Chemistry Learning Targets

CH.1 I can identify that the composition  of an element (atom), molecule, compound, and mixture are different.

• If looking at a picture of the particles in a substance, choose whether it is an element, molecule, or mixture.

• Draw a picture of what the molecules of water, carbon dioxide and salt look like.

• Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.

• Draw an atom. (Nucleus, proton, neutron, electron)

• The smallest form of an element is an atom.

• Elements are made up of the same type of atom.

• Identify the mass and how many protons an element has by looking at the Periodic Table. (atomic mass, atomic number)

• Identify the difference between a synthetic and non synthetic material.

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CH.2 I can recognize that substances have characteristic chemical and physical properties.

• Each pure substance has characteristic physical and chemical properties that can be used to identify it.

• When given a periodic table identify highly reactive metals, less reactive metals, highly reactive nonmetals and non reactive gases. (EXTRA:  Alkali metals, alkaline earth metals, transition metals, metalloids, non metals, halogens, noble gases)

• State that the elements in the periodic tables are put into groups that have similar properties.

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CH.3 I can describe structures of solids, liquids, and gases.  

• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.

• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.

• Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals, monomers/polymers).

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CH.4 I can identify the physical and chemical properties of the reactants and products of a reaction.

• Identify the physical properties of color, state of matter, boiling point, density, mass, volume, and temperature.

•  Identify the chemical properties of flammability, pH, and reactivity.

• Recognize that in all reactions the properties of substances change.

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CH.5  I can identify factors that affect physical properties.

• Identify factors that can change physical properties (solutes increase the boiling point/decrease freezing point, temperature changes volume/density, and increasing pressure increases the boiling point)

• Physical properties of the molecules in a substance change when energy is added or removed. (molecular motion and arrangement).

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CH.6 I can identify if a reaction is a chemical or physical reaction (change).

• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.

• Identify evidence of a chemical change as:  color change, temperature change, gas production, solid formation (precipitate), pH change. 

• Recognize that when a chemical reaction occurs, the chemical properties of the substances change.

• Recognize that phase changes and dissolving are physical changes.

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CH.7 I can identify that when a reaction occurs energy can be gained or released, but the amount of energy and matter is conserved.

For Text:

• In a chemical reaction bonds are broken and formed.

• In a chemical reaction, the elements in the reactants are the same as the elements in the products.

• When bonds are broken, energy is taken in (endothermic) and when bonds are formed, energy is released (exothermic).

• The number of atoms is the same before and after a reaction.

• In all reactions, the total number of each type of atom is conserved, and thus the mass does not change.

• While the elements are the same before and after a chemical reaction, the molecules and the properties of those molecules do change.

• Some chemical reactions release energy, others store energy.

• Energy transfers in phase changes. (evaporation, melting, sublimation= energy taken in and  condensation, freezing, deposition= energy released)

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SEP5   I can use mathematical and conceptual thinking when explaining phenomena about density.

• Density is how tightly packed the molecules are

• Density is mass divided by volume 

• Density is proportional.

• References the ratio of mass to volume when explaining phenomena.

• Recognizes how density changes during physical changes (solutes, temperature, etc)

• Uses appropriate units when calculating density

• Can measure the density of objects using appropriate lab tools

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SEP6    I can construct explanations about models, experiments and phenomena.

• ABCDE Paragraphs/CERs

  • Assertion (Claim)

  • Background (Describe the lab)

  • Citation Data (Data Comparison Statement)

  • Citation Text (Defines science definition from text)

  • Discussion (Reasoning - connects the A and the C’s to the science why)

  • End  (Conclusion sentence)

• Uses transitions frequently

  • B - In the lab,

  • C - According to, or As stated in,

  • D - Therefore, Thus, Moreover, etc.

  • E - In conclusion,

• Sounds like a scientist! Uses strong vocabulary and writes in 3rd person (No use of I, you, we, them, they, me, etc)

• Emphasis on “D” and “R” connecting the claim, the text, and the data/lab.

• Emphasis on using multiple pieces of evidence (All relevant evidence - ex.) if data is present, student uses the data without being told to use it)

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SEP8  I can connect the Crosscutting Concepts to text and labs.

• Think beyond the text by creating discourse connected to the CCC’s.

• Discourse is a student's own unique idea, and does not come straight from the text.

• Discourse helps deepen understanding, takes the learning to a new level or helps explain WHY something happens

• Can be a question (If the question shows insight into why something is happening)

• Discourse connects to a specific bullet point of a CCC, not just to the title of the CCC.

• Discourse should include a varied use of each CCC.  Students should not use the same CCC over and over.

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SEP8  I can engage in discussions with scientific peers.

• Make high quality comments

• Reference resources of information

• Reference evidence from labs and phenomena

• Actively listen

• Build (add) onto others’ comments

• Applies CCC’s