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Content knowledge
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Students will be able to identify a main-group element from Period 2 or 3 using atomic number, symbol, and average atomic mass evidence. - identify
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- I can locate a Period 2 or 3 main-group element on the periodic table and state its atomic number, symbol, and average atomic mass using the table as my evidence.
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- I can identify a Period 2 or 3 main-group element from given periodic-table information by matching atomic number, symbol, and average atomic mass, and I can briefly justify my choice using those labels.
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- I can accurately identify the correct Period 2 or 3 main-group element from multiple periodic-table clues (atomic number and symbol plus average atomic mass), and I can explain how each clue supports the identity of the element.
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- I can confidently identify a Period 2 or 3 main-group element from a set of periodic-table data and organize the evidence (atomic number, symbol, average atomic mass) in a way that clearly supports my final claim about which element it is.
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Skill
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Students will be able to construct and revise an atom model for a chosen Period 2 or 3 element showing the correct number of protons, neutrons, electrons, and valence shells. - construct and revise
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- I can construct an atom model for my chosen Period 2 or 3 element that shows the correct number of protons and electrons and includes a valence shell diagram
- I can label the parts clearly on my model and check that the electron count matches the atom’s charge assumption (neutral atom).
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- I can revise my atom model to accurately include protons, neutrons (using the most common isotope mass number), and electrons in the correct shells for my element
- I can justify my shell placement by using periodic table information (atomic number and isotope/average mass) and update labels when feedback shows a mismatch.
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- I can construct and revise a detailed atom model that consistently represents the correct nucleus (protons and neutrons), electron distribution across valence shells, and overall atom charge as predicted from the valence pattern
- I can explain how my periodic table evidence leads to the valence electrons I place in each outer shell and make targeted revisions based on peer/sticky-note feedback.
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- I can independently construct and refine an atom model that is fully accurate, labeled, and logically organized, showing protons, neutrons, electrons, and valence shells for my Period 2 or 3 element
- I can verify my model’s accuracy by cross-checking atomic number, most common isotope, and valence electron count, then clearly describe what changed during revision and why it improved the model.
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Content knowledge
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Students will be able to calculate and use a common isotope for their element by determining the most likely number of neutrons from average atomic mass. - determine
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- I can identify my element’s symbol, atomic number, and average atomic mass from the periodic table and use them to estimate the most likely neutrons in the most common isotope.
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- I can calculate the most likely number of neutrons by rounding the average atomic mass appropriately and then show my arithmetic clearly to get a specific neutron count for the common isotope.
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- I can justify my neutron calculation by explaining how the periodic table’s average atomic mass leads to a most likely isotope and then accurately calculate the mass number and complete nuclear details (protons, neutrons) for that isotope.
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- I can use my calculated common isotope to make an internally consistent atomic model by connecting atomic number to protons, my neutron count to the nucleus, and the mass number to the isotope label, and I can revise my work if new evidence from peer/teacher feedback indicates a correction.
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Skill
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Students will be able to analyze outer electron patterns in Period 2 or 3 elements to predict whether an element is likely to form an ion. - analyze
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- I can identify a Period 2 or 3 main-group element’s valence electrons from its periodic table position and use that count to make a basic prediction about whether it is likely to form an ion
- I can state the likely direction of ion formation (lose, gain, or stay neutral) with a short explanation based on outer-electron patterns.
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- I can analyze an element’s outer electron pattern to justify whether it is likely to form an ion and predict the typical ionic charge
- I can connect valence electrons to the goal of reaching a more stable outer shell and support my claim with specific periodic table evidence (atomic number/symbol and valence electrons).
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- I can build and revise a model of outer-shell electrons that accurately predicts ion formation for a Period 2 or 3 element and explain how the electrons lead to the specific ion charge
- I can use my periodic table evidence to reason through electron loss/gain and describe the stability pattern that results after ion formation.
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- I can independently analyze outer electron patterns for a Period 2 or 3 element to predict ion formation and ionic charge with clear, model-based reasoning
- I can communicate my prediction by linking valence electrons to shell stability using precise periodic table information and show consistency between my diagram/model and my written ion explanation.
