elementary, middle or high school students), and keep that audience in mind when determining the nature, aesthetics (the looks) and super power of their character. For example, think of the various animated characters that are popular today with younger kids (perhaps Dora the Explorer or Sponge Bob), compared to those popular with teens (perhaps football/skateboard game characters or Japanese anime). What are the differences in the visual look and nature of these characters? (Perhaps colors [bright vs. dark], shapes [simple vs. complex], nature [childlike vs. mature], etc.) The point is to create something that appeals to your target audience.
4. Direct students to refer to the properties on their cards, and design their superhero to have similar characteristics. The superhero's main power should be related to an item on the information card. Guide students to brainstorm together to come up with creative ideas. If it helps to generate ideas, show the attached Element Superhero Example (also Figure 1). Remind students of the brainstorming tips used by engineers:

• No negative comments allowed.
• Encourage wild ideas.
• Record all ideas.
• Build on the ideas of others.
• Stay focused on the topic.
• Allow only one conversation at a time.

5. Remind students that each group must come up with a name for the superhero that relates to the name of the element.
6. Have students draw their superhero (as time permits). Each team drawing should include the element's symbol and atomic number, as well as a short description of the hero's powers and properties.
7. Have each team make a quick "engineering design" presentation of their superhero and element to the class. See the Assessment section for suggested presentation requirements.
8. Arrange the superhero element drawings on a wall by having the students arrange them to mimic their relative periodic table locations.
9. Conclude by having the entire class participate in a Human Periodic Table, as described in the Assessment section.

Information Pooling: Ask the class to think of all the elements they know. Compile a list on an overhead projector transparency or the classroom chalk board as the students make suggestions. If some students suggest compounds (such as water or air), clarify the difference between elements and compounds. When no more suggestions are forthcoming, bring out the periodic table, and point out the locations of all the elements suggested by the students.

Pairs Check: After student teams create their superhero character from their element card, have them check with another group to verify that they have the correct information included in their design sketch.

Engineering Design Presentations: Have each team present their design of an element superhero. Require the presentations to include: the name of the element, the element clues that were given, specifically how the element was identified, the chemical symbol, the atomic number, the name of the superhero, how the superhero's look relates to the element, how the superhero's powers relate to the element, the audience for the character, and how they designed it for that audience, and a drawing of the superhero.

Human Periodic Table: Ask students to clear an area in the classroom (move desks aside or go outside) and arrange themselves like the common periodic table. As time permits, go around (as they are arranged) and ask them to explain the logic of their element position in the table, using what they learned during the activity.