Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Separate a mixture by a physical property, then check the parts.
The student explains which property did the work (Page 4).
Plan, method, and results kept distinct.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both carry out the separation and justify the physical science behind it. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Building blocks of matter | ||
| Element | one kind of atom | Cannot be broken into simpler substances; listed on the periodic table |
| Compound | elements joined together | Has new properties; a filter or magnet will not split it back |
| Atom | smallest piece of an element | Far too small to see with a light microscope |
| Reading the table | ||
| Periodic table | the map of the elements | Arranged so nearby elements share properties |
| Symbol | element code | One or two letters — first capital, second lowercase (Na, not NA) |
| Metal vs nonmetal | left side vs right side | Metals are shiny and bend; nonmetals are dull and brittle |
| Mixtures | ||
| Mixture | substances mixed, not joined | Each part keeps its own properties; a physical method separates it |
| Solubility | how well it dissolves | A physical property; useful for separating a mixture |
| Separation | splitting a mixture by a property | Filtering, evaporating, or a magnet — no new substance made |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Atoms as building blocks | Thinks atoms are alive or can be seen with a hand lens. | Knows atoms are tiny but cannot say what they build. | Uses an atomic model to explain elements and simple compounds; distinguishes that model from what an ordinary light microscope can resolve. |
| Elements, compounds & mixtures | Treats every sample as the same kind of thing. | Defines an element but mixes up compounds and mixtures. | Distinguishes elements, compounds, and mixtures, gives examples, and separates fixed-composition pure substances from mixtures. |
| Reading the periodic table | Sees the table as a random grid of boxes. | Finds an element by its symbol but cannot use rows or columns. | Reads the table by periods (rows) and groups (columns) and explains what elements in the same group share. |
| Metals vs. nonmetals | Cannot say where metals sit on the table. | Points to the metals but cannot name a property that sets them apart. | Locates metals and nonmetals on the table and describes how their properties differ. |
| Lab technique (separating a mixture) | Mixes samples together and cannot recover them. | Separates part of a mixture but loses material along the way. | Separates a mixture by an appropriate physical property and explains how the recovered components retain their chemical identities. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
The split between Proficient and Mastery is naming the property that does the work. Anyone can pour a mixture through a filter; mastery is saying why it separates — size, magnetism, or solubility. Ask “what made the parts come apart?”
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Atoms as building blocks | Dev / Prof / Mast | |
| 2 | Elements, compounds & mixtures | Dev / Prof / Mast | |
| 3 | Reading the periodic table | Dev / Prof / Mast | |
| 4 | Metals vs. nonmetals | Dev / Prof / Mast | |
| 5 | Lab technique (separating a mixture) | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.