High School Science


Prioritized Expectations

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SCI-HS.ESS1

BPSS-SCI logo DCI Earth Space Science ESS1

Earth's Place in the Universe

Performance Expectations

ESS1 helps students formulate an answer to questions such as:

  • What is Earth’s place in the universe?
  • What makes up our solar system?
  • How can the motion of Earth explain seasons and eclipses?
  • How do people figure out that the Earth and life on Earth have changed through time?

The ESS1 help students formulate an answer to the question: “What is the universe, and what is Earth’s place in it?” The ESS1 Disciplinary Core Idea from the NRC Framework is broken down into three sub-ideas: the universe and its stars, Earth and the solar system and the history of planet Earth. Students examine the processes governing the formation, evolution, and workings of the solar system and universe. Some concepts studied are fundamental to science, such as understanding how the matter of our world formed during the Big Bang and within the cores of stars. Others concepts are practical, such as understanding how short-term changes in the behavior of our sun directly affect humans. Engineering and technology play a large role here in obtaining and analyzing the data that support the theories of the formation of the solar system and universe. The crosscutting concepts of patterns, scale, proportion, and quantity, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS1 performance expectations, students are expected to demonstrate proficiency in developing and using models, using mathematical and computational thinking, constructing explanations and designing solutions, engaging in argument, and obtaining, evaluating and communicating information; and to use these practices to demonstrate understanding of the core ideas.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-HS.ESS2

BPSS-SCI logo DCI Earth Space Science ESS2

Earth's Systems

Performance Expectations

ESS2 help students formulate an answer to the question: “How and why is Earth constantly changing?” The ESS2 Disciplinary Core Idea from the NRC Framework is broken down into five sub-ideas: Earth materials and systems, plate tectonics and large-scale system interactions, the roles of water in Earth’s surface processes, weather and climate, and biogeology. For the purpose of the NGSS, biogeology has been addressed within the life science standards. Students develop models and explanations for the ways that feedbacks between different Earth systems control the appearance of Earth’s surface. Central to this is the tension between internal systems, which are largely responsible for creating land at Earth’s surface, and the sun-driven surface systems that tear down the land through weathering and erosion. Students begin to examine the ways that human activities cause feedbacks that create changes to other systems. Students understand the system interactions that control weather and climate, with a major emphasis on the mechanisms and implications of climate change. Students model the flow of energy between different components of the weather system and how this affects chemical cycles such as the carbon cycle. The crosscutting concepts of cause and effect, energy and matter, structure and function and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS2 performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, and engaging in argument; and to use these practices to demonstrate understanding of the core ideas.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-HS.LS1

BPSS-SCI logo DCI Life Science LS1

From Molecules to Organisms: Structure and Processes

Performance Expectations

LS1: help students formulate an answer to the question, “How do organisms live and grow?” The LS1 Disciplinary Core Idea from the NRC Framework is presented as three subideas: Structure and Function, Growth and Development of Organisms, and Organization for Matter and Energy Flow in Organisms. In these performance expectations, students demonstrate that they can use investigations and gather evidence to support explanations of cell function and reproduction. They understand the role of proteins as essential to the work of the cell and living systems. Students can use models to explain photosynthesis, respiration, and the cycling of matter and flow of energy in living organisms. The cellular processes can be used as a model for understanding of the hierarchical organization of organism. Crosscutting concepts of matter and energy, structure and function, and systems and system models provide students with insights to the structures and processes of organisms.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-HS.LS1.01

Life Science LogoHigh School (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

SCI-HS.LS1.01 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

Clarification Statement: Emphasis is on the conceptual understanding that DNA sequences determine the amino acid sequence and thus protein structure.
Disciplinary Core Ideas
LS1.A: Structure and Function -Systems of specialized cells within organisms help them perform the essential functions of life.
-All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.


Student Learning Targets:

Knowledge Targets

  • I can describe how DNA is translated into proteins made by cells and how this leads to important functions of life.

