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Hands-on Activities about Metals, Nonmetals, and Metalloids

Updated: Sep 4

Hands-on activity
STEM activity in action

Hands-on activities, real-life applications, and assessment ideas on metals, nonmetals, and metalloids help students connect theory with practice. Metals, nonmetals, and metalloids form the fundamental components of matter, and understanding their properties is important for students to relate scientific concepts to real-life applications. Engaging in hands-on activities allows learners to explore the distinctions among these elements effectively.


Fun, hands-on experiments increase student interest and motivation in chemistry, making complex concepts more accessible (Lee et al., 2016). Activities that illustrate the relevance of these elements in everyday life can deepen understanding and retention of scientific principles (Vernon, 2020).


Of course, some teachers may argue that traditional teaching methods still hold value, as they provide structure when tackling complex ideas. Yet, integrating hands-on activities brings energy to the classroom, strengthens comprehension, and opens opportunities for authentic assessment.


Table of Contents

Brief Background of Elements: Metals, Nonmetals and Metalloids


What are Elements?


Elements are fundamental forms of matter characterized by specific chemical and physical properties that cannot be broken down into simpler substances through ordinary chemical reactions. There are 118 known elements, with 92 occurring naturally and the rest synthesized in laboratories (Clark et al., 2018). The Periodic Table serves as an important framework for understanding these elements, illustrating their relationships and properties, which is essential for the study of chemistry and physics (Berman, 2022).


What are metals, nonmetals, and metalloids?


Metals, nonmetals, and metalloids are the three main categories of elements in the periodic table, each defined by distinct physical and chemical properties. Metals are characterized by their excellent conductivity of heat and electricity, malleability, and ductility, making them economically valuable (Reichelt-Brushett & Batley, 2023). Nonmetals, on the other hand, typically exhibit poor conductivity and are more varied in their physical states, often being gases or brittle solids at room temperature (Vernon, 2020). Metalloids possess intermediate properties, bridging the gap between metals and nonmetals, and are often used in semiconductors (Reichelt-Brushett & Batley, 2023).


Metals


Metals are materials characterized by their unique physical and chemical properties, which make them indispensable in various applications. Physically, metals are typically hard, opaque, shiny, malleable, ductile, and excellent conductors of heat and electricity. Chemically, metals tend to lose electrons easily, forming cations and engaging in reactions to form compounds such as salts. These properties are largely due to the metallic bonding where electrons are delocalized, forming a "cloud" that allows for the free movement of electrons and contributes to the metal's conductivity and malleability. Transitioning to specific properties:


Physical Properties

  • Crystalline Structure: Metals have organized atomic structures, often in body-centered cubic (bcc), face-centered cubic (fcc), or hexagonal close-packed (hcp) arrangements, contributing to their strength and durability (Hasirci & Hasirci, 2018; Lam & Chen, 2019).

  • Conductivity: Metals are excellent conductors of electricity and heat due to the free movement of electrons within the metallic bond (Lam & Chen, 2019).

  • Density and Strength: Light metals like aluminum and magnesium have low density and high strength-to-weight ratios, making them ideal for applications where weight is a critical factor (Sathyanarayana et al., 2023).


Chemical Properties

  • Reactivity: Metals can easily lose electrons to form cations, which can then react with anions to form salts. This reactivity is a key feature in their chemical behavior (Hasirci & Hasirci, 2018)

  • Alloy Formation: Metals can form alloys, which are mixtures with other metals to enhance properties such as hardness, corrosion resistance, and color (Hasirci & Hasirci, 2018)


While metals are important in many industrial and technological applications, they also pose challenges, particularly heavy metals like arsenic, lead, and copper, which can have toxic effects on human health. These metals can accumulate in biological systems, leading to serious health issues such as organ damage and neurological disorders. Therefore, managing exposure to these metals is critical for health and safety (Kul et al., 2023).


Nonmetals


Nonmetals are elements characterized by their distinct physical and chemical properties, which set them apart from metals and metalloids. They are primarily found in groups 14 to 18 of the periodic table and include elements such as carbon, nitrogen, oxygen, sulfur, and the halogens. Nonmetals exhibit a range of behaviors and characteristics that are crucial for various applications, particularly in chemistry and environmental science.


Physical Properties

  • State of Matter: Nonmetals can exist in all three states at room temperature: gases (e.g., oxygen), liquids (e.g., bromine), and solids (e.g., sulfur).

  • Brittleness: Solid nonmetals are typically brittle and not malleable or ductile.

  • Poor Conductors: They are generally poor conductors of heat and electricity, with exceptions in certain nonmetallic compounds that can exhibit semiconducting properties (Likhanov & Shevelkov, 2020).


Chemical Properties

  • Reactivity: Nonmetals tend to gain electrons during chemical reactions, forming anions. For example, halogens readily react with metals to form salts.

  • Electronegativity: Nonmetals have high electronegativity values, particularly oxygen, which is the most electronegative element in its group (Weller et al., 2018).

  • Variety of Compounds: They form a wide range of compounds, including oxides, halides, and hydrides, showcasing diverse chemical behavior (Weller et al., 2018).


While nonmetals are essential for life and various industrial processes, some nonmetals can also be hazardous, such as arsenic and mercury, necessitating careful management and bioremediation efforts to mitigate their environmental impact (Rudakiya & Patel, 2021).


Metalloids


Metalloids are elements that exhibit properties intermediate between metals and non-metals, often characterized by their unique electronic structures and versatile applications. Common examples include selenium (Se) and tellurium (Te), which are notable for their roles in nanotechnology and various industrial applications. The following sections outline the key physical and chemical properties of metalloids.


Physical Properties

  • Brittleness: Metalloids like tellurium are typically brittle, making them less malleable than metals (Medina-Cruz et al., 2020).

  • Conductivity: They possess electrical conductivity that is intermediate between metals and insulators, allowing for applications in semiconductors (Burrows et al., 2021).

  • Appearance: Metalloids often have a metallic luster but can also exhibit non-metallic characteristics, depending on their specific form and structure (Piacenza et al., 2018).


