Neetu Arora

Assessment Plan
Unit: Atoms, Elements, and Compounds
Grade – 9 (SNC1D)

What students are expected to learn?

By the end of unit, Students will be able to communicate various terms like atoms, elements and
compounds, pure substances and mixtures in terms of scientific language. They will be able to
demonstrate an understanding of matter, physical and chemical properties of elements and compounds.
They would be able to locate the position of different atoms in the periodic table as well.

 Big Ideas/Overall expectations covered:

C1. Assess social, environmental, and economic impacts of the use of common elements and
Compounds, with reference to their physical and chemical properties;

C2. Investigate, through inquiry, the physical and chemical properties of common elements and
Compounds;

C3. Demonstrate an understanding of the properties of common elements and compounds, and of the
Organization of elements in the periodic table.

How will students demonstrate their learning?

Students will demonstrate their learning through summative tasks that include:

 Quiz/Unit-test: Students will complete a unit test, quiz at the end of the unit where their learning
will be tested in all the four areas of knowledge/Understanding, Thinking/Inquiry, Application and
communication.
 Performance tasks: Role playing, hands on activities (example: Creating a model) can be used as
summative tasks to allow students demonstrate their learning. A rubric, checklist can be used as a
scoring guide.
 Written products: Students can demonstrate their learning using written products in the form of
assignments or culminating project with accompanying rubric/checklist for grading the work.
 Oral Products: Students can demonstrate their learning through PowerPoint presentation
accompanied with rubric/checklist.

How will assessment and instruction be organized for learning?

Assessment and Instructions will be organized for learning through Diagnostic or Formative tasks that
include:
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 Diagnostic test: to check students’ prior knowledge and plan instructions accordingly. PowerPoint
presentations by me as well as students to engage students in class discussions and check whether
they have grasped the content or not yet.
 Creating flowcharts and concept maps: can be used to check students’ understanding of the
concepts and their ability to make connections.
 Lab activities can be used to stimulate interest in the topic or to reinforce the content/theory
being taught.
 Brainstorming/ Class discussions: While teaching students can be engaged in discussions, asked
questions to think/brainstorm and give a solution to a testable question by applying the learned
content.
 Worksheets: Worksheets can be given to students to check the understanding and application of
content being taught. Descriptive and effective feedback will be provided to students so that they
can improvise their work.
 Self-Assessment task: will help student to reflect on their understanding of concept themselves.
They will get to know which areas need revision and they can learn again and master the concept.
Moreover, it will make them autonomous, active and responsible learners.

Self-assessment task/Worksheet:

PERIODIC TABLE – SELF-CHECK

1. Differentiate between metals, non-metals and metalloids

METALS NON-METALS METALLOIDS

EXAMPLES: EXAMPLES: EXAMPLES:

i) Generally, the metals are located to the _______ of the “staircase” and the non-metals are
located to the __________ of the “staircase”.

ii) The elements located by the “staircase” are called ____________________.

2. Fill in the blanks:

i) The horizontal rows of the Periodic Table are called ____________________ and there are
______ rows.

ii) The vertical columns of the Periodic Table are called ____________________ and there are
______ columns.
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 Group 1 elements are called _______________________ and are

_____________ reactive.
 Group 2 elements are called _______________________. They are
_____________ reactive than Group 1.
 Group 17 elements are called _____________________ and are
__________________ reactive non-metals.
 Group 18 elements are called _____________________ and are very
__________________

BOHR-RUTHERFORD DIAGRAMS – QUESTIONS

Use your knowledge of Bohr Diagrams to answer the following questions.

1. What happens to the number of electrons as you go from Group 1 to Group 18?

2. Which chemical Family or Group has its energy levels completely filled? What does this mean in
terms of reactivity of elements belonging to this group?

3. What happens to the number of energy levels as you go down a Group?

4. Answer the following:

a. Which group has 7 electrons in its last energy level?
b. What is this group called?
c. In order to get 8 electrons in its last shell, how many electrons would it have to gain?

5. Answer the following:

a. Which group has 1 electron in its last energy level?
b. What is this group called?
c. In order to get 8 electrons in its last shell, how many electrons would it have to lose?

How it will work:

After giving some time to complete the worksheet, I will provide students an answer key. Students will
mark their work themselves and as well write a reflective feedback to indicate which topics they need to
revise to get all the questions done correctly. In this process, they will learn to self assess their work.
Alongside that they will become independent learners and it will increase their motivation to do well.