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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.

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).

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   Description Sample Activity
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.
  • Sample: The experiment can be repeated based on accurate information.
  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.
3.0

The student:

  • is able to identify and apply the steps of the scientific method
The student exhibits no major errors or omissions.
  Sample: Generate data tables using variables. Analyzes and uses collected data in lab conclusion.
  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.
  
  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).  
  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

 

Word 2007 document ScienceInquiryProScaleGr06.docx

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.

Student Learning Targets:

Knowledge Targets

  • I can identify alternative resources to assist with scientific investigation.
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can collect information from a variety of sources during a scientific investigation.
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
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. -
  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. -
  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). -
  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). -
  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. -

Resources

Websites

Vocabulary

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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
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. -
  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. -
  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). -
  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). -
  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. -

Resources

Websites

Vocabulary

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. 

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

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
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.
  •  
  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.
  Sample: Using the correct units according to size of object
  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.
  Sample: ruler, beaker, visual observations, tables, etc.
  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).  
  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)

 

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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can use collected data to guide my scientific investigation.
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
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. -
  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. -
  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). -
  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). -
  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. -

Resources

Websites

Vocabulary

SCI-MS.PS1

BPSS-SCI logo 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.

SCI-MS.PS1.01

Physical Science Logo6th 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

  • I can

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).
  • descriptors
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.
  • descriptors

Resources

Vocabulary

  • Atoms
  • Molecules
  • Elements
  • Compounds
  • Subatomic Particles: 
  • Nucleus
  • Protons
  • Neutrons
  • Electrons

Websites

Word 2007 document MS-PS11ProScale.docx

SCI-MS.PS1.01.at

Physical Science Logo6th 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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.
  • descriptors

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

SCI-MS.PS1.01.mc

Physical Science Logo6th 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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.
  • descriptors

Resources

Vocabulary

  • Coefficient
  • Subscript
  • Molecules
  • Compounds
  • Element
  • Solutions and Mixture

Websites

  • Title of website with a URL to open in a new window

SCI-MS.PS1.01.pt

Physical Science Logo6th Grade (SCI) Physical Science Standards
[PS1] Matter and Its Interaction (Periodic Table)

SCI-MS.PS1.01.pt Develop Models to describe the atomic composition of simple molecules and extended structures.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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: Atomic number, Atomic Mass, Atomic Symbol, Family, Group
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • use the periodic table to compare elements
  • compare elements characteristics based on their families/groups
Sample Activity:
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.
  • descriptors

Resources

Vocabulary

  • Family
  • Group
  • Atomic Number
  • Atomic Mass
  • Atomic Symbol

Websites

  • Title of website with a URL to open in a new window

SCI-MS.PS1.02

Physical Science Logo6th Grade (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

SCI-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.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants

Student Learning Targets:

Knowledge Targets

  • I can identify and define each phase change.
  • I can identify and define each state of matter.
  • I can describe the changes in properties (volume, appearance, density, etc) that occur with a phase change.
  • I can explain the relationship between phase changes and addition/subtraction of thermal energy.

Reasoning Targets

  • I can infer the temperature at which phase changes occur from a graph.
  • I can compare the observable physical properties (shape and volume) of solids, liquids, and gases.

Skills (Performance) Targets

  • I can find mass, volume, density and temperature of an object.

Product Targets

  • I can create a phase change model using lab data.

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).
  • descriptors
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:physical change, physical property, chemical change, chemical property, chemical reaction.
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • identifies substances based on chemical & physical properties.
  • identifies physical properties of a substance.
  • identifies chemical properties of a substance.
Sample Activity: Student creates a Venn Diagram to compare and contrast physical and chemical properties
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • States of Matter: 
  • Solid
  • Liquid
  • Gas
  • Physical Properties
  • Chemical Properties
  • Density - Mass - Volume

Websites

  • Title of website with a URL to open in a new window
Word 2007 document MSPS1-2.docx

SCI-MS.PS1.03

Physical Science Logo6th Grade (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

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
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-MS.PS1.04

Physical Science Logo6th Grade (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

SCI-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.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.
PS3.A: Definitions of Energy Heat refers to the energy transferred due to the temperature difference between two objects. The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule. The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material.

Student Learning Targets:

Knowledge Targets

  • I can identify and define each state of matter. 
  • I can identify the phase changes.

Reasoning Targets

  • I can infer the temperature at which phase changes occur.

Skills (Performance) Targets

  • I can measure the temperature of a substance.

Product Targets

  • I can create a phase change model using lab data.
  • I can identify the states of matter and phase changes on a phase change graph.

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).
  • descriptors
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: Melting Point, Boiling Point, Freezing, Condensation, Evaporation, Sublimation, Deposition
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • identify and define phase change
  • explain the behavior of the particles at each phase of matter
Sample Activity:
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.
  • descriptors

Resources

Vocabulary

  • Melting point
  • Boiling point
  • Freezing
  • Condensation
  • Evaporation
  • Sublimation
  • Deposition 

Websites

Word 2007 document MS-PS1.4.docx

SCI-MS.PS1.05

Physical Science Logo6th Grade (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

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.
Disciplinary Core Ideas
PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. The total number of each type of atom is conserved, and thus the mass does not change.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-MS.PS1.06

Physical Science Logo6th Grade (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

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.
Disciplinary Core Ideas
PS1.B: Chemical Reactions Some chemical reactions release energy, others store energy. 
ETS1.C: Optimizing the Design Solution Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process. The iterative process of testing the most promising solutions and modifying what is proposed based on the test results leads to greater refinement and ultimately to an optimal solution (secondary).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

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Product Targets

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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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

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Websites

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SCI-MS.PS2

BPSS-SCI logo DCI Physical Science PS2

Motion and Stability: Forces and Interactions

Performance Expectations

PS2 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 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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