Chemical Properties

  • Reactivity: Metalloids can form covalent bonds with non-metals and ionic bonds with metals, showcasing their dual nature (Burrows et al., 2021).

  • Compounds: They can form a variety of compounds, including oxides and halides, which display diverse chemical behaviors (Burrows et al., 2021).

  • Nanostructures: At the nanoscale, metalloids like Se and Te exhibit enhanced chemical properties, making them suitable for applications in photocells and catalysis (Piacenza et al., 2018).(Medina-Cruz et al., 2020).


While metalloids are often celebrated for their unique properties and applications, some researchers argue that their potential is underutilized, particularly in emerging fields like nanomedicine, where their biological roles remain largely unexplored (Medina-Cruz et al., 2020).


Lesson slides in Elements: Metals, Nonmetals and Metalloids for Grade 7. It was last updated during the 2020–2021 school year and has not been revised since I began teaching at the university.


Hands-on Activities on Elements: Metals, Nonmetals and Metalloids

Reminder: Always try and test the activity yourself first before letting your students or child try it. This helps you anticipate any challenges, ensure safety, and guide them more effectively.


Fizzing Reactions: Observing How Elements React with Vinegar

Topic: Properties and reactions of metals, nonmetals, and metalloids

Good for Ages: 9–11 years old (Grade 4–5)

Time Required:1 hour

Learning Objectives:

By the end of the lesson, students will be able to:

  • Classify metals, nonmetals, and metalloids by observing and recording their reactions with vinegar in test tubes, using the presence or absence of fizzing as criteria.

  • Show careful handling of elements by following all safety instructions during the experiment, with no safety violations noted.

  • Measure and pour vinegar accurately into test tubes using pipettes, producing consistent reactions.


Materials Needed:


Preparatory Activity:

  1. Introduction: Explain that students will investigate how metals, nonmetals, and metalloids react with vinegar. This demonstrates differences in chemical reactivity and provides insight into the physical and chemical properties of elements.

  2. Activity Instruction: Demonstrate proper safety procedures before starting the experiment:

    • Wear safety goggles and gloves at all times.

    • Handle vinegar and elements carefully to avoid spills or contact with skin and eyes.

    • Do not taste or inhale chemicals.

    • Use pipettes carefully to measure and pour vinegar.

    • Keep the workspace clean and organized, and wipe up spills immediately.

    Ask if they understand; if not, repeat.

  3. Group Formation: Divide students into groups of 3–4, ensuring each group tests all element types (metal, nonmetal, metalloid).


Procedure:

  1. Place the test tubes in the rack, labeled for each element type.

  2. Using a pipette, add 5 mL of vinegar to each test tube.

  3. Add a small piece of metal (e.g., aluminum or zinc) to the first test tube. Observe for fizzing or bubbles. Record observations.

  4. Repeat step 3 for the nonmetal (e.g., sulfur) and the metalloid (e.g., silicon). Record whether any reaction occurs.

  5. Have students compare the reactions of metals, nonmetals, and metalloids with vinegar. Discuss why some fizz and others do not.

  6. Dispose of vinegar carefully according to teacher instructions and clean the workspace.


Generalization:


1. Reflective Guide Questions (HOTS):

  • Which elements reacted with vinegar, and what does this tell you about their properties?

  • Why did some elements not react with vinegar?

  • How can you distinguish metals, nonmetals, and metalloids based on your observations?

  • What role does the release of gas (fizzing) play in identifying chemical reactivity?

  • How can these observations help in understanding everyday uses of metals and nonmetals?


2. Key Takeaways:

  • Metals generally react with acids like vinegar, producing fizzing due to gas release, demonstrating chemical reactivity.

  • Nonmetals typically do not react with vinegar under normal conditions, showing lower reactivity.

  • Metalloids may show minimal or delayed reaction, highlighting their intermediate properties.

  • Observing reactions provides a hands-on way to classify elements by physical and chemical behavior.

  • Safety and careful measurement are crucial during chemical experiments to prevent accidents.


Observing Malleability in Metals and Nonmetals

Topic: Properties of Elements: Malleability of Metals, Nonmetals, and Metalloids

Good for Ages:9–11 years old

Time Required:1 hour

Learning Objectives:

By the end of the lesson, students will be able to:

  • Compare the malleability of selected metals, nonmetals, and metalloids by performing a controlled hammering test and recording observable changes, identifying which elements deform without breaking.


Materials Needed:


Preparatory Activity:

  1. Introduction: Explain that students will investigate malleability, which is the ability of a material to bend or flatten without breaking. Discuss that metals are usually malleable, nonmetals are brittle, and metalloids may have intermediate properties.

  2. Activity Instruction: Explain the experiment and emphasize safety: “Ask if they understand; if not, repeat.”

    • Always wear safety goggles to protect your eyes from flying fragments.

    • Hammer gently on a soft cloth or foam pad to prevent materials from breaking into sharp pieces.

    • Do not use excessive force on brittle materials like graphite or silicon to avoid injury.

    • Handle all samples with care to prevent cuts or scratches.

    • Wash hands after handling materials, especially metals, to avoid contamination.

  3. Group Formation: Divide into groups of 3–4 students. Each group will test all sample types (metal, nonmetal, metalloid) to compare their properties.


Procedure:

  1. Put on safety goggles before handling any materials.

  2. Place a soft cloth or foam pad on the table as a base for hammering.

  3. Take a small strip of aluminum foil. Gently hammer it with the mallet and observe changes in shape. Record observations.

  4. Repeat step 3 with copper wire pieces.

  5. Take the graphite stick or pencil lead and gently attempt to flatten it with the mallet. Observe and record results.

  6. Repeat with the silicon wafer or plastic piece as a metalloid example.

  7. Compare the results of metals, nonmetals, and metalloids regarding malleability.

  8. Discuss as a group which materials bent without breaking and which materials broke or cracked.

  9. Complete the worksheet summarizing observations and conclusions.


Generalization:


1. Reflective Guide Questions (HOTS):

  • How did metals behave differently from nonmetals when hammered, and why?

  • What intermediate behaviors did metalloids show during the malleability test?

  • Why is malleability an important property for metals in real-life applications?

