Created byHaley Strange

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Periodic Table Escape Room

Grade 9Science5 days

In this project, 9th-grade students design an escape room centered around the periodic table. They will explore atomic structure, element properties, and the ethical implications of chemistry-related technologies. Students create puzzles based on these concepts, ensuring alignment with chemistry standards, and reflect on their learning and the design process.

Periodic TableAtomic StructureElement PropertiesEscape RoomChemistry TechnologiesEthical Implications

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design an escape room using the periodic table to educate our peers about atomic structure, element properties, and the ethical implications of chemistry-related technologies?

Essential Questions

Supporting questions that break down major concepts.

How does the arrangement of the periodic table reflect the properties of elements?
How do the number of subatomic particles affect an element's identity and stability?
What are the ethical implications of chemistry-related technologies?
How can models be used to explain the relationship between atomic structure and the periodic table?

Standards & Learning Goals

Learning Goals

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

Students will be able to explain the arrangement of the periodic table and its relationship to element properties.
Students will be able to model how changes in subatomic particles affect element identity and stability.
Students will be able to analyze and communicate the ethical implications of chemistry-related technologies.
Students will be able to design an escape room with clues based on the periodic table.

chemistry standards

HS.P1U1.1

Primary

Develop and use models to explain the relationship of the structure of atoms to patterns and properties observed in the periodic table and describe how those models are revised with new evidenceReason: Directly addresses atomic structure and properties in the periodic table

HS+C.P1U1.1

Primary

Develop and use models to demonstrate how changes in the number of subatomic particles (protons, Neutrons, electrons) affect the identity, stability and properties of the elementReason: Focuses on the impact of subatomic particles on element identity and stability

HS.P1U3.4

Primary

Obtain, evaluate and communicate information about how the use of chemistry related technologies have had positive and negative ethical, social, and/or political implicationsReason: Covers the ethical, social, and political implications of chemistry technologies

HS+C.P1U3.8

Primary

Engage in argument from evidence regarding the ethical, social, economic, and/or political benefits and liabilities of fission, fusion, and radioactive decay.Reason: Addresses the ethical and societal impacts of nuclear processes

Entry Events

Events that will be used to introduce the project to students

Mystery Element Outbreak

A simulated 'outbreak' occurs in the school, with each symptom linked to a specific element deficiency or toxicity. Students must use their knowledge of the periodic table to identify the mystery elements and develop a 'cure' before time runs out, mirroring real-world diagnostic problem-solving.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Atomic Structure Blueprint

Students will create a detailed model of an atom, labeling its components and explaining their roles in determining the element's properties. This activity reinforces understanding of atomic structure and its connection to the periodic table.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the structure of an atom, focusing on protons, neutrons, and electrons.

2. Create a visual model of an atom (e.g., using clay, digital tools, or drawings), labeling all subatomic particles.

3. Write a paragraph explaining how the number of protons defines the element, and how isotopes and ions are formed by changing the number of neutrons and electrons, respectively.

Final Product

What students will submit as the final product of the activityA labeled atomic model with a written explanation of the relationship between subatomic particles and element properties.

Alignment

How this activity aligns with the learning objectives & standardsHS.P1U1.1 (Develop and use models to explain the relationship of the structure of atoms to patterns and properties observed in the periodic table)

Activity 2

Element Identity Card

Students will research and create an 'identity card' for a specific element, detailing its properties, uses, and how changes in its subatomic particles would affect its identity and stability. This activity emphasizes the connection between subatomic particles and element characteristics.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose an element from the periodic table.

2. Research the element's properties (e.g., atomic number, mass, reactivity) and common uses.

3. Describe how changing the number of protons, neutrons, or electrons would affect the element's identity, stability, and properties.

4. Design an 'identity card' that includes the element's symbol, atomic number, a description of its properties, and an explanation of the impact of changes in subatomic particles.

Final Product

What students will submit as the final product of the activityAn 'Element Identity Card' showcasing the element's properties and the effects of altering its subatomic makeup.

Alignment

How this activity aligns with the learning objectives & standardsHS+C.P1U1.1 (Develop and use models to demonstrate how changes in the number of subatomic particles (protons, Neutrons, electrons) affect the identity, stability and properties of the element)

Activity 3

Tech Impact Report

Students will investigate a chemistry-related technology (e.g., nuclear energy, pharmaceuticals) and write a report outlining its positive and negative ethical, social, and/or political implications. This activity promotes critical thinking about the broader impacts of chemistry.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select a chemistry-related technology (e.g., nuclear energy, pharmaceuticals, plastics).