Reasoning Targets

  • I can translate a gene into an amino acid sequence.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

SCI-HS.LS1.02

Life Science LogoHigh School (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

SCI-HS.LS1.02 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Disciplinary Core Ideas
LS1.A: Structure and Function -Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-HS.LS2

BPSS-SCI logo DCI Life Science LS2

Ecosystems: Interactions, Energy, and Dynamics

Performance Expectations

LS2 help students formulate an answer to the question, “How and why do organisms interact with their environment, and what are the effects of these interactions?” The LS2 Disciplinary Core Idea includes four sub-ideas: Interdependent Relationships in Ecosystems, Cycles of Matter and Energy Transfer in Ecosystems, Ecosystem Dynamics, Functioning, and Resilience, and Social Interactions and Group Behavior. High school students can use mathematical reasoning to demonstrate understanding of fundamental concepts of carrying capacity, factors affecting biodiversity and populations, and the cycling of matter and flow of energy among organisms in an ecosystem. These mathematical models provide support of students’ conceptual understanding of systems and their ability to develop design solutions for reducing the impact of human activities on the environment and maintaining biodiversity. Crosscutting concepts of systems and system models play a central role in students’ understanding of science and engineering practices and core ideas of ecosystems.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-HS.LS3.01

Life Science LogoHigh School (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-HS.LS3.01 Construct an explanation to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Clarification Statement: Emphasis should be on traits including completely dominant, codominant, incompletely dominant, and sexlinked traits. Examples can include pedigrees, karyotypes, genetic disorders, Punnett squares, dihybrid crosses
Disciplinary Core Ideas
LS1.A: Structure and Function -All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
LS3.A: Inheritance of Traits -DNA make up genes that are sections on chromosomes which are the instructions for forming individual characteristics (traits). All cells of an organism have the same genetic content. Gene expression is regulated in different ways.


Student Learning Targets:

Knowledge Targets

  • I can identify the stages of Meiosis
  • I can identify and know what homologous chromosome are

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can match homologues and produce a karyotype. 

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-HS.LS4.02

Life Science LogoHigh School (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity 

Construct an explanation based on evidence that the process of biological evolution primarily results from four factors:
(1) the potential for a species to increase in number,
(2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction,
(3) competition for limited resources, and
(4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on the number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.
Disciplinary Core Ideas
LS4.B: Natural Selection -Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information — that is, trait variation — that leads to differences in performance among individuals.
LS4.C: Adaptation -Evolution is a consequence of the interaction of four factors: (1) Variations, (2) Overpopulation, (3) Adaptations, (4) Descent with modification.


Student Learning Targets:

Knowledge Targets

  • I can verify the existence of certain species.
  • I can identify the formation of new specie.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can produce a diagram that tracks the genetic characteristics of a species. 

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-HS.PS1.01

Physical Science LogoHigh School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

SCI-HS.PS1.01 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Clarification Statement:
Physical Science: Examples of properties that could be predicted from patterns could include metals, nonmetals, metalloids, number of valence electrons, types of bonds formed, or atomic mass. Emphasis is on main group elements.
Chemistry: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, atomic radius, atomic mass, or reactions with oxygen. Emphasis is on main group elements and qualitative understanding of the relative trends of ionization energy and electronegativity

Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Students "I can" statements are embedded within the proficiency scale.

Proficiency Scale (Physical Science)

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Themselves as an individual (myself, my family, my friends)
  • Our society (environment, economy, infrastructure)
  • Our culture (beliefs, norms, people)
  • Our species (mankind, global, environment)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Atoms and The Periodic Table):
  • Determine how many protons, neutrons, and electrons an atom has, given its symbol, atomic number, and mass number.
  • State the charge, mass, and location of each part of the atom according to the modern model of the atom.
  • Relate the organization of the periodic table to the arrangement of electrons within an atom.
  • From the given model, students identify and describe the components of the model that are relevant for their predictions, including:
    • Elements and their arrangement in the periodic table;
    • A positively-charged nucleus composed of both protons and neutrons, surrounded by negatively-charged electrons;
    • Electrons in the outermost energy level of atoms (i.e., valence electrons)
    • The number of protons in each element.  
  • Students identify and describe the following relationships between components in the given model, including:
    • The arrangement of the main groups (families) of the periodic table reflects the patterns of outermost electrons. (alkali metals, alkaline-earth metals, transition metals, halogens and noble gases)
    • Elements in the periodic table are arranged by the numbers of protons in atoms.  
  • Explain the relationship between a mole of a substance and Avogadro’s constant.
  • Describe how the abundance of isotopes affects an element’s average atomic mass.