  • How can observing malleability help you predict how elements are used in technology and industry?

  • What safety precautions were important during this experiment, and how did they influence your results?


2. Key Takeaways:

  • Metals are highly malleable, allowing them to be bent or hammered without breaking.

  • Nonmetals are generally brittle and fracture easily under force.

  • Metalloids exhibit intermediate malleability, bridging properties of metals and nonmetals.

  • Observing physical properties like malleability helps classify elements in the periodic table.

  • Safe handling of materials ensures accurate observations and prevents accidents in experiments.


Sorting Everyday Objects by Element Category

Topic: Classifying everyday items as metal and non-metal

Good for ages: 5–7 years

Time Required: 30 minutes

Learning Objectives:

By the end of the lesson, students will be able to:

  • Compare objects within a group and give reasons why some fit better in one category than the other.

  • Record and share their findings clearly, either by drawing, writing, or talking about their results.


Materials needed:

  • A variety of everyday objects: some made of metal (e.g., spoon, key, aluminum foil), and others made of plastic, wood, rubber, or other nonmetals. For example, a silver-colored metal spoon or coin (metal) and a helium-filled balloon (nonmetal)

  • A strong magnet.

  • (Optional) Photos or samples of a metalloid (e.g. silicon computer chip or a small piece of silicon).


Preparatory Activity:

  1. Introduction: Explain that students will explore materials around them and learn to categorize them as metals or nonmetals.

  2. Activity Instruction: Show how to safely handle the objects and magnet. Explain that they will first observe the objects, then test with the magnet, and finally sort them based on what they notice. Ask if they understand, if not, repeat.

  3. Group Formation: Organize students into pairs or small groups of 2–3 to encourage collaboration while allowing each student to interact with the objects.


Procedure:

  1. Observation:

    • Present students with the assorted objects.

    • Ask them to describe the objects’ appearance, texture, and flexibility (e.g., shiny or dull, rigid or soft).

  2. Magnet Test:

    • Demonstrate how to use the magnet on each object.

    • Observe which objects stick (typically metals like keys or nails) and which do not (plastics, glass, helium balloon).

  3. Sorting:

    • Have students sort the objects into two groups: metals and nonmetals.

    • Discuss any exceptions, such as metalloids (e.g., silicon) that may show mixed properties.

  4. Discussion of Properties:

    • Encourage students to explain why metal objects behaved similarly (e.g., shine, heat conduction) and why nonmetals behaved differently (e.g., insulation, flexibility, gaseous state).

  5. Documentation:

    • Students record their observations using drawings, words, or verbal explanations.


Generalization


1. Reflective Guide Questions (HOTS):

  • What similarities or differences do you notice among these objects?

  • Which objects do you think are metals or nonmetals? What clues helped you decide?

  • What happened when you tested the objects with a magnet? Why did some stick while others did not?

  • How would you group these objects, and why does each belong in its group?

  • How could you explain your findings to a friend or show what you discovered?


2. Key Takeaways:

  • Students learned to observe and compare everyday objects to identify differences in material properties.

  • Objects can be classified as metals or nonmetals based on shine, rigidity, and flexibility.

  • Magnets can help identify certain metals like iron or steel.

  • Nonmetals behave differently, such as plastics being insulating and helium being a gas.

  • The concept of metalloids and how some materials can have mixed properties.

  • Some materials, like metalloids, can have mixed properties.

Adapted from www.twinkl.com ; www.legendsoflearning.com


Metals, Non-metals, and Metalloids Lab

Topic: Investigating physical and chemical properties of element samples to classify them as metals, nonmetals, or metalloids

Good for ages: 14–18 years

Time Required: ~45–55 minutes

Learning Objectives:

By the end of the lesson, students will be able to:

  • Classify each element as a metal, nonmetal, or metalloid.

  • Perform hands-on tests (hammering, conductivity testing, chemical reactions) and accurately record their observations.


Materials needed: (for each group of 2–3 students)


Preparatory Activity:

  1. Introduction: The teacher explains that students will investigate physical and chemical properties of element samples to classify them as metals, nonmetals, or metalloids, highlighting that metals are generally shiny, malleable, conductive, and reactive, nonmetals are dull, brittle, and poor conductors, and metalloids show intermediate properties.

  2. Activity Instruction: The teacher demonstrates each test (appearance/luster, malleability, conductivity, chemical reactivity) and explains safety precautions. Ask if they understand, if not, repeat.

  3. Group Formation: Students are divided into groups of 2–3. Each group tests all element samples using the same sequence of tests.


Procedure:

  1. Appearance and Luster Test:

    • Observe the color, shininess, and texture of each sample.

    • Record whether the sample appears metallic (shiny) or dull/powdery.

  2. Hardness/Malleability Test:

    • Place each sample on the block of wood.

    • Gently tap with a hammer while wearing goggles.

    • Record whether each sample bends (malleable) or breaks (brittle).

  3. Conductivity Test:

    • Use the conductivity tester or complete a circuit with wires and a bulb.

    • Touch the tester tips to each sample and note whether electricity flows (bulb lights or meter shows conductivity).

  4. Chemical Reactivity – Acid Test:

    • Place a small piece of each sample in a test tube or well.

    • Add ~15 drops of dilute HCl.

    • Observe bubbling (hydrogen gas formation). Record results.

  5. Chemical Reactivity – Copper(II) Chloride Test:

    • Add ~15 drops of CuCl₂ solution to fresh samples in a separate well.

    • Observe any color changes indicating metal reactivity. Record results.

  6. Classification:

    • Based on observations from physical and chemical tests, classify each sample as a metal, nonmetal, or metalloid.

    • Discuss group findings and highlight patterns: metals conduct electricity, react with acids, and are malleable; nonmetals do not; metalloids may show mixed properties.


Generalization


1. Reflective Guide Questions (HOTS):

  • How did the properties you observed (appearance, conductivity, malleability, reactivity) help you classify each sample?

  • Which test gave the clearest distinction between metals and nonmetals, and why?

  • Some samples showed intermediate behavior. What does this tell us about the limitations of strict categories in science?

  • Why are metals widely used in construction, while nonmetals are essential in life processes?

