SCI-MS.PS1.01.ptSCI-MS.PS1.01.pt 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 ScaleThe 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Identify an element by its characteristics. Including atomic number, atomic mass, atomic symbol, etc. 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS1.02SCI-MS.PS1.02 Analyze and interpret data on the properties of substances before and after an interaction has occurred to determine if a chemical reaction has occurred.Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide,
and mixing zinc with hydrogen chloride.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS1.03
6th Grade (SCI) Physical Science Standards
SCI-MS.PS1.03 Gather and analyze information to describe that synthetic materials come from natural resources and impact society.Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples
of new materials could include new medicine, foods, and alternative fuels
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS1.04SCI-MS.PS1.04 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding
or removing thermal energy increases or decreases kinetic energy of the particles until a change
of state occurs. Examples of models could include drawings and diagrams. Examples of particles
could include molecules or inert atoms. Examples of pure substances could include water, carbon
dioxide, and helium. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student draws atom particle arrangements based on the phases of matter. The students identify phase changes on a graph 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS1.056th Grade (SCI) Physical Science Standards SCI-MS.PS1.05 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms,
that represent atoms. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS1.066th Grade (SCI) Physical Science Standards SCI-MS.PS1.06 Design a project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and
modification of a device using factors such as type and concentration of a substance. Examples
of designs could involve chemical reactions such as dissolving ammonium chloride or calcium
chloride. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS2Performance ExpectationsPS2 Forces and Interactions focuses on helping students understand ideas related to why some objects will keep moving, why objects fall to the ground and why some materials are attracted to each other while others are not. Students answer the question , “How can one describe physical interactions between objects and within systems of objects ?” At the middle school level, the PS 2 Disciplinary Core Idea is broken down into two sub-ideas: Forces and Motion and Types of interactions. By the end of middle school , students will be able to apply Newton’s Third Law of Motion to relate forces to explain the motion of objects. Students also apply ideas about gravitational, electrical, and magnetic forces to explain a variety of phenomena including beginning ideas about why some materials attract each other while others repel. In particular, students will develop understanding that gravitational interactions are always attractive but that electrical and magnetic forces can be both attractive and negative. Students also develop ideas that objects can exert forces on each other even though the objects are not in contact, through fields . Students are also able to apply an engineering practice and concept to solve a problem caused when objects collide. The crosscutting concepts of cause and effect ; system and system models ; stability and change ; and the influence of science, engineering, and technology on society and the natural world serve as organizing concepts for these disciplinary core ideas. In the PS2 performance expectations, students are expected to demonstrate proficiency in asking questions, planning and carrying out investigations, and designing solutions, and engaging in argument ; and to use these practices to demonstrate understanding of the core ideas. Calculation Method for DCIDisciplinary 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. |
SCI-MS.PS2.01SCI-MS.PS2.01 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons
of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of
units. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Rube Goldberg Machine Roller Coaster Lab Connect each law to a situation 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS2.026th Grade (SCI) Physical Science Standards SCI-MS.PS2.02 Plan an investigation using Newton's First and Second Laws to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative
comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference,
and specification of units. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Rube Goldberg Machine Roller Coaster Lab Connect each law to a situation Phet site Balancing Act 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS2.036th Grade (SCI) Physical Science Standards SCI-MS.PS2.03 Interpret data to determine the factors that affect the strength of electric and magnetic forces.Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or
generators. Examples of data could include the effect of the number of turns of wire on the strength of an
electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric
motor. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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Websites
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