Metals and Non-metals: Properties and Uses

Active learning lets students directly experience the differences between metals and non-metals through hands-on testing, which builds durable understanding beyond textbook descriptions. When students handle real materials and observe reactions firsthand, they connect abstract properties like malleability and conductivity to tangible outcomes.

• Year 7
• Science
• 4 activities
• 30 min–45 min

Learning Objectives

1. Compare the physical properties of at least five common metals and five common non-metals.
2. Analyze the reactivity of magnesium and copper with dilute hydrochloric acid by observing gas production.
3. Explain the formation of rust on iron in the presence of oxygen and water.
4. Classify an unknown element as a metal or non-metal based on its observed physical properties and reactivity.
5. Predict the likely uses of an element based on its classification as a metal or non-metal.

Stations Rotation

⏱ 45 min·Small Groups

Stations Rotation: Physical Property Tests

Prepare six stations for lustre (polish samples), malleability (hammer foil), ductility (stretch wire), conductivity (circuit with bulb), hardness (scratch test), and sonority (tap rods). Small groups spend 5 minutes per station, sketching results and noting metal vs non-metal patterns. Conclude with a class chart.

Prepare & details

Differentiate between the characteristic physical properties of metals and non-metals.

Facilitation Tip: During Station Rotation, place a small mirror at each station so students can clearly see the lustre test results.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Stations Rotation

⏱ 35 min·Pairs

Acid Reactivity Pairs: Metal Series

Pairs test magnesium, zinc, iron, and copper with dilute hydrochloric acid in wells. They predict fizzing order, collect gas in test tubes to test with a lighted splint, and rank reactivity. Discuss why patterns occur based on particle ideas.

Prepare & details

Analyze the reactivity of different metals with acids and oxygen.

Facilitation Tip: For Acid Reactivity Pairs, have students record observations immediately after adding acid to avoid missing subtle reactions.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Stations Rotation

⏱ 40 min·Small Groups

Prediction Challenge: Unknown Elements

Provide samples or descriptions of properties; students in groups sort into metal/non-metal categories and suggest uses like conductors or insulators. Reveal identities and vote on predictions. Extend to drawing particle models.

Prepare & details

Predict whether an unknown element is a metal or non-metal based on its properties.

Facilitation Tip: In Prediction Challenge, provide a reference chart of known elements so students can compare their unknown samples systematically.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Stations Rotation

⏱ 30 min·Small Groups

Oxygen Exposure Logs: Long-term Changes

Groups place steel wool, magnesium ribbon, charcoal, and sulfur in open dishes. Observe daily for oxide formation or tarnish over a week, noting color changes and textures. Link to everyday rust prevention.

Prepare & details

Differentiate between the characteristic physical properties of metals and non-metals.

Facilitation Tip: Use Oxygen Exposure Logs to set a weekly reminder to check trays with students so changes are noticed collaboratively.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Teaching This Topic

Teachers should start with a quick sorting exercise to uncover prior knowledge, then let students test materials at stations to confront misconceptions directly. Avoid telling students answers upfront; instead, guide them to observe, record, and explain patterns. Research shows that students retain concepts better when they experience anomalies—like graphite conducting electricity—because it challenges overgeneralizations.

What to Expect

Success looks like students accurately classifying materials based on observed properties and explaining their choices with evidence from the tests. They should also connect properties to real-world uses and revise initial misconceptions after gathering data.

Watch Out for These Misconceptions

Common Misconception

During Station Rotation, watch for students who assume all metals are magnetic based on iron nails.

What to Teach Instead

Have students use a magnet at the metal station and record results for copper, aluminum, and iron, then discuss why only some metals respond.

Common Misconception

During Acid Reactivity Pairs, watch for students who generalize that all non-metals do not react with acids.

What to Teach Instead

Guide students to test sulfur and graphite with acid, noting that sulfur reacts weakly while graphite does not react at all, to highlight exceptions.

Common Misconception

During Oxygen Exposure Logs, watch for students who believe metals never react with oxygen.

What to Teach Instead

Point out visible changes like rust on iron and patina on copper, and ask students to predict which samples will change fastest based on their initial observations.

Assessment Ideas

Quick Check

After Station Rotation, present a list of properties and ask students to sort them into 'Metals' and 'Non-metals' columns, then review disagreements as a class to address misconceptions.

Exit Ticket

After Acid Reactivity Pairs, give each student a small sample of aluminum foil or graphite. Ask them to write two observed properties and predict one use, using terms like malleable or conductor in their reasoning.

Discussion Prompt

During Prediction Challenge, pose the question: 'Why is iron used for bridges but not wiring, while copper is used for wiring but not structures?' Facilitate a discussion using terms like malleable, ductile, conductor, and insulator to justify answers.

Extensions & Scaffolding

• Challenge: Ask students to research a metal or non-metal not tested in class and design a new use based on its properties.
• Scaffolding: Provide labeled images of each test setup for students who need visual cues during Station Rotation.
• Deeper exploration: Have students compare the reactivity of a metal with water and acid to explore how different substances affect corrosion.

Key Vocabulary

Malleable	Able to be hammered or pressed into shape without breaking or cracking. This property is characteristic of many metals.
Ductile	Able to be drawn out into a thin wire. Metals are often ductile, allowing them to be used for electrical wiring.
Brittle	Hard but liable to break or shatter easily. This describes many non-metals, like sulfur or coal.
Sonorous	Capable of producing a deep, resonant sound when struck. Metals are typically sonorous, while non-metals are not.
Oxidation	A chemical reaction involving the loss of electrons or an increase in oxidation state, often involving reaction with oxygen. Rusting is a form of oxidation.