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Standard 4.0 Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
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Standard 4.0 Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
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Standard 4.0 Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
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Standard 4.0 Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
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Standard 4.0 Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
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Standard 4.0 Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
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Standard 4.0 Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
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Standard 4.0 Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
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Standard 4.0 Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
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A. Structure of Matter
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A. Structure of Matter
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A. Structure of Matter
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A. Structure of Matter
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A. Structure of Matter
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A. Structure of Matter
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A. Structure of Matter
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A. Structure of Matter
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A. Structure of Matter
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1. Use evidence from investigations to describe the observable properties of a variety of objects.
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1. Compare the observable properties of a variety of objects and the materials they are made of using evidence from investigations.
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1. Cite evidence from investigations that most things are made of parts.
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1. Identify ways to classify objects using supporting evidence from investigations of observable properties.
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1. Provide evidence to support the fact that matter has observable and measurable properties
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1. Cite evidence to support the fact that all matter is made up of atoms, which are far too small to see directly through a microscope.
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1. Provide evidence to explain how compounds are produced. (No electron transfer)
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a. Examine and describe a variety of familiar objects in terms of the materials from which they are made (clay, cloth, paper, etc).
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a. Examine and describe various objects in terms of the materials, such as clay, cloth, paper, etc. from which they are made.
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a. Examine a variety of objects, such as toys, objects made from Legos or Tinker Toys to identify and describe the parts from which they are made.
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a. Classify objects based on their observable properties.
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a. Identify examples of matter.
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a. Recognize and describe that the atoms of each element are alike but different from atoms of other elements.
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a. Describe how elements form compounds and molecules.
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b. Based on data gathered, describe the observable properties of familiar objects (size, shape, color, and texture).
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b. Based on data, describe the observable properties, such as size, shape, color, and texture of a variety of objects.
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b. Take objects apart and rearrange the parts to identify and describe the ways the parts work together.
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b. Provide reasons for placing the objects into groups.
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b. Describe and compare the physical properties of samples of matter.
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b. Recognize and describe that different arrangements of atoms into groups compose all substances.
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b. Investigate and describe what happens to the properties of elements when they react chemically with other elements.
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c. Identify and compare the properties of materials objects are made of and the properties of the objects.
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c. Ask and seek answers to "What if" questions about the changes made to the objects and how they affect the way objects work, for example, if a part were left out of the object would it make a difference in how the object works?
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c. Compare classifications with those of others.
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c. Compare samples of like materials using appropriate tools to measure, estimate, and calculate size, capacities, masses and weights.
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c. Provide evidence from the periodic table, investigations and research to demonstrate that elements in the following groups have similar properties.
- Highly reactive metals, such as magnesium and sodium
- Less-reactive metals, such as gold and silver
- Highly reactive non-metals, such as chlorine, flourine, and oxygen
- Almost non-reactive gases, such as helium and neon
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c. Based on data from investigations and research compare the properties of compounds with those of the elements from which they are made.
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d. Cite evidence that supports the statement, "All matter takes up space and contains a certain amount of material."
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d. Provide examples to illustrate that elements are substances that do not breakdown into smaller parts during normal investigations involving heating, exposure to electric current or reactions with acids.
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e. Cite evidence to explain that all living and non-living things can be broken down into elements.
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2. Identify and describe structures of objects too small to be seen clearly with the unaided eye.
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a. Identify and describe minute objects, such as grains of sand and crystals of salt after examining them with a magnifying instrument.
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b. Identify and describe the minute features of objects, such as the lines (grain) in a piece of wood and the fibers in a paper napkin after examining with a magnifying instrument.
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B. Conservation of Matter
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B. Conservation of Matter
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B. Conservation of Matter
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B. Conservation of Matter
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B. Conservation of Matter
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B. Conservation of Matter
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B. Conservation of Matter
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B. Conservation of Matter
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B. Conservation of Matter
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1. Provide evidence from investigations that things can be done to materials to change some of their properties.
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1. Cite evidence to support the statement that, "No matter how many parts of an object are assembled, the mass of the whole object made is always the same as the sum of the parts."
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1. Provide evidence to support the fact that the idea of atoms explains conservation of matter.
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a. Based on evidence from investigations describe that materials, such as clay are not changed by certain actions, such as reshaping or breaking into pieces.
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a. Use magnifying instruments to investigate samples of matter, such as a leaf, sugar cube, color photograph, and granite to describe the minute parts from which they are made.
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a. Use appropriate tools to gather data and provide evidence that equal volumes of different substances usually have different masses.
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b. Ask and seek answers to questions about what happened to the materials if other things were done to them, such as being placed in a freezer, heated, etc.
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b. Use evidence from investigations with a variety of materials, such as water to describe how matter can change from one form to another without the loss of any mass.
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b. Cite evidence from investigations that the total mass of a system remains the same throughout a chemical reaction because the number of atoms of each element remains the same.
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c. Describe the relationship between the masses of whole objects to the sum of the mass of their parts using appropriate tools to gather supporting data.
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c. Give reasons to justify the statement, "If the number of atoms stays the same no matter how the same atoms are rearranged, then their total mass stays the same."
