Reporting Cluster: Physical and Chemical Changes
Topic / Knowledge: / Assessments:
Periodic Table and Atomic Structure
(semester 1) / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
- that substances often are placed in categories or groups on the Periodic Table if they react in similar ways
- use the periodic table to create a diagram of the structure of an atom and determine if it will bond with another element
2 / Students will recognize or recall:
Specific vocabulary such as:
atom, proton, neutron, electron, nucleus, energy level, atomic number, atomic mass, positive, negative, neutral, bond
Basic knowledge such as:
- use the periodic table to locate an element with specific characteristics (i.e. metal, non-metal, metalloid, solid, liquid, gas)
- the reasoning for an element’s placement on the periodic table (i.e. metal, non-metal, metalloid, solid, liquid, gas)
- the relationship between protons, neutrons and electrons
- the atom as a basic building block of all matter
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Reporting Cluster: Physical and Chemical Changes
Topic / Knowledge: / Assessments:
Chemical Reactions
(semester 2) / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
- that substances react chemically with other substances in predictable ways to form new substances (compounds) which have different properties
- that in physical changes and chemical reactions, atoms do not appear, disappear or change their identities
- atoms may bond by giving, taking or sharing electrons with each other. Chemical reactions occur when the bonding arrangement among atoms changes, resulting in the change of reactant substances into products
2 / Students will recognize or recall:
Specific vocabulary such as:
electron, bond, reaction, chemical, conservation, mass, valance, matter, physical, reactant, product, energy, element, compound, substance
Basic knowledge such as:
- the difference between a chemical and a physical change
- in a chemical reaction, atoms gain, lose or share electrons
- the signs a chemical reaction has taken place
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Suggested Instructional Resources
Sample Learner Objectives / Topic / Textbook Resources / Labs / PBL Ideas
(projects) / Web Resources – websites or resources on
I Can:
- analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred
- interpret a model to determine if matter is or is not conserved in a chemical reaction, and explain the reasoning
- conduct an experiment to determine if energy is absorbed or released during a chemical reaction
Chemical Reactions