Assessment Plan Pre-Assessment: Survey to gage what information students already know, what skills we need to build on, and which concepts when need

Transcription

1 Assessment Plan Pre-Assessment: Survey to gage what information students already know, what skills we need to build on, and which concepts when need to spend the most time on. (One the following page)

2 Name: Period: Anticipation Guide --- Chapter 2 Elements of Chemistry On the table below there are some statements, mark whether you agree or disagree with the statement. Remember! This is NOT graded for accuracy! Agree Disagree Statement A physical change does NOT change the substance A Chemical change creates a new substance When water changes from ice (solid state) to liquid water it is a chemical change Atoms are the building blocks of matter A compound is made up of only one kind of atom Substances in a mixture keep their individual properties When scientists classify matter as pure they mean it is clean In a heterogeneous mixture the different components of the mixture can be easily identified by looking at it In a homogeneous mixture the different components of the mixture are not easily identified just by looking at it Elements are listed on the periodic table alphabetically The periodic table categorizes elements based on the properties of their atoms The group of elements known as the noble gases do not react with other elements All metals are a solid at room temperature Elements cannot be synthesized (made) in a laboratory

3 Formative Assessments --- Students will complete several homework assignments to monitor their learning progress and so that I can make any adjustments as necessary. Homework to include: HW 1: Worksheet on physical and chemical properties/changes See attached file for worksheet. Three Homework assignments from the book: HW 2: o How many types of atoms can you expect to find in a pure sample of an element? o Distinguish between an atom and an element? o How many atoms are in a sulfur molecule that has the elemental formula HW 3: o What is the difference between an element and a compound? o Are the physical and chemical properties of a compound always similar to those of the elements that it is made of? o What defines a material as being a mixture?

4 o How can the components of a mixture be separated from one another? o How does distillation separate the components of a mixture? Filtration? HW 4: o How is the periodic table more than just a listing of known elements? o Are most elements metallic or non-metallic? o How do the physical properties of nonmetals and metals differ o Where are the metalloids on the periodic table? o How many periods are there on the periodic table? How many groups? Students will be graded on whether or not they turn in the HW assignments ON-TIME. If they get the answer wrong, the right one will be provided in feedback, and HW will also be gone over in class. Formative Assessments: Periodic Table Project: Included are the instructions for the project as well as the rubric, the students are given the rubric when assigned the project, so that they know what they will be graded on.

5 Conceptual Chemistry Periodic Table Project For this project you will be labeling and color coding your own periodic table with the groups/families that we talked about in class Make sure you color each group/family of elements a different color and label them appropriately with a color key that tells me what each color represents in the margin of your paper. Groups to include: 1) Alkali Metals 2) Alkaline-Earth Metals 3) Transition Metals 4) Inner Transition Metals (Lanthanides and Actinides) 5) Halogens 6) Noble Gases 7) Metalloids 8) Remaining Non-Metals (not including the halogens or noble gases) and label them as Other Non-metals 9) Color all the metals that do not belong to the other metal families/groups and label them as Other Metals On the back of your periodic table, include at least 3 facts about each group/family: (these can come from your notes or the text book) Including: Alkali Metals, Alkaline-earth metals, Transition Metals, Inner Transition Metals, Halogens, Noble Gases, Metalloids, Other Non- Metals, and Other Metals (NOTE: You should have 9 categories on the back with 3 facts each!) When you are finished with your periodic table, put your name on the front, upper right corner. When you turn in your periodic table, staple the rubric you were given when the project was assigned to the front of your table with your name written on the rubric.

6 NAME: Period: Rubric: Periodic Table Labeling Project Organization of Periodic Table Groups/ Families Facts for Alkali Metals Facts for Alkaline- Earth Metals TOTAL *PT is not easy to read *There is no key included *Less than 8 of the required groups are included *PT is organized and reasonably easy to follow * Key is mostly included *At least 8 of the required groups are included *PT is very well organized and easy to follow. *A complete key is included *All 8 required groups are included Facts for Transition Metals Facts for Metalloids Facts for Inner Transition Metals Facts for Noble Gases Facts for Halogens Facts for Other Non-Metals Facts for Other Metals TOTAL: /33

7 Post-Assessment: Same survey as given in the pre-assessment to gage which concepts the students did the best with, as well as the ones they struggled with. The students will receive both their pre and post assessments so that they can see what the learned in the unit. Also, this post-assessment will be given before the summative chapter exam so that I have a change to re-clarify any concepts that students may not have grasped. Post-assessment survey on the next page.

8 Name: Period: Anticipation Guide --- Chapter 2 Elements of Chemistry On the table below there are some statements, mark whether you agree or disagree with the statement. Remember! This is NOT graded for accuracy! Agree Disagree Statement A physical change does NOT change the substance A Chemical change creates a new substance When water changes from ice (solid state) to liquid water it is a chemical change Atoms are the building blocks of matter A compound is made up of only one kind of atom Substances in a mixture keep their individual properties When scientists classify matter as pure they mean it is clean In a heterogeneous mixture the different components of the mixture can be easily identified by looking at it In a homogeneous mixture the different components of the mixture are not easily identified just by looking at it Elements are listed on the periodic table alphabetically The periodic table categorizes elements based on the properties of their atoms The group of elements known as the noble gases do not react with other elements All metals are a solid at room temperature Elements cannot be synthesized (made) in a laboratory

9 Summative Assessment: Chapter Exam See attached files for the chapter exam.

10 Adaptations: The assessments are adapted as follows: The pre and post assessment surveys --- these are not adapted, they are pretty straight forward, and are completed in class. If a reexplanation of the directions is needed that will be given The informal game assessment --- making sure to give enough wait time before choosing a student to respond to the question allows every student enough time to think about the picture and form their response. Also by allowing the students to raise cards that indicate their choice, ESL and learning disabled students are more likely to participate without fear of getting it wrong. They can look at how their peers are responded and then use that information to form their response. Homework (Formative Assessment 1) --- Re-wording the questions as needed to help clarify, allowing for ESL students time to work in their ESL classroom on their homework. Periodic Table Project (Formative Assessment 2) --- Allow for learning disabled and ESL students to only give 2 properties of each group instead of 3. Allow for extended time as this is a lengthy assignment as needed and as granted in IEPs or 504s. Monitor student progress during class and provide models for what the completed project should look like. Chapter 2 Exam (Summative Assessment) --- Group matching into groups of no more than 5 at a time, eliminate one of the multiple choice foilers so there are only 3 instead of 4. Allow for choices in the short response by giving multiple prompts. Re-word or clarify questions as needed. Allow for extended time in the directed study or ESL classrooms as directed by IEPs or 504s.