Course: Active Chemistry
Grade Level: 10-11
Class Period Length: 49 minutes
Teacher: Kirsten Brink
School: Klein Forest High School
District: Klein ISD
E3 Project Instructional Plan
Day
1
Topic
 Properties of
the periodic
table: Noble
Gases
 Excitation of
electrons
Instructional Activities
Student warm up will be about the
characteristics of Noble Gasses. Students will
be asked what they know about Neon.
Teacher demonstrates the neon light bulb.
Students will be asked to describe: ‘What does
the neon look like before/after’? Then asked,
‘what happened’? Brief explanation of
excitation of electrons (YouTube video 40
seconds). Students asked to summarize in their
notebook.
Students will then be asked about what they
know about Helium, then what would happen
if the Helium electrons were excited. Students
make predictions. Show image of Helium light
bulb. Ask students about the other noble gasesany predictions with what might happen. Ask
students to use their own computer to look up
the periodic table website to see the other
Noble Gases.
Ask students ‘what else might excite
electrons’? Students then are asked to
brainstorm a list of what might be example of
excited electrons. (Hopefully fireworks, lasers,
etc might come up.) If time permits, ask
students about how exciting electrons may be
useful.
STAAR/
EOC/TAKS
IPC 7
TEKS
112.35.c.2.H The student is
expected to organize, analyze,
make inferences, and predict
trends from data
Resources




Neon light bulb
Helium
balloon(s)
http://youtu.be/L
0UJhSvPE5A
Student
computers and
www.periodictab
le.com
Course: Active Chemistry
Grade Level: 10-11
Class Period Length: 49 minutes
2
 Fire as a
method to
excite
electrons



3
 Excitation of
Electrons
 Biologically
Inspired
Engineering



4-5
 Student work
time

Teacher: Kirsten Brink
School: Klein Forest High School
District: Klein ISD
IPC 7
Students will be informed that the light
bulb from the previous day is an example
of how electrons are excited by electricity.
This day, students will be exciting
electrons in a different way.
Students do a typical flame test and asked
to record data in their notebooks.
Students will be asked at the end of the lab
for practical uses of the salts in the flame
tests (most common is fireworks). Students
will also be asked how the electrons within
the salts were excited
Connecting with the previous day’s
activities, students will then look at DNA
gel electrophoresis (just the end result) as a
demonstration of another way in which
electrons can be stimulated.
IPC 7
112.35.c.1.A Scientific
processes; The student is
expected to demonstrate safe
practices during laboratory
and field investigations…
112.35.c.4.A Science
concepts. The student is
expected to differentiate
between physical and
chemical changes and
properties

112.35.c.1.A Scientific
processes; The student is
expected to demonstrate safe
practices during laboratory
and field investigations…






Students will see the demonstration of a
thunderstorm in a jar
Students will then be shown examples of
Bioengineering and given their
challenge/rubric

IPC 7
Students will have time to construct their
project and

112.35.c.2.F The student is
expected to collect data and
make measurements with
accuracy and precision
112.35.c.3.E The student is
expected to describe the

Basic flame test
guide, metal
loops and salts
Lab safety
materials
Fire source
http://youtu.be/N
yzlt-dVgWQ
UV light and
used gels
95% alcohol –oracetone
Sulfuric acid
Potassium
permanganate
crystals
Safety materialsface mask/plexi
glass shield.
Student supplies:
cardboard,
glitter, reflectors,
mirrors, glue, etc
Course: Active Chemistry
Grade Level: 10-11
Class Period Length: 49 minutes
6
 Test and
reevaluate
Teacher: Kirsten Brink
School: Klein Forest High School
District: Klein ISD

Students will take their final data set

Students will finish their rubric page to
turn in with their project.
Resources Page for Project
www.periodictable.com Periodic table explanation
http://youtu.be/L0UJhSvPE5A Explanation of excitation of electrons-video.
Sample Flame test table:
barium calcium copper
lead
potassium sodium
IPC 7
connection between chemistry
and future careers
112.35.c.3.C The student is
expected to draw inferences
based on data related to
promotional materials for
products and
services112.35.c.3.



Light sensor
Black box
Glow stick
chemical:
Hydrogen
peroxide,
fluorescent dye,
phenyl oxalate
ester, vials
.A The student uses critical
thinking, scientific reasoning,
and problem solving to make
informed decisions within and
outside the classroom. The
student is expected to in all
fields of science, analyze,
evaluate, and critique
scientific explanation
…..112.35.c.2.E The student is
expected to plan and
implement investigative
procedures, including asking
questions, formulating testable
hypotheses…


Printed rubrics
Light
probe/testing box