Unit 2 – Atomic Theory, The Periodic Table and Nutrition ScienceName: ______

Directions: Place a level of understanding, as aligned to the rubric, for each assessment that provides an opportunity to practice a given learning target. Make sure that you consider all aspects of the rubric before assigning a level on your own.

Unit 2: Atomic Theory, The Periodic Table, and Nutrition Science
I.A.1 – Evidence for the atomic theory
I.A.4 – Electron energy levels: atomic spectra, quantum numbers, atomic orbitals
I.A.5 – Periodic relationships including, for example, atomic radii, ionization energies, electronegativites, electron affinities, oxidation states.
Std / Learning Target
I.A.1 / 2.1 – I can use Democritus and Dalton’s models for atoms as a guide in calculating law of definite and multiple proportion problems involving mass ratios and percentages.
I.A.1 / 2.2 – I can use current evidence such as isotopes and atom-electricity interaction to describe why both of these models are incorrect.
I.A.1 / 2.3– I can identify the number of protons as the atomic number and calculate average atomic mass on the periodic table using relative isotope abundance data.
I.A.1 / 2.4 – I can use information about the components of atoms to differentiate between neutral atoms and ions.
I.A.1 / 2.5 –I can use mass spectrometry data to identify the varying masses of isotopes in a naturally occurring sample of any given element.
I.A.1 / 2.6 – I can explain the development of atomic theory incorporating the contributions/experiments of Dalton, Thomson, Millikan, Rutherford, Chadwick, and Bohr.
I.A.5 / 2.7 - I can explain the organization of the Periodic Table. In my explanation, I can identify and discuss the importance of atomic number, atomic mass, groups, periods, metals, non-metals, and semimetals
I.A.1 / 2.8 - I can distinguish between a molecular and empirical formula. I can distinguish between molecular (covalent) compounds and ionic compounds.
I.A.4 / 2.9 - I can identify an ion and discuss how it this ion is created. Using these charges, I can create an ionic compound from a cation and an anion.
I.A.4 / 2.10 - I can use proper chemical nomenclature to name all inorganic compounds. Additionally, I can use the name of a compound to generate a chemical formula.

Marking/Grading Rubric (Levels)

The rubric below is for academic assessment.

Level 5:

  • Knowledge and Reasoning: Consistently and accurately (90%) explain the connections between scientific skills, concepts, procedures, processes, and scientific reasoning by accurately using the language of science.
  • Skill and Application: Consistently and accurately (90%) complete a variety of complex problems by connecting prior content, adapting knowledge, and justifying conclusions.
  • Student Voice: Know what it is, how it works, and connections to other portions of the content

Level 4:

  • Knowledge and Reasoning: Explain the connections between most (80%) scientific skills, concepts, procedures, processes, and scientific reasoning by accurately using the language of science.
  • Skill and Application: Accurately (80%) complete a variety of problems by connecting prior content and justifying conclusions. Articulate the scientific concept using the various methods from notes.
  • Student Voice: Know what it is, how it works, some connections to other portions of the content

Level 3:

  • Knowledge and Reasoning: Explainscientific skills, concepts, procedures, and processes by accurately (70%) using the language of science.
  • Skill and Application: Accurately (70%) complete expected problems by connecting prior content and attempting to justify conclusions. Demonstrate understanding of the scientific concept following a defined method from notes.
  • Student Voice: Know what it is and how it works

Level 2:

  • Knowledge and Reasoning: Inconsistentlyuse (60%) scientific skills, concepts, procedures, and processes by inconsistently (60%) using the language of science.
  • Skill and Application: Inconsistently (60%) complete some basic problems by using prior content and justifying conclusions. Partially demonstrate (60%) understanding of the scientific concept using one method.
  • Student Voice: Know what it is and sometimes how it works

Level 1

  • Knowledge and Reasoning:Rarelyuse (50%) scientific skills, concepts, procedures, and processes by rarely (50%) using the language of science.
  • Skill and Application: Rarely (50%) complete some basic problems by using prior content and justifying conclusions. Rarely demonstrate (50%) understanding of the scientific concept using one method.
  • Student Voice:Rarely know what it is and sometimes how it works

No credit

  • Student evidence of knowledge, reasoning, product, and performance is below 50%. Student receives descriptive feedback and intervention support and must redo before scoring. Not learning is not an option.
  • Student Voice: Do not know what it is and how it works

Identify your level:______

Justify your mark based on your self-assessment, evaluating your knowledge, reasoning, performance skill, and product:

Teacher’s identification of your level: ______

Further Justification:

1

LEARNING TARGET LOG