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C. States of Matter
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C. States of Matter
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C. States of Matter
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C. States of Matter
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C. States of Matter
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C. States of Matter
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C. States of Matter
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C. States of Matter
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C. States of Matter
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1. Provide evidence from investigations to describe the effect that changes in temperature have on the properties of materials.
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1. Provide evidence from investigations to identify the processes that can be used to change materials from one state of matter to another.
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1. Provide evidence and examples illustrating that many substances can exist as a solid, liquid, or gas depending on temperature.
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1. Describe how the motion of atoms and molecules in solids, liquids, and gases changes as heat energy is increased or decreased.
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a. Based on data gathered from investigations, identify and describe the changes that occur to the observable properties of materials when different degrees of heat is applied to them, such as melting chocolate pieces, boiling an egg.
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a. Observe and describe the changes heating and cooling cause to the different states in which water exists.
- Heating causes: ice (solid) to melt forming liquid water; liquid water to evaporate forming water vapor (gas).
- Cooling causes: liquid water to freeze forming ice (solid); water vapor (gas) to form liquid water.
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a. Use evidence from investigations to describe the effect that adding heat energy to different types of matter has on changing matter from one state to another.
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a. Based on data from investigations and video technology, describe and give reasons for what happens to a sample of matter when heat energy is added to it (most substances expand).
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b. Observe and describe the changes cooling causes to the observable properties of materials when they are cooled, such as freezing water in a straw, milk in an ice cream maker.
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b. Based on data explain the importance of water's ability to exist in all three states within the temperatures normally found on Earth.
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b. Based on data from investigations describe the effect that removing heat energy from different types of matter has on changing matter from one state to another.
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b. Describe what the temperature of a solid, or a liquid, or a gas reveals about the motion of its atoms and molecules.
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c. Cite examples of similar changes that heating and cooling have on the observable properties of various other materials.
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c. Analyze data from observations to support the idea that when materials change from one state to another the amount of material stays the same.
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c. Analyze data gathered and formulate a conclusion on the effects of temperature change on most substances.
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c. Formulate an explanation for the different characterisctics and behaviors of solids, liquids, and gases using an analysis of the data gathered on the motion and arrangement of atoms and molecules.
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D. Physical and Chemical Changes
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D. Physical and Chemical Changes
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D. Physical and Chemical Changes
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D. Physical and Chemical Changes
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D. Physical and Chemical Changes
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D. Physical and Chemical Changes
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D. Physical and Chemical Changes
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D. Physical and Chemical Changes
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D. Physical and Chemical Changes
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1. Provide evidence from investigations to identify processes that can be used to change physical properties of materials.
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1. Provide evidence to illustrate that when a new material is made by combining two or more materials, its properties are different from the original materials.
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1. Cite evidence to support the fact that some substances can be separated into the original substances from which they were made.
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1. Compare compounds and mixtures based on data from investigations and research.
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a. Based on investigations, describe what changes occur to the observable properties of various materials when they are subjected to the processes of wetting, cutting, bending, and mixing.
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a. Investigate and describe what happens to the properties of materials when several materials are combined to make a mixture, such as table salt and pepper; various kinds of nuts, chocolate pieces, and coconut; sugar dissolved in milk
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a. Investigate and identify ways to describe and classify mixtures using the observable and measurable properties of their components.
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a. Cite evidence from investigations to explain how the components of mixtures can be separated.
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b. Compare the observable properties of objects before and after they have been subjected to various processes.
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b. Based on observations from investigations and video technology, describe what happens to the observable properties of materials when several materials are combined to make a new material, such as baking soda combined with vinegar
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b. Based on data gathered, identify and describe various processes used to separate mixtures.
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b. Use evidence from data gathered to explain why the components of compounds cannot be separated using physical properties.
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c. Ask and seek answers to "What if" questions about what might happen to the materials if different processes, such as heating, freezing, and dissolving were used to change them.
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c. Share data gathered and construct a reasonable explanation of the results.
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c. Use data gathered to provide a reasonable explanation for the idea that the mass of a mixture is equal to the sum of the masses of its components.
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c. Analyze the results of research completed to develop a comparison of compounds and mixtures.
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2. Cite evidence and give examples of chemical properties of substances.
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a. Based on data from investigations and research, identify and describe chemical properties of common substances.
- Reacts with oxygen (rusting/tarnishing and burning
- Reacts with acids (dissolves metal)
- Reacts with bases (forms soap)
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b. Use information gathered from investigations using indicators and the pH scale to classify materials as acidic, basic, or neutral.
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3. Provide evidence to support the fact that common substances have the ability to change into new substances.
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a. Investigate and describe the occurrence of chemical reactions using the following evidence:
- Color change
- Formation of a precipitate or gas
- Release of heat or light
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b. Use evidence from observations to identify and describe factors that influence reaction rates.
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c. Identify the reactants and products involved in a chemical reaction given a symbolic equation, a word equation, or a description of the reaction.
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d. Provide data from investigations to support the fact that energy is transformed during chemical reactions.
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e. Provide examples to explain the difference between a physical change and a chemical change.
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