  • Based on your observations, why might metalloids be especially useful in technology?


2. Key Takeaways:

  • Metals are generally shiny, malleable, ductile, good conductors, and react with acids to produce hydrogen gas.

  • Nonmetals are usually dull, brittle, poor conductors, and often unreactive with acids.

  • Metalloids show mixed or intermediate properties, such as partial conductivity or limited luster.

  • Physical and chemical tests help distinguish metals, nonmetals, and metalloids and confirm classification.

  • Classification is not always rigid; some elements behave differently under varying conditions, explaining their specific uses in life and technology.

Adapted from kshorette.weebly.com; www.mrgscience.com; serc.carleton.edu


From Chaos to Order - Material Property Investigation

Topic: Classification of elements by physical properties (metals, nonmetals, metalloids)

Good for Ages: 11-14 years

Time Required: ~1 hour

Learning Objectives:

By the end of the lesson, students will be able to:

  • Analyze and compare physical properties (luster, conductivity, malleability) to classify materials as metals, nonmetals, or metalloids.

  • Demonstrate curiosity and engagement by asking probing questions about material properties and expressing enthusiasm during hands-on testing

  • Construct electrical circuits and perform malleability tests using proper laboratory techniques and safety procedures


Materials Needed:


Preparatory Activity:

  1. Introduction: The teacher explains that students will investigate materials’ physical properties to classify them as metals, nonmetals, or metalloids. Key traits are summarized: metals are shiny, malleable, and conductive; nonmetals are dull, brittle, and poor conductors; metalloids show intermediate properties.

  2. Activity Instruction: The teacher demonstrates each test (luster, conductivity, malleability) and explains safety precautions. Ask if they understand, if not, repeat.

  3. Group Formation: Students are divided into groups of 2–3, each testing all provided materials using the same sequence.


Procedure:

  1. Initial Sorting : Examine all materials in the box. Group items based on appearance, weight, and texture. Record initial groupings and reasoning.

  2. Property Testing Stations :

    • Luster Test: Examine shininess using magnifying glasses. Optionally polish samples with sandpaper. Record results.

    • Conductivity Test: Build a simple circuit (battery → wire → bulb → material → wire back to battery). Record if the bulb lights (conductor), dims (semiconductor), or does not light (insulator).

    • Malleability Test: Place samples on paper towels. Gently tap with a hammer and record whether material flattens (malleable), bends, or shatters (brittle).

  3. Data Analysis : Compare results with expected properties of metals, nonmetals, and metalloids. Reclassify materials based on observations.

  4. Periodic Table Mapping: Locate tested elements on the periodic table and color-code by classification.


Generalization


1. Reflective Guide Questions (HOTS):

  • How did your observations of luster, conductivity, and malleability help classify each material?

  • Which property gave the clearest distinction between metals and nonmetals, and why?

  • Why might metalloids show intermediate properties, and how does this affect their use in technology?

  • How are metals’ properties (conductivity, malleability) useful in everyday life?

  • How does hands-on testing improve your understanding of element classification compared to just reading about it?


2. Key Takeaways:

  • Metals are shiny, malleable, good conductors, and react predictably with physical tests.

  • Nonmetals are dull, brittle, poor conductors, and behave differently under testing.

  • Metalloids display intermediate properties, such as partial conductivity, making them useful in semiconductors.

  • Hands-on testing reinforces observation, recording, and analysis skills, linking theory to practice.

  • The periodic table helps organize and confirm classification, but some elements may show properties of more than one group, highlighting chemistry’s complexity.

Adapted from www.oldsalem.org


Element Superhero Design Challenge

Topic: Properties and applications of specific elements in the periodic table

Good for Ages: 10-16 years

Time Required: 1 hour 15 minutes

Learning Objectives:

By the end of the lesson, students will be able to:

  • Research and synthesize information about an element's properties to create a scientifically accurate superhero character that demonstrates understanding of atomic structure and chemical behavior

  • Show creativity and pride in their work by designing detailed characters and presenting with confidence to peers

  • Create detailed drawings, construct informational posters, and deliver oral presentations using proper scientific vocabulary


Materials Needed:


Preparatory Activity

  1. Introduction: Explain that students will research an element and design a superhero character based on its properties, highlighting how metals, nonmetals, and metalloids have distinct behaviors and real-world applications. Emphasize how scientific research, observation, and creativity are combined in this activity.

  2. Activity Instruction: Show how to use research resources (periodic table charts, reference websites, element worksheets) to gather information about atomic structure, physical and chemical properties, and applications. Show examples of how element properties can inspire superhero powers, appearance, and origin stories, and explain proper citation of sources. Ask if they understand, if not, repeat.

  3. Group Formation: Individual or small groups. Each student/group will select or be assigned an element and complete all steps of research, character design, poster creation, and presentation, encouraging collaboration and peer discussion.


Procedure:

  1. Element Selection: Students choose or are assigned elements from metals, nonmetals, or metalloids.

  2. Research Phase: Using provided resources, students collect information on:

    • Atomic information (symbol, atomic number, mass)

    • Physical and chemical properties

    • Real-world uses and applications

    • History and interesting facts

    • Safety considerations

  3. Character Design: Students create superhero incorporating element properties:

    • Name: Reflects element name or properties

    • Powers: Based on element characteristics

    • Appearance: Colors and design reflect element properties

    • Origin Story: Incorporates discovery or formation

    • Nemesis/Ally: Reflects chemical reactivity with other elements

  4. Presentation Preparation: Students create a poster with the superhero and scientific facts; prepare a 2-minute presentation.

  5. Gallery Walk & Presentations: Students display and present their work, explaining the scientific reasoning behind design choices.


Generalization


1. Reflective Guide Questions (HOTS):

  • How can you distinguish metals, nonmetals, and metalloids based on observable properties?

  • Why are metals widely used in construction and technology, while metalloids are valuable in electronics?

  • What challenges might arise when classifying elements with both metallic and nonmetallic properties?

  • How does the periodic table help organize and predict element properties?

  • How did designing a superhero help you understand real-world applications of your chosen element?


2. Key Takeaways:

  • Metals, nonmetals, and metalloids can be identified and classified based on distinct properties and behaviors.