 

The student will be able to (Structure of Matter):
  • Distinguish between compounds and mixtures.       
  • Explain how and why some atoms transfer their valence electrons to form ionic bonds, while other atoms share valence electrons to form covalent bonds.
  • Differentiate between ionic, covalent, and metallic bonds.
  • Write chemical names and formulas for simple ionic and covalent compounds.
  • Students use the periodic table to predict the patterns of behavior of the elements based on the attraction and repulsion between electrically charged particles and the patterns of outermost electrons that determine the typical reactivity of an atom.
  • Students predict the following patterns of properties:
    • The number and types of bonds formed (i.e. ionic, covalent, metallic) by an element and between elements;
    • The number and charges in stable ions that form from atoms in a group of the periodic table.
    • The trend in reactivity and electronegativity of atoms down a group, and across a row in the periodic table, based on attractions of outermost (valence) electrons to the nucleus; and
    • The relative sizes of atoms both across a row and down a group in the periodic table.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student will be able to define (Atoms and The Periodic Table):
  • nucleus, proton, neutron, electron, orbital, valence electron, periodic law, period, group, ion, atomic number, mass number, isotope, atomic mass unit (amu), average atomic mass, metal, nonmetal, semiconductor, alkali metals, alkaline earth metal, transition metal, halogen, noble gas
The student will be able to define (Structure of Matter):
  • Chemical bond, chemical structure, bond length, bond angle, ionic bond, metallic bond, covalent bond, polyatomic ion, empirical formula, molecular formula

 However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

Student Learning Targets:

Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Bonding and Intermolecular Forces (Chemistry)

Score   Description Student Targets and Activities
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-1-Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension.  A suggestion would be to have students construct and revise an explanation for the behaviors of solutes and solvents of differing polarity and the practical applications of various materials in real-world applications).

HS-PS2-6-Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

  •  Determine the strength of a chemical bond between to ions.
  • Determine the characteristics of the electrons involved in a chemical bond based on electronegativity values.
  • Identify whether a bond is covalent or ionic based solely on electronegativity data for the respective ions.
  • Differentiate between values of a Van der Waals radius and a covalent radius.
  • Compare and contrast ionic radii (both cation and anion) to a stable atom.
  • Determine the covalent radius when provided with internuclear distance information.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student will:

HS-PS1-1
  • Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).
  • Use the periodic table to gather information about main group elements.
HS-PS1-3
  • Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
  • Model the structures of various substances. Describe the relationship between electrical forces and particles.
HS-PS2-6
  • Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
  • Describe the structure of different substances at the molecular level.
  • Describe the relationship between attractive and repulsive forces at the molecular level.
  • Define and identify electronegativity trends from the periodic table.
  • Identify physical traits of compounds formed by covalent and ionic bonds.
  • Identify the bond axis, bond angle, and bond length of a covalent molecule.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Student Learning Targets for Periodicity (Chemistry)

Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Periodicity (Chemistry)

Score   Description Student Targets and Activities
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-1

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-2

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties (for example, explain the reasoning behind reactions between main group elements such as sodium and chlorine, carbon and oxygen, or carbon and hydrogen).

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student will:

The student will:

HS-PS1-1

  • Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).
  • Use the periodic table to gather information about main group elements.
HS-PS1-2
  • Recognize or recall specific vocabulary (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, main group (representative) element, outcome, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, trend).
  • Describe the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
  • Describe the relationship between chemical reactions and outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.

 

  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Nomenclature (Chemistry)

Score   Description Student Targets and Activities
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”).
 
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

When provided with a periodic table and list of selected polyatomic ions, student will:

  • Properly combine cations and anions to determine an ionic compound’s chemical formula, including those compounds that require Roman numerals.     
  • Provide the proper name and/or formula for molecular compounds, utilizing Greek prefixes appropriately. Provide the proper name and/or formula for binary and ternary/tertiary acids

 

  • Differentiates between how cations and anions are made, including providing examples
  • Properly predicts the charge of an element’s ion based upon its location on the periodic table
  • Differentiates between ionic compounds (formula units) and molecular compounds (molecules) and provides examples of each
  • Properly combines two ions to determine a binary compound’s chemical formula
  • Provides the proper name for a given binary compound, utilizing special naming rules for molecular compounds, binary acids, and elements requiring Roman numerals
  • Identifies polyatomic ions by name and chemical formula (including charge)
  • Combines ions together to form a ternary compound
  • Provides the proper name for a polyatomic compound, utilizing special naming rules for elements requiring Roman numerals
  • Names binary and ternary acids when provided with their chemical formulae
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student will:

Student will:
  • Differentiate between cations and anions.
  • Determine the charge of an element’s common ion(s).
  • Differentiate between ionic compounds and molecular compounds.


When provided with a periodic table, a list of selected polyatomic ions, and list of Greek prefixes and Roman numerals (1-10), student will:

Properly combine cations and anions to determine an ionic compound’s chemical formula, including those compounds that require Roman numerals.   