2. Research the technology's applications and its ethical, social, and/or political implications.

3. Write a report that includes a description of the technology, its benefits, its drawbacks, and a discussion of its ethical, social, and/or political impacts.

4. Include citations for all sources used.

Final Product

What students will submit as the final product of the activityA comprehensive report detailing the ethical, social, and/or political implications of a chosen chemistry-related technology.

Alignment

How this activity aligns with the learning objectives & standardsHS.P1U3.4 (Obtain, evaluate and communicate information about how the use of chemistry related technologies have had positive and negative ethical, social, and/or political implications)

Activity 4

Nuclear Debate Briefing

Students will prepare a debate briefing on the benefits and liabilities of nuclear processes (fission, fusion, radioactive decay), supporting their arguments with evidence. This activity develops argumentation skills and encourages consideration of different perspectives.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a position (pro or con) on the use of fission, fusion, or radioactive decay.

2. Research the ethical, social, economic, and/or political benefits and liabilities of the chosen nuclear process.

3. Gather evidence to support your position, including data, expert opinions, and real-world examples.

4. Write a debate briefing that presents your argument, supported by evidence, and addresses potential counterarguments.

Final Product

What students will submit as the final product of the activityA debate briefing outlining the benefits and liabilities of a nuclear process, supported by evidence.

Alignment

How this activity aligns with the learning objectives & standardsHS+C.P1U3.8 (Engage in argument from evidence regarding the ethical, social, economic, and/or political benefits and liabilities of fission, fusion, and radioactive decay.)

Activity 5

Escape Room Design Proposal

Students will create a detailed proposal for their periodic table escape room, including the theme, storyline, puzzle designs, and how each puzzle aligns with specific learning goals and standards. This activity integrates all previous learning and applies it to a creative design project.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm a theme and storyline for the escape room that incorporates elements of the periodic table.

2. Design at least three puzzles that require knowledge of atomic structure, element properties, or the ethical implications of chemistry-related technologies.

3. For each puzzle, explain how it works, what knowledge is required to solve it, and how it aligns with the learning goals and standards.

4. Create a detailed proposal that includes the theme, storyline, puzzle designs, and alignment with learning goals and standards.

Final Product

What students will submit as the final product of the activityA comprehensive escape room design proposal, including theme, storyline, puzzle designs, and alignment with learning goals and standards.

Alignment

How this activity aligns with the learning objectives & standardsIntegrates all standards (HS.P1U1.1, HS+C.P1U1.1, HS.P1U3.4, HS+C.P1U3.8) by applying knowledge to a practical design project.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Periodic Table Escape Room Portfolio Rubric

Category 1

Atomic Structure and Element Properties

This category assesses the student's understanding of atomic structure, how it relates to element properties, and how changes in subatomic particles affect element identity and stability.

Criterion 1

Atomic Model Accuracy

Accuracy and clarity of the atomic model and explanation of subatomic particles.

Exemplary

4 Points

The atomic model is exceptionally accurate and clearly labeled, demonstrating a sophisticated understanding of the roles of protons, neutrons, and electrons. The explanation is comprehensive and insightful.

Proficient

3 Points

The atomic model is accurate and well-labeled, demonstrating a thorough understanding of the roles of protons, neutrons, and electrons. The explanation is clear and complete.

Developing

2 Points

The atomic model has some inaccuracies or is not clearly labeled, indicating an emerging understanding of the roles of subatomic particles. The explanation is partially complete.

Beginning

1 Points

The atomic model is inaccurate or poorly labeled, demonstrating a limited understanding of the roles of subatomic particles. The explanation is incomplete or unclear.

Criterion 2

Element Identity and Subatomic Changes

Understanding and explanation of how changes in subatomic particles affect element identity, stability and properties.

Exemplary

4 Points

Demonstrates a sophisticated understanding of how changes in the number of protons, neutrons, and electrons affect an element's identity, stability, and properties. The explanation is detailed and provides specific examples.

Proficient

3 Points

Demonstrates a thorough understanding of how changes in the number of protons, neutrons, and electrons affect an element's identity, stability, and properties. The explanation is clear and accurate.

Developing

2 Points

Shows an emerging understanding of how changes in the number of protons, neutrons, and electrons affect an element's identity, stability, and properties. The explanation is partially accurate or incomplete.