  • Metals are conductive, malleable, and ductile, making them useful in technology and construction.

  • Nonmetals are poor conductors and can exist as gases or brittle solids.

  • Metalloids show intermediate properties, making them valuable in electronics as semiconductors.

Adapted from www.legendsoflearning.com; www.scribd.com; www.teacherspayteachers.com


Name That Metal - Density Detective Challenge

Topic: Using density as an identifying property of metals

Good for Ages: 13-16 years

Time Required: ~1 hour

Learning Objectives:

By the end of the lesson, students will be able to:

  • Identify unknown metal samples by calculating the density using mass and volume measurements.

  • Collaborate effectively while showing respect for laboratory equipment and materials.

  • Measure mass using balances, determine volume using the displacement method, and manipulate laboratory glassware safely.

Materials Needed:


Preparatory Activity:

  1. Introduction: Teacher explains that engineers and scientists identify materials to ensure proper use in designs and introduces density as an intrinsic property of matter.

  2. Activity Instruction: Teacher demonstrates the use of balances, graduated cylinders, and the water displacement method. Ask if they understand; if not, repeat.

  3. Group Formation: Groups of 2–3, with each group assigned unknown metal samples to test.


Procedure:

  1. Experimental Design:

    • Students plan measurements for mass and volume.

    • Teacher guides toward: using the balance for mass, water displacement for volume, and performing multiple trials for accuracy.

  2. Data Collection:

    • Mass Measurement: Weigh each piece of unknown metal separately.

    • Volume Measurement: Fill graduated cylinder partially with water, record initial volume, add metal, record final volume, calculate volume displaced.

    • Record all measurements in the data sheet.

  3. Calculations:

    • Calculate density for each sample using D=mvD = \frac{m}{v}D=vm​.

    • Compute average density for each unknown metal.

  4. Identification:

    • Compare calculated densities with reference chart to identify unknown metals.

  5. Error Analysis:

    • Discuss possible sources of error.

    • Emphasize why multiple trials improve accuracy.


Generalization


1. Reflective Guide Questions (HOTS):

  • How does measuring both mass and volume give a complete understanding of a metal sample compared to just observing its appearance?

  • Why is density considered an intrinsic property, and how does that help identify unknown metals?

  • How did hands-on density measurement improve your understanding of metal properties?

  • How do accuracy and repetition (multiple trials) influence the reliability of results?

  • Why might scientists and engineers rely on physical properties like density when choosing materials for applications?


2. Key Takeaways:

  • Metals are malleable, ductile, good conductors, and reactive in ways that make them useful in construction and technology.

  • Nonmetals are poor conductors and often exist as gases or brittle solids at room temperature.

  • Metalloids display mixed properties, such as partial conductivity, making them essential for semiconductors.

  • Density is an intrinsic property, independent of size or shape, allowing for accurate identification of unknown metals.

  • Measuring both mass and volume and performing multiple trials ensures precise density calculations.

  • Using displacement in water provides a practical method to measure the volume of irregularly shaped solids.

Adapted from www.teachengineering.org


Real-World Element Scavenger Hunt

Topic: Identifying elements in everyday objects and understanding their applications

Good for Ages: 10-15 years

Time Required: 1 hour and 5 minutes.

Learning Objectives:

By the end of the lesson, students will be able to:

  • Analyze common objects to identify constituent elements and explain how element properties make objects useful for specific purposes

  • Develop appreciation for the role of chemistry in daily life and show enthusiasm for making science connections to familiar objects

  • Record findings with detailed written observations


Materials Needed:

  • Scavenger hunt worksheets with element clues

  • Periodic table reference sheets

  • Magnifying glasses

  • Digital cameras or phones (optional)

  • Clipboards

  • Pencils

  • Element property reference charts (you provide it)

  • Collection bags for small samples (if permitted)


Preparatory Activity (brief & concise):

  1. Introduction: Teacher explains that students will search for elements in everyday objects and connect element properties to practical uses. Safety rules for moving around the classroom, school, or home are reviewed.

  2. Activity Instruction: Teacher demonstrates how to use the worksheets, periodic table references, and property charts. Ask if they understand, if not, repeat.

  3. Group Formation: Students work in pairs for safety and collaboration.


Procedure:

  1. Hunt Preparation:

    • Distribute worksheets with element clues (e.g., copper in wiring, aluminum in airplanes, helium in balloons).

    • Review safety and respectful handling of objects.

  2. Active Searching:

    • Students move within designated areas to locate objects matching element clues.

    • Record object name, location, element, and reasoning for identification.

    • Note which element properties make the object useful.

  3. Documentation Phase:

    • Complete details for each object: element name and symbol, object and use, properties, and periodic table location.

  4. Verification Session:

    • Compare findings with reference charts.

    • Discuss observations and discoveries as a class.

  5. Extension Activity (optional):

    • Create a classroom display, “Elements in Our World,” with photos and descriptions of discovered applications.


Generalization:


1. Reflective Guide Questions (HOTS):

  • How do the observable properties of metals, nonmetals, and metalloids explain their different uses in everyday life?

  • What differences did you notice between objects made of metals, nonmetals, and metalloids, and how do these differences relate to their properties?

  • Why do metalloids have both metallic and nonmetallic properties, and how does this make them useful in technology?

  • How did hands-on observation of objects deepen your understanding of element properties compared to using the periodic table alone?

  • How does identifying elements in real-world objects help you appreciate the role of chemistry in daily life?


2. Key Takeaways:

  • Metals are good conductors of heat and electricity, explaining their use in wiring and cookware.

  • Metals are malleable and ductile, enabling their use in construction and tools.

  • Nonmetals are generally poor conductors and exist as solids, liquids, or gases, giving them diverse roles in daily life.

  • Nonmetals such as oxygen and nitrogen are essential in biological and atmospheric processes.

  • Metalloids display intermediate properties, such as partial conductivity, making them valuable in semiconductor technology.

