SCI-06.2
Standard 2:
Science Inquiry
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks.
Click on the benchmark name below each Standard to access the learning targets and proficiency scales. |
In the future this will contain narratives and other information about the Standard. |
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SCI-06.2.01
Science Targeted Benchmarks
Standard 2: Science Inquiry
Scientific Method
SCI-06.2.01 Explain and use the steps of the scientific investigation (e.g., hypothesis, observation, data collect, data interpretation, communication of results, replicable).
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Student Learning Targets:
Knowledge Targets
- I can identify the steps of the scientific method in order.
- I can demonstrate knowledge of the steps of the scientific method.
Reasoning Targets
- I can apply the scientific method in solving real-world problems with unclear or multiple solutions.
Skills (Performance) Targets
- I can conduct a scientific experiment following the scientific method.
Product Targets
- I can write a testable if/then/because hypothesis.
- I can use data and evidence to write a conclusion accepting or rejecting a hypothesis.
Proficiency Scale
| Score |
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Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
The student:
- is able to design a valid experiment using the scientific method.
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- Sample: The experiment can be repeated based on accurate information.
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
- creates a scientific experiment following the scientific method and writes a complete lab report. *Student does not conduct the experiment.
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| 3.0 |
The student:
- is able to identify and apply the steps of the scientific method
The student exhibits no major errors or omissions.
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Sample: Generate data tables using variables. Analyzes and uses collected data in lab conclusion. |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
There are no major errors or omissions regarding the simpler details and processes as the student:
Key Vocab: Hypothesis, Independent Variable, Dependent Variable, Evidence, Data, Control, Quantitative, Qualitative, Conclusion, Graph, Scientific Method and Procedure
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
Click Here for additional resources for the Scientific Method
Vocabulary
- Scientific Method
- Hypothesis
- Observation
- Data Collection / Data Interpretation
- Independent / Dependent Variable
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SCI-06.2.02
Science Targeted Benchmarks
Standard 2: Science Inquiry
SCI-06.2.02 Select alternative methods of scientific investigations e.g., library, internet, field work to address different kinds of questions.
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Student Learning Targets:
Knowledge Targets
- I can identify alternative resources to assist with scientific investigation.
- I can
Reasoning Targets
Skills (Performance) Targets
- I can collect information from a variety of sources during a scientific investigation.
- I can
Product Targets
Proficiency Scale
| Score |
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Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
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Resources
Websites
Vocabulary |
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SCI-06.2.03
Science Targeted Benchmarks
Standard 2: Science Inquiry
SCI-06.2.03 Identify biases that may affect data collection and analysis e.g., gender, race, religion, economic, generational.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
| Score |
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Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
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Resources
Websites
Vocabulary |
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SCI-06.2.04
Science Targeted Benchmarks
Standard 2: Science Inquiry
Measurement
SCI-06.2.04 Use appropriate tools and techniques to gather and analyze data.
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Student Learning Targets:
Knowledge Targets
- I can determine what tools are most appropriate for gathering data (e.g., ruler, beaker, scales, visual observations, or tables).
Reasoning Targets
- I can select the appropriate measuring tool for an investigation
- I can
Skills (Performance) Targets
- I can convert measurements between units in the metric system.
Product Targets
Proficiency Scale
| Score |
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Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
The student:
- is able to use proper tool to measure accurately.
- labels measurements with the correct unit.
- performs simple one step metric conversions (i.e., meters to kilometers).
The student exhibits no major errors or omissions.
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Sample: Using the correct units according to size of object |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
There are no major errors or omissions regarding the simpler details and processes as the student:
- selects proper tool for gathering data
- identifies appropriate units for measurement (Mass, Length, Volume)
- Key Vocabulary: Graduated Cylinder, Triple Beam Balance, Beaker, Ruler, Digital Scale, Kilometer, Meter, Gram, Liter, Centimeter, Millimeter
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
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Sample: ruler, beaker, visual observations, tables, etc. |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
- Click Here for an additional resource for measurement
- Click Here for an additional resource for Triple Beam Balances
Vocabulary
- Length, Volume, Mass
- Ruler (Meter, Centimeter, Millimeter)
- Beaker/ Graduated Cylinder (Liter, Milliliter)
- Triple Beam Balance (Kilogram, Grams)
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SCI-06.2.05
Science Targeted Benchmarks
Standard 2: Science Inquiry
SCI-06.2.05 Use data from scientific investigations to determine relationships and patterns.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
- I can use collected data to guide my scientific investigation.
