State Resources:
Texas Education Agency “STAAR Grade 8 Science Reference Materials”. Retrieved from http://www.tea.state.tx.us/student.assessment/staar/science/ (look under "Specific STAAR Resources," "Science").
IFD Legend
Bold, italic black: Knowledge and Skills Statement (TEKS); Bold black: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit
Blue: Supporting Information / Clarifications from CSCOPE (Specificity)
Italic blue: Provides unit level clarification
Black text: Notes from the American Association for the Advancement of Science (AAAS) Project 2061 and the Texas College and Career Readiness Standards (TxCCRS)
EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE
INDICATORS UNIT TEST INSTRUCTIONAL RESOURCE(S)
Science Grade 08 Unit 03 Exemplar Lesson 01: Arrangement of the Periodic Table
Grade 08 Science Unit 03 Rubric 01 Science Grade 08 Unit 03: Periodic Table Creating the Science Notebook: A Tool for Evaluating Student Work
RATIONALE:
This unit bundles student expectations that address the arrangement of the periodic table, including groups and periods, to explain how properties are used to classify elements.
physical and chemical properties to organize information to help them understand placement of elements on the periodic table. Students examine information on the periodic table to recognize that elements are grouped into families. After this unit, students will study chemical formulas, equations and reactions as well as the concept of conservation of mass.
STAAR Note: Arrangement of the periodic table to explain classification of elements will be assessed as a Readiness Standard under Reporting Category 1: Matter and Energy on the STAAR Grade 8 Science Assessment.
According to the American Association for the Advancement of Science (AAAS) in the Benchmarks for Science Literacy (Project 2061) [online version], “by the end of 8th grade, students
should know there are groups of elements that have similar properties, including highly reactive metals, less-reactive metals, highly reactive nonmetals (such as chlorine, fluorine, and
oxygen), and some almost completely nonreactive gases (such as helium and neon).”
American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved October 19, 2009, from http://www.project2061.org/publications/bsl/online/bolintro.htm
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
Students may think the more mass an atom has, the larger it is (and will always be found at the end of the periodic table). Students may think there is only one version of the periodic table, and it has not changed.
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 08 Science Unit 03 PI 01
Create an advertisement, written from the perspective of a
period or group, for a new element to add to the periodic
table. Include a response from an element indicating what
properties it possesses that allows it to fit within the
trends of the period or group.
Standard(s): 8.2E , 8.5B , 8.5C
ELPS ELPS.c.1E , ELPS.c.5D , ELPS.c.5G
Properties – Chemical; Physical
Patterns – Charts
The periodic table, arranged by atomic number, shows a
tendency for properties to repeat in a periodic pattern and
can be used to predict the properties of an element.
Elements are grouped into families on the periodic table.
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
Periodic trend – a regular variation of certain characteristics of elements to increase or decrease along a row or column of the periodic table of elements Atomic number – the number of protons in the nucleus of an atom; used to determine that element's position in the periodic table
Valence electrons – electrons in the last shell or energy level of an atom Reactivity – tendency of a substance to undergo chemical changes in a system
TEKS UNIT LEVEL SPECIFICITY
8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
8.2E analyze data to formulate reasonable explanations, communicate valid Analyze TEKS#
TEKS UNIT LEVEL SPECIFICITY TEKS#
SE#
conclusions supported by the data, and predict trends DATA
Including, but not limited to:
Formulate reasonable explanations.
Communicate valid conclusions supported by data. Predict trends.
STAAR Note:
The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
2061 Note: By the end of the 8th grade, students should know that:
Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b
8.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
8.4A use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes,
thermometers, calculators, computers, spectroscopes, timing devices, and other
Use
APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION
TEKS UNIT LEVEL SPECIFICITY TEKS#
SE#
equipment as needed to teach the curriculum.
Lab journal/(science) notebooks
Other equipment as needed to teach the curriculum
STAAR Note:
The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
8.5 Matter and energy. The student knows that matter is composed of atoms and
has chemical and physical properties. The student is expected to:
8.5B identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity.
Readiness Standard
Identify
PROTONS AND VALENCE ELECTRONS Including, but not limited to:
Valence electrons
Determine an element’s chemical properties. Reactivity
STAAR Note:
TEKS UNIT LEVEL SPECIFICITY TEKS#
SE#
TxCCRS Note:
VII. Chemistry – B1 – Summarize the development of atomic theory. Understand that models of the atom are used to help us understand
the properties of elements and compounds.
8.5C interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements Readiness Standard
Interpret
THE ARRANGEMENT OF THE PERIODIC TABLE Including, but not limited to:
Periods
The horizontal rows on the periodic table are periods.
Groups (familes)
The vertical columns on the periodic table are groups or families with similar properties. Placement on the periodic table
Atomic number Reactivity
STAAR Note:
The STAAR Grade 8 Science Reference Materials include a Periodic Table of the Elements.
TxCCRS Note:
TEKS UNIT LEVEL SPECIFICITY TEKS#
SE#
VII. Chemistry – C1 – Know the organization of the periodic table. VII. Chemistry – C2 – Recognize the trends in physical and chemical properties as one moves across a period or vertically through a group.
SCIENTIFIC PROCESS TEKS: CHOOSE APPROPRIATE SCIENTIFIC PROCESSES TO SUPPORT YOUR INSTRUCTION.
8.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:
8.1A demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards
8.1B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials
8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
8.2A plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology
8.2B design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology
8.2C collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers
8.2D construct tables and graphs, using repeated trials and means, to organize data and identify patterns
8.2E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends
8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed TEKS#
SCIENTIFIC PROCESS TEKS: CHOOSE APPROPRIATE SCIENTIFIC PROCESSES TO SUPPORT YOUR INSTRUCTION. TEKS#
SE#
decisions and knows the contributions of relevant scientists. The student is expected to:
8.3A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student
8.3B use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature
8.3C identify advantages and limitations of models such as size, scale, properties, and materials
8.3D relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content
8.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
8.4A use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum
8.4B use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.
School districts shallprovide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
ELPS.c.1 Cross-curricular second language acquisition/learning strategies
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.5 Cross-curricular second language acquisition/writing
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
