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Giant Color Coded Periodic Table

6105702 4751300 180129 4751300_C
Large enough to be seen from ANY corner of the classroom.

  • Also available in 8.5 x 11" student pads and transparency
  • Uses IUPAC and older CAS numbering
This oversized periodic table clearly displays all elements, including synthetic and radioactive elements. Color coding makes it easy for your students to distinguish between metals, nonmetals, metalloids and groups. Table uses both the new IUPAC group numbering system (1–18) and the older CAS numbering system (IA, IIA, IIIB, VIB...). Details given for each element include name, symbol, atomic number, atomic weight, and a state of matter at 20°C. Also included is a table of naturally occurring isotopes and a color coded table of common uses.



Item # Description Length Width Unit Availability Price Quantity
470016-786 Giant Color Coded Periodic Table
50” 36” Each Retrieving
470039-668 Basic Periodic Table Transparency
8.5" 11" Each Retrieving
470104-090 Periodic Table Chart, Pad/100
8.5" 11" Each Retrieving

Teaching Tips

Here's an additional activity you can conduct with your students to introduce the periodic table.

Needed Materials
Snack size zipper style plastic bag
Assorted candies so that you have at least 4 common colors of each type of candy per student:
Skittles or M&Ms
Gummy bears
Jelly Beans
Gum drops
Paper towel or napkin

Time needed: Can be completed in approximately 10 minutes.

Preparation for Activity:
1.Prepare a plastic bag for each student containing at least 4 of each candy in the same colors as the other candies, but omit 2 pieces of candy of any color and type (i.e., a purple Skittle, gummy bear, jelly bean and gum drop; an orange Skittle, gummy bear, jelly bean, gum drop; a red Skittle, gummy bear, jelly bean and gum drop; and a green Skittle, gummy bear, jelly bean and gum drop, but leave out any 2 candies).

Student Instructions:
1. Give each student a bag of candy and a paper towel or napkin to set candy on.
2. Instruct students to organize their candies in whatever way they desire. Reassure them that there is no right or wrong answer.
3. Have students observe how other students arranged their candies (this can be done by just having them look at students around them, no need to have them get up and move around).
4. Inevitably someone will mention that they are missing some candy. Just say “oh really” or something similar and let them deal with it.
5. Ask a few students to explain how they organized their candies. Be sure to select at least one student who organized their candies by color and type with “gaps” for the 2 missing candies.
6. Have one or two students tell which candies they are missing and ask how they know.
7. Now direct students’ attention to the Periodic Table and begin to explain how Mendeleyev used atomic mass and properties to organize the elements. Tell them that he left gaps where he predicted missing elements would go, much like they predicted what kind of candies they were missing. This introductory activity can lead into a detailed discussion of the Periodic Table.


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