 

  •  Identifies a cation and anion when provided examples
  • Demonstrates errors in distinguishing between ionic and molecular compounds
  • Demonstrates errors in combining binary compounds
  • Demonstrates errors in naming binary compounds
  • Demonstrates errors in identifying polyatomic ions (including charge)
  • Demonstrates errors in combing and/or naming ternary compounds
  • Demonstrates errors in identifying binary and/or ternary acids when provided the chemical formulae
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Chemical Reaction and the Activities Series (Chemistry)

Score   Description Student Targets and Activities
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”).
 
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-1

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. (Clarification Statement:  Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen). 

 

  • Draws the Lewis structure for various ionic and molecular compounds.
  • Determines the number of shared and unshared pairs of electrons in the above compounds.
  • Identifies if a compound is polar or nonpolar.
  • Determines the number of sigma and pi bonds found in the above compounds.
  • Uses the skills in the below proficient category to determine the geometrical shape and angles of various compounds.
  • Classifies the type of a given hydrocarbon compound.
  • Properly uses organic naming prefixes used in naming hydrocarbon compounds (mono, eth, prop, but, etc).
  • Properly uses organic naming suffixes used in naming hydrocarbon compounds (-ane, -ene, -yne).
  • Identifies how a ring (cyclo arrangement) affects the overall molecule of a hydrocarbon.
  • Provides the proper name of a hydrocarbon compound when given its chemical formula (limited to alkanes, alkenes, and alkynes; also in a cyclo arrangement).
  • Provides the proper chemical formula of a hydrocarbon compound when given its chemical name.
  • Determine the strength of a chemical bond between to ions.
  • Determine the characteristics of the electrons involved in a chemical bond based on electronegativity values.
  • Identify whether a bond is covalent or ionic based solely on electronegativity data for the respective ions.
  • Differentiate between values of a Van der Waals radius and a covalent radius.
  • Compare and contrast ionic radii (both cation and anion) to a stable atom.
  • Determine the covalent radius when provided with internuclear distance information.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student will:

  

 

  • Recognizes examples of the above skills but is unable to generate independently.
  • When supplied with the terms above can recognize the application when provided, but cannot generate independently.
  • Define and identify electronegativity trends from the periodic table.
  • Identify physical traits of compounds formed by covalent and ionic bonds.
  • Identify the bond axis, bond angle, and bond length of a covalent molecule.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Structure & Properties of Matter (Chemistry)

Score   Description Student Targets and Activities
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”).
 
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

HS-PS1-1- Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

 

HS-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension). Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity, malleability) and chemical properties (e.g., the ability to form new substances).

 

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level

structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

 

 

  •  Explains the similarities and differences between the 3 states of matter, with examples
  • Discusses the differences between chemical and physical changes, with examples
  • Discusses the term “phase” in terms of homogeneous and heterogeneous mixtures
  • Separates various mixtures using physical properties
  • Discusses multiple ways a mixture may be separated using physical properties
  • Communicates a knowledge of the difference between a chemical formula and a chemical reaction by providing examples of each
  • Differentiates between qualitative and quantitative data through the use of examples
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

HS-PS1-1.

The student will:

  • Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).o Use the periodic table to gather information about main group elements. 

HS-PS1-3.

The student will:

  • Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
  • Model the structures of various substances.
  • Describe the relationship between electrical forces and particles. 

HS-PS2-6.

The student will:

  • Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
  • Describe the structure of different substances at the molecular level.
  • Describe the relationship between attractive and repulsive forces at the molecular level.
  •  Identifies properties of the 3 states of matter
  • Recognizes examples of chemical and physical changes
  • Identifies a homogeneous and heterogeneous mixture when given examples
  • Identifies physical properties when given examples
  • Recognizes ways that solutions may be separated using physical properties
  • Recognizes examples of chemical formulas and chemical reactions
  • Recognizes the differences between qualitative and quantitative data when given examples
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Atomic Theory (Chemistry)

Score   Description Student Targets and Activities
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”).
 
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-1.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.]  (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements). 

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials.] 

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

HS-PS1-1

The student will:

  • Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, mass of subatomic particles).
  • Use the periodic table to gather information about main group elements.

HS-PS1-3.

The student will:

  • Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
  • Model the structures of various substances.
  • Describe the relationship between electrical forces and particles.