Adapted from beakersandink.com


Testing Conductivity of Metals, Nonmetals, and Metalloids

Topic: Physical Properties of Elements: Electrical Conductivity

Good for Ages:9–11 years old (Grades 4–5)

Time Required:1 hour

Learning Objectives:

By the end of the lesson, students will be able to:

  • Determine which elements are good conductors by testing metal, nonmetal, and metalloid.

  • Follow careful handling of materials by following safety instructions during the conductivity tests, showing responsible laboratory behavior.

  • Construct a basic conductivity tester using batteries, wires, and bulbs to measure the flow of electricity through different elements, ensuring proper connections and accurate observation.


Materials Needed:

  • Small metal, nonmetal, and metalloid samples

    • Good Conductors (Metals): Aluminum foil (cut small strips); Paper clips; Copper coins or wire; Steel spoon or fork; Brass or metal keys

    • Poor Conductors (Nonmetals): Plastic ruler; Wooden stick or popsicle stick; Rubber bands; Plastic straw; Pencil (use only the graphite core, not wood);

    • Intermediate Conductors (Metalloids): Graphite from pencils (remove from wooden casing); Thin piece of aluminum-coated cardboard (like food packaging); Some kitchen foil types (if they have impurities or coatings); Silicon Piece

  • 1 small LED bulb per group

  • 1 battery AA or AAA) per group

  • Electrical wires with clips

  • 1 battery holder with 2 AA/AAA batteries per group

  • Plastic ruler or wooden handle (for safety in handling)

  • Safety goggles

  • Worksheet for recording observations


Preparatory Activity:

  1. Introduction: Explain that students will investigate which elements conduct electricity and which do not. This demonstrates how metals, nonmetals, and metalloids differ in their physical property of conductivity.

  2. Activity Instruction: Show the conductivity tester and explain how to connect the battery, wires, and bulb properly. Emphasize safety precautions:

    • Always use low-voltage batteries (AA/AAA).

    • Do not touch the metal ends of wires while the circuit is connected.

    • Handle all materials carefully, especially metals with sharp edges.

    • Keep the workstation dry and clean; no liquids near the circuit.

    • Wear safety goggles to protect your eyes.

      Ask if they understand; if not, repeat.

  3. Group Formation: Divide the class into groups of 3–4 students. Each group will test all three types of elements.


Procedure:

  1. Prepare materials: Each group gets 1 battery holder with 2 AA/AAA batteries, 2 wires with alligator clips, 1 LED bulb, 1 sample of each element (metal, nonmetal, metalloid), and safety goggles.

  2. Build the basic circuit:

    • Place the batteries into the battery holder, ensuring correct polarity.

    • Connect one wire from the positive terminal of the battery holder to one terminal of the LED bulb.

    • Connect the second wire from the negative terminal of the battery holder to one end of the element sample.

    • Connect the free terminal of the LED bulb to the other end of the element sample, completing the circuit.

  3. Test an element:

    • Wear safety goggles to protect eyes.

    • Make sure the metal ends of the wires touch the element securely.

    • Observe the LED:

      Bulb lights up fully: The element is a good conductor (likely a metal).

      Bulb lights dimly or does not light: The element is a poor conductor (likely a nonmetal or metalloid).

  4. Record your observations:

    • On your worksheet, write the type of element, whether it conducts electricity, and how bright the bulb lit.

  5. Repeat for all elements:

    • Test each sample (metal, nonmetal, metalloid) using the same method.

  6. Clean up:

    • Disconnect all wires and remove batteries from the holder.

    • Return all samples and materials.

    • Review safety precautions for handling electrical circuits.


Generalization:


1. Reflective Guide Questions:

  • How did the conductivity of metals compare to nonmetals and metalloids in your experiment?

  • Why do you think metals conduct electricity better than nonmetals?

  • How can knowing an element’s conductivity be useful in everyday life?

  • Which element surprised you the most in terms of conductivity, and why?

  • How can you apply the safety precautions you learned when working with electricity in real life?


2. Key Takeaways:

  • Metals are excellent conductors of electricity due to the free movement of electrons.

  • Nonmetals are poor conductors and may prevent electricity from flowing.

  • Metalloids have intermediate conductivity, bridging metals and nonmetals.

  • Electrical conductivity is a key physical property for identifying elements.

  • Safe handling and proper use of materials are essential in scientific experiments.


Element Sort Challenge (Gamified Group Activity)

Topic: Categorizing everyday element samples as metals, nonmetals, or metalloids through a team-based game.

Good for Ages : 10–16 years (Grades 5–10)

Time Required: ~50–60 minutes

Variations

  • Elementary Level (Grades 1–3): Use pictures of objects (coins, balloons, pencils) instead of element names.

  • Middle School (Grades 6–8): Add simple property tests (e.g., magnet test, conductivity tester).

  • High School (Grades 9–12): Use real periodic table elements and require groups to also identify their periodic table position before sorting.

Learning Objectives

By the end of the lesson, students will be able to:

  • Classify elements or common objects as metals, nonmetals, or metalloids.

  • Provide explanations for their choices based on observable properties.

  • Collaborate in groups to solve problems using reasoning, evidence, and discussion.


Materials Needed (per group of 3–5 students)

  • Element Cards with names or pictures (e.g., aluminum foil, copper wire, coin, graphite pencil lead, silicon chip, balloon, sulfur powder, plastic spoon).

  • Three labeled containers or mats: Metals, Nonmetals, Metalloids.

  • Stopwatch

  • Scoring sheet and pencil (for teacher or referee).

  • (Optional) Real safe samples of materials (foil, coins, pencil, silicon substitute).


Game Setup

  • Arrange the playing area with the three labeled mats/containers.

  • Shuffle the Element Cards and distribute evenly to each group.

  • Designate one student per group as the recorder to track answers and scoring.

  • All notes and gadgets should be kept in their bags, to avoid cheating.


Rules of the Game

  • Groups must sort all cards into Metals, Nonmetals, or Metalloids.

  • Each group must later explain 3 chosen cards from their set why they choose that category.

  • Once a card/element is chosen by one group, others cannot use it in their explanations.

  • Trick cards (e.g., Glass, Diamond, Plastic) will be added later. Groups must defend their placement.

  • Other groups may challenge explanations. If objections are stronger than the defending group’s reasoning, no points are awarded.