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Skill
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Students will be able to interpret periodic trends and electron patterns to predict the reactivity of a main-group element with oxygen or another main-group element. - interpret
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- I can use the periodic table to identify my Period 2 or 3 main-group element and determine its valence electrons from the outer energy level pattern
- I can describe (using atomic number, symbol, and valence electrons) a basic prediction for whether it will be more likely to react, especially with oxygen, using simple cause-and-effect language.
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- I can interpret periodic trends and electron patterns to predict the likely ion charge my element will form and how that relates to reactivity
- I can explain how my element’s valence shell electrons help determine whether it stays neutral or forms ions when interacting with oxygen or another main-group element.
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- I can connect specific periodic table evidence (atomic number/average atomic mass and valence electron pattern) to a detailed prediction of reactivity with oxygen or another main-group element
- I can justify my prediction by explaining the electron transfer or bonding behavior that occurs based on the valence electrons and resulting ion formation.
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- I can analyze periodic trends across my element’s group/period to make a sophisticated, well-supported prediction of reactivity with oxygen or another main-group element
- I can use my atomic model evidence (protons, neutrons, electrons, and outer-shell pattern) to predict ion formation and bonding outcomes and clearly communicate how the structure leads to the reaction behavior.
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Skill
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Students will be able to justify an evidence-based explanation for a simple reaction outcome using atomic structure, periodic trends, and model evidence. - justify
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- I can use my atom model and periodic table information to identify an element’s protons, electrons, valence electrons, and likely ion charge for Period 2 or 3 main-group elements, and I can connect those features to whether a simple reaction with oxygen or another main-group element would be expected to happen
- I can describe my reasoning with clear, label-based evidence from my model and info sheet.
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- I can construct a clear, evidence-based explanation for a simple reaction outcome by linking outer electron patterns to ion formation and likely bonding with oxygen or another main-group element
- I can justify my predicted outcome using atomic structure details from my model (nucleus, charge, valence shell) and periodic table trends, and I can present it in an organized written or visual format.
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- I can revise and strengthen my explanation for a simple reaction outcome by using model evidence and periodic trends to account for how the element changes (or stays neutral) during the reaction
- I can justify the reaction pathway by explicitly connecting valence electrons → electron transfer/ion formation → bonding type → observed outcome, and I can support key claims with specific details from my diagram, isotope information, and periodic table placement.
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- I can provide a sophisticated, fully justified explanation of a simple reaction outcome by integrating atomic structure, periodic trends, and my model evidence to predict and explain patterns in reactivity across main-group elements
- I can explain how the same electron-shell logic applies to both my element’s ion formation and its bonding behavior in the reaction scenario, and I can defend my reasoning during critique or questioning using precise references to my model and periodic table evidence.
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Disposition
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Students will be able to evaluate and revise their model or explanation when feedback, anomalies, or conflicting evidence show a mismatch with periodic table data. - evaluate and revise
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- I can compare my element’s periodic-table information (atomic number, symbol, average atomic mass, and common isotope) to my model or explanation and point out at least one part that does not match
- I can make a single, careful revision to align my model with the correct periodic-table data.
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- I can use feedback from peers or my own anomaly notes to identify specific mismatches between my model/explanation and periodic-table evidence
- I can revise multiple connected parts (such as particle counts, charge, or valence electrons) and explain how the change improves accuracy using periodic-table terms.
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- I can independently test my model/explanation against patterns and predictions (for example, outer-shell valence electrons and likely ion formation/reactivity) and revise when my reasoning conflicts with the expected trend
- I can justify my revisions by citing the exact periodic-table information that changed my thinking and show the before/after correction clearly.
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- I can evaluate my model or explanation as a coherent whole by checking every key claim against periodic-table evidence and reaction expectations
- I can revise strategically to resolve conflicting evidence, explain the reasoning behind the final model, and demonstrate an improved, evidence-based prediction that matches patterns across atomic structure and properties.
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