 

  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

 


SCI-HS.PS1.02

Physical Science LogoHigh School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

SCI-HS.PS1.02 Construct an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Clarification Statement:
Physical Science: Examples of chemical reactions could include the reaction of sodium and chlorine, carbon and oxygen, or hydrogen and oxygen. Reaction classification includes synthesis, decomposition, single displacement, double displacement, and acid-base.
Chemistry: Examples of chemical reactions could include the reaction of sodium and chlorine, carbon and oxygen, or carbon and hydrogen. Reaction classification aids in the prediction of products (e.g. synthesis, decomposition, single displacement, double displacement, and acid-base)

Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
PS1.B: Chemical Reactions The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale (Physical Science)

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Themselves as an individual (myself, my family, my friends)
  • Our society (environment, economy, infrastructure)
  • Our culture (beliefs, norms, people)
  • Our species   (mankind, global, environment)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Acids, Bases and Salts): 

For simple acid/base reactions: a student can identify and describe the evidence to construct the explanation, including:

  1. Identification of the products and reactants, including their chemical formulas and the arrangement of their outermost (valence) electrons;

  2. Identification that the number and types of atoms are the same both before and after a reaction;

For simple acid/base reactions: Students use evidence to develop a model in which they identify and describe the relevant components, including:

  1. The chemical reaction, the system, and the surroundings under study;

  2. The bonds that are broken during the course of the reaction;

  3. The bonds that are formed during the course of the reaction;

 

 The student will be able to (Chemical Reactions):

  • Distinguish among five general types of chemical reactions.         
  • Predict the products of some reactions based on the reaction type.  
  • Demonstrate how to balance chemical equations.
  • Using a balanced chemical equation: Identification of the claim that atoms, and therefore mass, are conserved during a chemical reaction.
  • Calculate the relative masses of reactants and products from a chemical reaction.
  • Recognize some signs that a chemical reaction may be taking place.
  • Identify mole ratios in a balanced chemical reaction.        
  • Describe the factors affecting reaction rates.
  • Describe the difference between endothermic and exothermic reactions and be able to determine whether the products have more or less bond energy than the reactants.
  • Describe how to detect whether a chemical change has occurred.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student will be able to define (Acid, Bases and Salts):
  • catalyst, chemical equation, coefficient, equilibrium, endothermic reaction, exothermic reaction, inhibitor, product, radical, reactant,  
The student will be able to define (Chemical Reactions):
  • acid, antacid, base, electrolyte, indicator, neutralization, pH, salt      
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

Student Learning Targets:

Student learning targets are embedded in the proficiency scale.

Proficiency Scale for Chemical Reactions (Chemistry)

Score   Description Student Targets and Activities
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-2-Construct and revise an explanation for the outcome of a simple chemical reaction basedon the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns ofchemical properties (for example, explain the reasoning behind reactions between main group elements such as sodium and chlorine, carbon and oxygen, or carbon and hydrogen).

HS-PS1-5-Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs (for example, use evidence from temperature, concentration, and rate data to explain qualitative relationships between rate and temperature in a simple reaction with two reactants, focusing on the number and energy of collisions between molecules). HS-PS1-6-Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium (for example, apply Le Chatelier's principle to think of ways to increase product formation through the addition of reactants or removal of products).
  • Completes and balances a reaction from word equation prompts.
  • Uses the activity series to determine if a reaction occurs.
  • When given just the reactants in word form can predict the products and balance the chemical equation.
  • Use solubility rules (provided) to determine the solubility of a compound.
  • Produces a net ionic equation based off of reactants.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student will:HS-PS1-2
  • Recognize or recall specific vocabulary (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, hydrogen, main group element, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, trend).
  • Describe the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
  • Describe the relationship between chemical reactions and outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
HS-PS1-5
  • Recognize or recall specific vocabulary (for example, accelerator, catalyst, collision, concentration, data, endothermic reaction, energy, exothermic reaction, molecule, oxidation-reduction, particle, properties of reactants, radical reaction, rate, react, reactant, reaction, recombination of chemical elements, simple reaction, temperature).
  • Describe the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-6
  • Recognize or recall specific vocabulary (for example, chemical reaction rate, chemical system, endothermic reaction, equilibrium, exothermic reaction, formation, Le Chatelier's principle, product, reactant).
  • Describe the relationship between elements in a chemical system.
  • Describe how products reach equilibrium.
  • Classify the type of chemical reaction when provided the equation
  • Balances a reaction when given chemical symbols and the products
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Student Learning Targets for Periodicity (Chemistry)

Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Periodicity (Chemistry)

Score   Description Student Targets and Activities
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-1

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-2

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties (for example, explain the reasoning behind reactions between main group elements such as sodium and chlorine, carbon and oxygen, or carbon and hydrogen).

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student will:

The student will:

HS-PS1-1

  • Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).
  • Use the periodic table to gather information about main group elements.
HS-PS1-2
  • Recognize or recall specific vocabulary (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, main group (representative) element, outcome, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, trend).
  • Describe the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
  • Describe the relationship between chemical reactions and outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.

 

  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary



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