- I can
Product Targets
Proficiency Scale
| Score |
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Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
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Resources
Websites
Vocabulary |
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SCI-MS.PS1
DCI Physical Science PS1
Matter and Its Interactions
Performance Expectations
PS1 help students to formulate an answer to the question , “ How do atomic and molecular interactions explain the properties of matter that we see and feel? ” by building understanding of what occurs at the atomic and molecular scale.
In middle school , the PS1 Disciplinary Core Idea is broken down into two sub-ideas: the structure and properties of matter and chemical reactions. By the end of middle school , students will be able to apply understanding that pure substances have characteristic physical and chemical properties and are made from a single type of atom or molecule. They will be able to provide molecular level accounts to explain states of matters and changes between states , that chemical reactions involve regrouping of atoms to form new substances , and that atoms rearrange during chemical reactions. Students are also able to apply an understanding of the design and the process of optimization in engineering to chemical reaction systems.
In the PS1 performance expectations, students are expected to demonstrate proficiency in developing and using models, analyzing and interpreting data, designing solutions, and obtaining, evaluating, and communicating information. Students use these scientific and engineering practices to demonstrate understanding of the disciplinary core ideas.
Calculation Method for DCI
Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
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SCI-MS.PS1.01
 6th Grade (SCI) Physical Science Standards
[PS1] Matter and Its Interaction
SCI-MS.PS1.01 Develop models to describe the atomic composition of simple molecules
and extended structures.
Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules
could include ammonia and methanol. Examples of extended structures could include sodium chloride or
diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or
computer representations showing different molecules with different types of atoms.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
Substances are made from different types of
atoms, which combine with one another in
various ways. Atoms form molecules that
range in size from two to thousands of atoms.
Solids may be formed from molecules, or they
may be extended structures with repeating
subunits (e.g., crystals).
Student Learning Targets:
Knowledge Targets
- I can recognize names and symbols of common elements.
- I can use the periodic table to compare elements
Reasoning Targets
Skills (Performance) Targets
- I can count the numbers and types of atoms in a molecular formula.
- I can count the numbers and types of atoms in a structural formula.
- I can compare elements characteristics based on their families/groups
Product Targets
- I can construct a model of an atom
- I can construct or deconstruct molecular formula (molecules/compounds).
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).- recognizes or recalls specific terminology, such as:
- structural & molecular formula
- atom, element, molecule, compound
- proton, neutron, electron, nucleus
- chemical bond
- subscript
- performs basic processes, such as:
- counts numbers and types of atoms in a molecular formula
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.- Constructs models of molecules from a molecular formula
- Construct models of a network solid (salt, diamond, etc.)
- Constructs model of an atom including subatomic particles
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Vocabulary
- Atoms
- Molecules
- Elements
- Compounds
- Subatomic Particles:
- Nucleus
- Protons
- Neutrons
- Electrons
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SCI-MS.PS1.01.at
6th Grade (SCI) Physical Science Standards
[PS1] Matter and Its Interaction (Atomic Structure)
SCI-MS.PS1.01.at Develop Models to describe the atomic composition of simple molecules and extended structures
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).- Key vocabulary: Proton, Atoms, Neutron, Electron, Nucleus, Shell and Element
- Additional Vocabulary: Matter, Chemistry, Pure substance, mass, weight, volume
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.- construct a model of an atom
- understand how atoms are arranged
- have a basic understanding of the Big Bang
SampleAcitivty:
- builds a model out of gumdrops that represents an atomic element.
- draw an atom of an element (hydrogen)
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Vocabulary
- Proton
- Atoms
- Neutron
- Electron
- Nucleus
- Shell and Element
- Matter
- Chemistry
- Pure substance
- mass
- weight
- volume
Websites
- Title of website with a URL to open in a new window
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SCI-MS.PS1.01.mc
6th Grade (SCI) Physical Science Standards
[PS1] Matter and Its Interaction (Molecules and Compounds)
SCI-MS.PS1.01.mc Develop Models to describe the atomic composition of simple molecules and extended structures.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).- Key Vocabulary: Coefficient, Subscript, Molecules, Compounds, Element, Solutions and Mixtures
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.- construct or deconstruct molecular formulas (molecules/compounds)
Sample Activity:
Student designs a compound based on the chemical formula
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Vocabulary
- Coefficient
- Subscript
- Molecules
- Compounds
- Element
- Solutions and Mixture
Websites
- Title of website with a URL to open in a new window
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