Science · Year 7

Active learning ideas

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.

• National Curriculum Attainment Targets
• KS3: Science - Chemical Reactions

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

Present students with a list of properties (e.g., conducts electricity, brittle, shiny, reacts with acid). Ask them to sort these properties into two columns: 'Metals' and 'Non-metals'. Review their sorting as a class, discussing any disagreements.

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

Activity 02

• 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.

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.

What to look for

Give each student a small sample of a common metal (e.g., aluminum foil) or non-metal (e.g., a piece of graphite). Ask them to write down two physical properties they observe and predict one common use for the material based on those properties.

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

Activity 03

• 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.

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.

What to look for

Pose the question: 'Why is iron used for bridges and buildings, but not for electrical wiring, while copper is used for wiring but not for building structures?' Facilitate a discussion where students use the terms malleable, ductile, conductor, and insulator to justify their answers.

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

Activity 04

• 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.

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.

What to look for

Present students with a list of properties (e.g., conducts electricity, brittle, shiny, reacts with acid). Ask them to sort these properties into two columns: 'Metals' and 'Non-metals'. Review their sorting as a class, discussing any disagreements.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

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

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

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

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

  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.

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Methods used in this brief

• Stations Rotation