Scoring

  • +2 points → for every correct classification.

  • –2 points → for every incorrect classification.

  • +3 → for challenge round, if they defended their picks.

  • +1 point → for clear, well-reasoned explanations.

  • +5 bonus points → fastest group to sort every element cards (only awarded if all elements are sorted correctly).

  • +? bonus points →Teacher may also award bonus points for teamwork, creativity, or enthusiastic participation.


How to Play?

  1. Teacher explains the rules and objectives of the game to the class.

  2. Ask if they understand, if not repeat.

  3. Students are divided into groups of 3–5 members each. Then let them go to their own groups.

  4. Each group receives a set of Element Cards.

  5. The game begins with the Sorting Round:

    • On the teacher’s signal, groups race to sort their cards into Metals, Nonmetals, and Metalloids.

    • A timer records how long each group takes.

    • The fastest and most accurate group earns bonus points.

  6. Explanation Round:

    • Groups present in the order they finished sorting (fastest first).

    • Each group picks 3 elements from their sorted set and explains why they belong in their chosen category.

    • Once a group picks an element, other groups cannot pick it.

  7. Challenge Round (Trick Cards and Debate):

    • Teacher introduces a few trick cards (e.g., Glass, Diamond, Plastic).

    • Groups place them in a category and defend their reasoning.

    • Other groups may object, giving counter-arguments.

    • If the group successfully defends their answer →+3 points.

    • If they cannot defend → no points are awarded, and the challenging group may earn bonus points instead.

  8. Continue until all groups have presented.


Winner Announcement

  • The group with the highest points wins.

  • The teacher may award certificates, stickers, or bonus participation points to celebrate.


Generalization:


1. Reflective Guide Questions (HOTS):

  • What differences did you notice between metals, nonmetals, and metalloids while sorting the cards?

  • Why do you think some elements or objects (like glass or plastic) were harder to classify?

  • How could the properties of metals, nonmetals, and metalloids affect how they are used in real life (e.g., in buildings, electronics, or medicine)?

  • If you were to design a new device or product, which type of element would you choose and why?

  • What did this activity teach you about the importance of understanding element properties in science and everyday life?


2. Key Takeaways:

  • Metals are usually shiny, conductive, malleable, and strong.

  • Nonmetals are often brittle, dull, and poor conductors, but essential in biological and chemical processes.

  • Metalloids have properties of both metals and nonmetals, making them valuable in semiconductors and technology.

  • Some materials do not fit neatly into these categories, showing that classification in science has limitations and requires reasoning.

  • Understanding properties of elements helps us make practical decisions in construction, electronics, medicine, and sustainability.

© 2025 Aria Dana. Activity gamified by yours truly, the author.


Element Charades Challenge (Gamified Group Activity)

Topic: Recognizing and recalling elements by acting out their properties, uses, or everyday associations in a guessing game.

Good for Ages: 10–16 years

Time Required: ~40–45 minutes

Learning Objectives

By the end of this activity, students will be able to:

  • Recall common elements from the periodic table.

  • Associate elements with real-life objects, functions, and properties.

  • Communicate scientific knowledge through non-verbal actions.

  • Work collaboratively to solve problems using observation and reasoning.


Materials Needed

  • Element Cards (15 common elements written on slips of paper; choose elements already discussed in class).

  • Group Order Box (a small box with folded papers numbered according to the number of groups).

  • Stopwatch (you may use your cellphone)

  • Scoring sheet and pen (for teacher or referee).

  • Optional props: paper, pencil, balloon, coin, spoon—anything simple to help with acting.


Game Setup

  1. Prepare the Element Cards and place them inside a box.

  2. Prepare the Group Order Box with folded slips of paper, each labeled with a group number.

  3. Divide the class into groups of 3–6 students.

  4. Assign one Actor per group (they will act out the elements for their teammates to guess).


Rules of the Game

  1. Acting

    • The Actor must act out the element using only body movements, gestures, or props.

    • The Actor may only respond with “Yes” or “No” to teammates’ guesses.

    • No words, spelling, or saying the element’s name are allowed.

    • If rules are violated, points will be deducted.

  2. Guessing

    • Each group must attempt 5 elements in their turn for 3 minutes only.

    • If stuck, the group may say “Pass” and move to a new card.

    • Important: The “Passed” element still counts toward the total 5 elements, even if it was not guessed.

  3. Rotation

    • To avoid noise, only one group plays at a time while others observe.

    • The first group is chosen by the teacher, who picks a number from the Group Order Box.

    • After finishing, the Actor of that group picks the next group from the box.

    • Continue until all groups have played.

Scoring

  • +3 points → For each element correctly guessed within the time limit.

  • 0 points → If no correct guess is made before time is up.

  • +5 points → Bonus if all 5 elements are correctly guessed by the group.

  • –1 point → If the Actor breaks the “Yes/No only” rule.


How to Play?

  1. The teacher explains the game, rules, and scoring to the whole class.

  2. Clarify rules with quick checks (e.g., ask students: “What words can the actor say?” → answer should be only Yes or No).

  3. The class is divided into groups of 3–6 students. Place the group together.

  4. The teacher picks the first group from the Group Order Box.

  5. The Actor from that group picks an Element Card from the box without showing it to anyone.

  6. The 3-minute timer starts.

  7. The Actor acts out the element while teammates make guesses. Actor may only respond with “Yes” or “No.”

  8. If the group says “Pass,” the Actor picks a new card, but the passed element still counts toward the group’s total of 5.

  9. After the time is up (or after 5 attempts), the Actor of that group picks the next group from the Group Order Box.

  10. Continue rotation until all groups have played.


Winner Announcement

  • The group with the highest points wins.

  • Teacher may reward them with stickers, certificates, or bonus participation points.

  • Celebrate teamwork and creativity, not just accuracy, to keep motivation high.


Generalization


1. Reflective Guide Questions (HOTS):

  • Which elements were the easiest to act out? Which were the hardest?

  • What properties helped you recognize them?

  • How can you use the properties of metals, nonmetals, and metalloids to explain their role in daily life (e.g., why is copper used in wires but not sulfur)?