Beginning

1 Points

Shows a limited understanding of how changes in the number of protons, neutrons, and electrons affect an element's identity, stability, and properties. The explanation is unclear or inaccurate.

Category 2

Ethical Implications of Chemistry Technologies

This category assesses the student's ability to analyze and communicate the ethical, social, and/or political implications of chemistry-related technologies.

Criterion 1

Tech Impact Analysis

Depth and breadth of the analysis of the ethical, social, and/or political implications of a chosen technology.

Exemplary

4 Points

Provides a comprehensive and insightful analysis of the chosen technology's ethical, social, and/or political implications. Demonstrates exceptional critical thinking and considers multiple perspectives.

Proficient

3 Points

Provides a thorough analysis of the chosen technology's ethical, social, and/or political implications. Demonstrates effective critical thinking and considers different perspectives.

Developing

2 Points

Provides a basic analysis of the chosen technology's ethical, social, and/or political implications. Demonstrates some critical thinking but may overlook certain perspectives.

Beginning

1 Points

Provides a limited analysis of the chosen technology's ethical, social, and/or political implications. Demonstrates minimal critical thinking and lacks consideration of different perspectives.

Criterion 2

Argumentation and Evidence

Strength and clarity of the argument presented in the debate briefing, supported by relevant evidence.

Exemplary

4 Points

Presents a compelling and well-supported argument, using a wide range of relevant evidence. Effectively addresses potential counterarguments with insightful rebuttals.

Proficient

3 Points

Presents a clear and well-supported argument, using relevant evidence. Addresses potential counterarguments effectively.

Developing

2 Points

Presents an argument with some supporting evidence, but the connection between evidence and claims may not always be clear. Addresses some counterarguments but may not fully refute them.

Beginning

1 Points

Presents a weak argument with limited supporting evidence. Fails to address potential counterarguments or does so ineffectively.

Category 3

Escape Room Design and Alignment

This category assesses the creativity, feasibility, and alignment of the escape room design with the learning goals and standards.

Criterion 1

Puzzle Design and Functionality

Originality, clarity, and functionality of the escape room puzzles.

Exemplary

4 Points

Puzzles are highly original, creative, and seamlessly integrated into the escape room theme. Each puzzle is clearly explained, challenging, and effectively assesses the intended learning goals.

Proficient

3 Points

Puzzles are creative and well-designed, fitting appropriately into the escape room theme. Each puzzle is clearly explained, challenging, and assesses the intended learning goals.

Developing

2 Points

Puzzles are somewhat simplistic or lack clear connection to the escape room theme. Explanations may be incomplete, and the puzzles may not fully assess the intended learning goals.

Beginning

1 Points

Puzzles are poorly designed, confusing, or lack relevance to the escape room theme. Explanations are unclear, and the puzzles do not effectively assess the intended learning goals.

Criterion 2

Proposal Clarity and Completeness

Clarity, organization, and completeness of the escape room design proposal.

Exemplary

4 Points

The proposal is exceptionally clear, well-organized, and comprehensive, providing a detailed overview of the escape room theme, storyline, puzzle designs, and alignment with learning goals and standards. Demonstrates a high level of planning and attention to detail.

Proficient

3 Points

The proposal is clear, well-organized, and complete, providing a thorough overview of the escape room theme, storyline, puzzle designs, and alignment with learning goals and standards.

Developing

2 Points

The proposal is somewhat disorganized or incomplete, lacking details about the escape room theme, storyline, puzzle designs, or alignment with learning goals and standards.

Beginning

1 Points

The proposal is unclear, poorly organized, and incomplete, providing minimal information about the escape room theme, storyline, puzzle designs, and alignment with learning goals and standards.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How did designing the escape room enhance your understanding of the periodic table and its relationship to atomic structure and element properties?

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Question 2

To what extent do you agree that the escape room design effectively integrates the ethical implications of chemistry-related technologies? Use a scale of 1-5, with 1 being 'Not at all' and 5 being 'Completely'.

Scale

Required

Question 3

Which aspect of the escape room design process was most challenging for you? a) Integrating multiple standards, b) Developing engaging puzzles, c) Addressing ethical considerations, d) Understanding atomic structure, e) other

Multiple choice

Required

Options

Integrating multiple standards

Developing engaging puzzles

Addressing ethical considerations

Understanding atomic structure

Other

Question 4

Describe one way you overcame a challenge during the escape room design process.

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Question 5

How could the escape room design be improved to better educate peers about atomic structure, element properties, and the ethical implications of chemistry-related technologies?

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Required