CHAPTER 5: Elements, Compounds and Mixtures

Sections Topic Duration

5.1 Building Blocks of Matter

5.2 Classifying Elements 105 mins

5.3 Periodic Table

5.4 What are Compounds?

105 mins
5.5 What are Mixtures?

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
 [Lower Secondary Science] – Elements, Compounds and Mixtures

Section 5.1: Building Blocks of Matter

Section 5.2: Classifying Elements 105 mins
Section 5.3: Periodic Table

Learning Outcomes
After this lesson, your students should be able to
 identify an element as the basic building block of matter
 identify if a substance is an element
 classify elements into metals and non-metals based on their properties
 identify some properties and uses of common metals and non-metals
 show an understanding of how elements are generally classified into metals and non-metals in the Periodic Table

Points to note while teaching:

 Elements as the basic building blocks of matter might be an abstract concept to grasp. This is because the elements that make up a substance cannot be
seen with a naked eye. Emphasis through examples of how the extremely tiny elements make up a substance may help. Use molecular models.
 Guided inquiry in practical activities is crucial to ensure students’ overall understanding.

Lesson component Content Resources required

Starters/Triggers Questioning/Discussion/Analogy
 Lego® blocks
You may start by asking groups of students to build a simple Lego® block assembly. Once a group
 Class discussion/group
has finished with its assembly, ask the group of write down/sketch the various kinds of lego® activity
blocks used. The students must also write down how many of each kind used. Use the analogy of
the Lego® blocks to explain the concepts of elements in substances around us.
* Approximately 15 minutes given for this session.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 2 of 7
 [Lower Secondary Science] – Elements, Compounds and Mixtures

Concept Powerpoint presentation, textbook, questions from the workbook and activity from the practical
Development book.
 Powerpoint slides
1. Use analogy to help students’ understanding on elements as basic building blocks of matter,  Textbook (p. 66 – 75)
e.g. use Lego® block assembly, show photos of beehive cross-section, observe the parts that  Workbook (Worksheet 5.1
p. 47 – 50)
make a house and so on.
2. Highlight common elements that make up the substances around you. Emphasise that
 Internet (short slides on
elements can occur naturally on their own, or they can exists as combinations with other atoms and elements)
elements. http://www.bbc.co.uk/sch
ools/ks3bitesize/science/c
Note: It may help to also explain about Atoms and Molecules (chapter 22 of the textbook) in hemistry/elements_com_
order to help understanding on the abstract concepts of elements as basic building blocks of mix_1.shtml
matter.
3. Conduct an activity to identify whether a substance is an element or a non-element.  Practical book (Activities
5.1 – 5.2, p. 39 – 46)
4. Classify elements into metals and non-metals, stating the general characteristics of each
group. Conduct practical activity observing appearance and testing malleability of metals and
non-metals.
5. Highlight the conductivity of metals and non-metals. Design practical activities to check
whether an element/substance is a conductor or insulator of heat/electricity.
6. It is good to highlight to students some exceptions to the general properties of metals and non-
metals. See page 69 of the textbook.
7. Identify how metals and non-metals are commonly used in daily life, in students’ immediate
surroundings such as the classroom, home, football field, etc.
8. Highlight that one object may be made of both metals and non-metals. Provide one or two
examples.
9. Introduce the Periodic Table and chemical symbols of elements. You may conduct a quick
check if students know the chemical name and symbol of an element.
10. Highlight that the chemical symbols of elements in the Periodic Table are formed from the Latin

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 3 of 7
 [Lower Secondary Science] – Elements, Compounds and Mixtures

words of the elements.

Other initiatives Related Websites (IT)

 Internet
 Conduct group mini-research to investigate the properties and uses of common elements. The
following websites may help:
http://www.webelements.com/
http://www.theodoregray.com/PeriodicTable
http://en.wikipedia.org/wiki/Main_Page
 Play these online games on elements:
http://education.jlab.org/elementflashcards/index.html
http://education.jlab.org/elementhangman/index.html
http://education.jlab.org/elementmatching/index.html
 Here is one website that shows a short clip explaining general properties of copper (metal) as
compared to sulphur (non-metal):
http://lgfl.skoool.co.uk/viewdetails_KS3.aspx?ID=592
http://lgfl.skoool.co.uk/viewdetails_KS3.aspx?ID=532
 You may also ask to students to conduct research on man-made (synthetic) elements on the
Periodic Table and how they are used.

http://www.factmonster.com/ce6/sci/A0847507.html

Review Questions  Allow students to attempt the quick review from the following websites:  Internet
http://www.wpb4.btinternet.co.uk/page12/8Esa.htm
http://www.funbrain.com/periodic/index.html

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 4 of 7
 [Lower Secondary Science] – Elements, Compounds and Mixtures

Section 5.4: What are Compounds?