  • Compare the properties of the elements you guessed correctly with those you struggled with. What differences do you see?

  • What did you learned?


2. Key Takeaways:

  • Metals, nonmetals, and metalloids have distinct properties that make them useful in different ways.

  • Recognizing these properties helps us connect science to real-life applications (like choosing materials for building, making electronics, or understanding everyday objects).

© 2025 Aria Dana. Activity gamified by yours truly, the author.


Reminder: Flexible Time for Classroom Activities

The estimated time required for classroom activities is approximate. The actual duration can vary depending on factors such as students’ age, prior knowledge, engagement, group dynamics, and classroom management. Activities may take more or less time than indicated, so it’s important for teachers and educators to plan with flexibility. Always adjust the schedule based on the needs of your students to ensure a smooth and effective learning experience.



Real-Life Application


Metals, nonmetals, and metalloids play crucial roles in various real-life applications, particularly in biology, industry, and environmental contexts. Metals are essential for biological functions, while nonmetals and metalloids contribute to diverse chemical processes and materials. Understanding these connections highlights their significance in everyday life.


Biological Importance of Metals

  • Metals such as sodium, potassium, and calcium are vital for cellular functions, including nerve impulse transmission and bone structure (Crowe & Bradshaw, 2021).

  • Metalloproteins, which contain metal ions, are crucial for biochemical reactions and energy transduction in living organisms (Rossetto & Mansy, 2022).


Industrial Applications

  • Metals are integral to manufacturing and technology, with increasing demand driven by economic growth and the transition to renewable energy systems (Dunbar & Fraser, 2024).

  • The development of a circular economy emphasizes recycling and efficient recovery of metals to sustain supply chains and reduce environmental impact (Dunbar & Fraser, 2024).


Environmental Considerations

  • The presence of metals and metalloids in the environment, particularly from mining activities, poses risks due to their volatility and potential toxicity (Bortnikova et al., 2022).

  • Understanding the migration of these elements in various forms can inform environmental management and public health strategies (Bortnikova et al., 2022).


While metals are often viewed as beneficial, their extraction and use can lead to significant environmental challenges, necessitating a balanced approach to their management and application.


Assessment Ideas


Assessing learners after exploring metals, nonmetals, and metalloids can go beyond quizzes. A mix of formative and summative strategies helps check understanding, reinforce skills, and encourage critical thinking.


  1. Quick Checks for Understanding

    Exit Tickets – At the end of the lesson, ask students to answer a short question like “What’s one property that makes metals useful in everyday life?”

    Thumbs Up/Down – After each experiment step, students show thumbs up if they understood, thumbs sideways if unsure, thumbs down if confused.

    Think-Pair-Share – Students quickly discuss with a partner how they classified an object and then share with the class.


  2. Observation-Based Assessment

    Checklist or Rubric – Teachers can note if students:

    • Handled materials safely.

    • Followed experimental steps.

    • Correctly classified items as metals, nonmetals, or metalloids.

    Group Participation – Track whether each student contributed ideas, recorded results, or asked questions.


  3. Student Work Samples

    Science Journals – Students draw, write, or diagram their observations (e.g., how a material reacted with acid).

    Worksheets – Classification tables where learners sort given elements or objects.

    Concept Maps – Learners create a simple visual showing the relationships between metals, nonmetals, and metalloids.


  4. Performance-Based Assessment

    Mini-Presentations – Groups explain one material they tested, its properties, and its real-world use.

    Demonstration – Students demonstrate conductivity or malleability tests in front of peers.

    Role Play – Students act as “material scientists” tasked with choosing the right element for a bridge, computer chip, or cooking pan.


  5. Quizzes and Written Assessments

    Multiple-Choice / True or False – Quick recall checks on properties and examples.

    Short-Answer Questions – “Why is silicon considered a metalloid?”

    Scenario Questions – “If you were building a solar panel, which element would you choose and why?”


  6. Project-Based Assessment

    Poster or Infographic – Students create a visual comparing metals, nonmetals, and metalloids with real-life examples.

    Science Fair–Style Report – Learners document one experiment in detail (introduction, procedure, results, conclusion).

    Everyday Materials Hunt – Students bring examples from home (with teacher approval) and explain how each is used in daily life.


  7. Self-Assessment & Peer Assessment

    Reflection Journals – Students write: “The most surprising property I learned was…”

    Peer Feedback – Pairs or groups review each other’s classification charts and suggest improvements.


Frequently Asked Questions (FAQ)


Q1: What are some hands-on activities about metals, nonmetals, and metalloids for grade 5 students?

A1: Grade 5 students can explore metals, nonmetals, and metalloids through simple experiments like testing conductivity, observing reactions with vinegar, or sorting elements into metals, nonmetals, and metalloids. These hands-on activities help students understand physical and chemical properties in a fun and interactive way.


Q2: What are some fun hands-on activities for teaching metals, nonmetals, and metalloids in grade 4?

A2: For grade 4, activities like magnet tests, observing malleability, and comparing shiny vs dull surfaces are effective. Students can also create charts of properties or perform safe classroom experiments to identify metals, nonmetals, and metalloids, making learning visual and memorable.


Q3: Which hands-on activities are suitable for grade 7 students to learn about metals, nonmetals, and metalloids?

A3: Grade 7 students can handle slightly advanced hands-on activities such as scavenger hunt, density detective challenge, or metals, non-metals, and metalloids lab. Gamified activities like element charades challenge and element sort challenge. These activities promote critical thinking while reinforcing the differences between metals, nonmetals, and metalloids.


References:

For further reading:

 


📢 Watch Out! Activity: Science of Materials G7 Series (in completion)

Unit 1: Ways of Acquiring Knowledge and Solving Problems

Unit 2: Diversity of Materials in the Environment

2.1 Elements ⚛️🧪 (This is the current page)

2.2 Compounds 🧬

2.3 Mixtures 🪨💧  

a. Methods of Separating Mixtures 🔄

2.4 Solutions 💧🧪  

a. Ways of Expressing Concentrations of Solutions 📊

2.5 Acids 🧪⚡

2.6 Bases 🧪🧼

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