Student’s Students will: Students will : In addition Provide reasoning for an element’s placement on the periodic Recognize or recall specific vocabulary such as: inferences foundational table Periodic table, element, compound, mixture, atom, performance to Illustrate the relationship between protons, neutrons and proton, neutron, electron, nucleus, positive, negative, score electrons neutral, chemical symbol, atomic number, atomic mass, and period, group, metal, non-metal, metalloid, inert, noble Describe the properties of element groups 3.0 skills gas, reactivity, stable, valence electrons Defend the statement that the atom is the basic building block of applications reflects performance, all matter and Basic knowledge such as: Interpret the periodic table to locate an element with specific insufficient knowledge. Recall that the atomic number is equal to the number characteristics of protons in an atom Use the periodic table to create a diagram of the structure of an that Label the three parts of an atom and their charges atom the go Describe how elements on the periodic table are Differentiate between compounds and mixtures progress student beyond arranged according to their atomic number Locate an element on the periodic table based on its demonstrates towards what atomic structure Describe how valence electrons determine an elements was reactivity Describe the characteristics of elements, compounds, taught. and mixtures NGSS Exploration Science and Engineering Practice Exploration: Developing and Using Models (Explore 6-8 expectations with examples below.) Develop and/or revise a model to show the relationship among variables, including those that are not observable but predict observable phenomena Crosscutting Concept Exploration: Patterns Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Topic: The Water Cycle Level 4 Level 3 Level 2 Level 1
In addition to score 3.0 performance, the student demonstrates inferences and applications that go beyond what was taught. Students will: Provide reasoning for an element’s placement on the periodic table Illustrate the relationship between protons, neutrons and electrons Describe the properties of element groups Defend the statement that the atom is the basic building block of all matter Interpret the periodic table to locate an element with specific characteristics Use the periodic table to create a diagram of the structure of an atom Differentiate between compounds and mixtures Students will : Recognize or recall specific vocabulary such as: Periodic table, element, compound, mixture, atom, proton, neutron, electron, nucleus, positive, negative, neutral, chemical symbol, atomic number, atomic mass, period, group, metal, non-metal, metalloid, inert, noble gas, reactivity, stable, valence electrons Basic knowledge such as: Recall that the atomic number is equal to the number of protons in an atom Label the three parts of an atom and their charges Describe how elements on the periodic table are arranged according to their atomic number Locate an element on the periodic table based on its atomic structure Describe how valence electrons determine an elements reactivity Describe the characteristics of elements, compounds, and mixtures Student’s performance reflects insufficient progress towards foundational skills and knowledge. NGSS Exploration Science and Engineering Practice Exploration: Developing and Using Models (Explore 6-8 expectations with examples below.) Develop and/or revise a model to show the relationship among variables, including those that are not observable but predict observable phenomena Crosscutting Concept Exploration: Patterns Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Topic: The Water Cycle Level 4 Level 3 Level 2 Level 1
6th_grade_overview-2016-2017.docx