Section 5.5: What are Mixtures? 280 mins

Learning Outcomes
After this lesson, your students should be able to
 describe compounds as substances consisting of two or more chemically combined elements
 recognise a compound through its general characteristics and chemical reactions
 describe mixtures as two or more elements and/or compounds that are not chemically combined
 recognise a mixture through its general characteristics

Points to note while teaching:

 Ensure that students understand that substances may exist as elements, as compounds, or as mixtures.
 Use analogies, as well as molecular models, to help explaining the abstract concept of this topic.
 At the end of the lesson, students must be able to compare compounds and mixtures.

Lesson component Content Resources required

Starters/Triggers Questions/Discussions/Analogy
You can use various combinations of Lego® blocks to help illustrating the differences between
 Lego® blocks
elements, compounds and mixtures. A single Lego® block represents an atom of an element. Two
or more Lego® blocks combined together represents a molecule of a compound. Two or more
Lego® blocks, not combined together but located close to each other, represents a mixture.
Discuss the differences and move on to explain how the Lego® block analogy is similar to
elements, compounds and mixtures. Also highlight on the formation and breaking down of each
Lego® representation.
* Approximately 15 minutes given for this discussion session.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 5 of 7
 [Lower Secondary Science] – Elements, Compounds and Mixtures

Concept Powerpoint presentation, textbook, activities from the practical books and questions from the
Development
workbook.  Powerpoint slides
 Textbook (p. 76 – 82)
1. Conduct activities to form compounds and investigate how compounds are different from the  Workbook (Worksheets
constituent elements. You may start with a slide show on the formation of iron sulphide from 5.2 – 5.3, p. 51 – 56)
 Practical book (Activities
the website given. Expected results of the hands-on practical activity may be found in the 5.3 – 5.5, p. 47 – 53)
reference websites.  Internet
http://www.bbc.co.uk/sch
2. Summarise how elements are different from compounds in terms of their characteristics ools/ks3bitesize/science/c
3. Conduct activities to investigate how the formation and breaking down of mixtures. Observe hemistry/elements_com_
mix_3.shtml
how compounds are different from mixtures. http://www.jiskha.com/sci
4. Highlight, through practical activities, that mixtures can be made up of elements, compounds or ence/chemistry/heating_ir
on_and_sulfur.html
both elements and compounds.
5. Students should be able to state the differences between elements, compounds and mixtures,
especially in terms of the occurrence of chemical reaction in formation or separation process,
properties, as well as proportions of constituents.
6. It may be helpful to explain the differences between elements, compounds and mixtures in
terms of the molecular diagrams. Link to chapter 22 of the textbook.
7. Highlight the different types of mixtures in daily life.
Other initiatives National Education/Related Websites
 Internet
 The NeWater is an example of mixture used in some aspects of life in Singapore. You may
 Inquiry Worksheets
create an activity in which students conduct a research on the NeWater. They will have to find – Air, Coal and Diamond
out why NeWater is a mixture in terms of how it is made and its constituent elements. (Discussion)
– Mineral Water,
http://www.pub.gov.sg/NEWater_files/index.html Multivitamins and
Packaged Food (Mini
 A simple home activity can also be assigned to students, in which students take note the research)
ingredients of common household substances and identify whether each is an element, a
compound or a mixture.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
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 [Lower Secondary Science] – Elements, Compounds and Mixtures

 Ideas for group assignments are available in the inquiry worksheets.

Review Questions  Allow students to attempt the questions on their own.  Textbook (p. 84)
 Internet
 Explain the challenging questions in this section.

 You may use the following internet-based activities to quickly check students’ understanding:
http://www.darvill.clara.net/hotpots/emc.htm
http://www.wpb4.btinternet.co.uk/page12/emc1mp.htm

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
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