6th Grade Physical Science
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MS-PS3 |
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SCI-MS.PS3.02SCI-MS.PS3.02 Using a model describe how the different amounts of potential energy in a system changes when the object's distance changes.Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of
objects within systems interacting at varying distances could include: Either a roller coaster cart at varying
positions on a hill or objects at varying heights on shelves and the Earth, changing the direction/orientation
of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples
of models could include representations, diagrams, pictures, and written descriptions of systems. 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.
Phet Skate Park Simulation Gravitational potential energy on different planets 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.PS3.036th Grade (SCI) Physical Science Standards SCI-MS.PS3.03 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup (scientific
principles could include the science and engineering practices or the engineering design process). 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.PS3.046th Grade (SCI) Physical Science Standards SCI-MS.PS3.04 Investigate to determine the relationships among the energy transferred, the type of matter, mass, and change in the average kinetic energy of the particles as measured by the temperature of the sample.Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice
melted in the same volume of water with the same initial temperature, the temperature change of
samples of different materials with the same mass as they cool or heat in the environment, or the same
material with different masses when a specific amount of energy is added. 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.PS3.056th Grade (SCI) Physical Science Standards SCI-MS.PS3.05 Construct and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.Clarification Statement: Examples of empirical evidence used in arguments may include an inventory or other representation of the
energy before and after the transfer in the form of temperature changes or motion of object. 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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MS-PS4 |
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SCI-MS.PS4Performance ExpectationsPS4 help students formulate an answer to the question , “ What are the characteristic properties of waves and how can they be used ? ” At the middle school level, the PS4 Disciplinary Core Idea is broken down into Wave Properties, Electromagnetic Radiation, and Information Technologies and Instrumentation. Students are able to describe and predict characteristic properties and behaviors of waves when the waves interact with matter. Students can apply an understanding of waves as a means to send digital information. The performance expectation s in PS4 focus on students demonstrating proficiency in developing and using models, using mathematical thinking , and obtaining, evaluating and communicating information; 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.PS4.016th Grade (SCI) Physical Science Standards SCI-MS.PS4.01 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking. 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.
Use snakey springs/slinky to demonstrate how waves transfer energy 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.PS4.026th Grade (SCI) Physical Science Standards SCI-MS.PS4.02 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings,
simulations, and written descriptions. 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).
Identify vocabulary words based on pictures provided showing types of lenses and the effects of transparency, etc… Identify various pictures as sources of light (or not) and label a picture showing where light rays will go based on the origin of that light. 3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Predict/test the outcome of light refraction on various objects in an activity setting. Create a chart of rules that states how light will behave when reflected and refracted by different surfaces and lenses. 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Develop a company brochure including the benefits and restrictions of products offered using the reflection and refraction of light including lenses and mirrors ResourcesVocabulary
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SCI-MS.PS4.036th Grade (SCI) Physical Science Standards SCI-MS.PS4.03 Evaluate how different forms of technology utilize different signals.Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could
include using fiber optic cable to transmit light pulses, radio wave pulses in WiFi devices, and conversion of
stored binary patterns to make sound or text on a computer screen. 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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PRIORITIZED STANDARDS |
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SCI-06.2.01
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
ResourcesWebsitesClick Here for additional resources for the Scientific Method Vocabulary
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SCI-06.2.04
Student Learning Targets:Knowledge Targets
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SCI-MS.PS1Performance ExpectationsPS1 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 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.PS1.01SCI-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. 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.PS1.01.atSCI-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 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.
- 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.
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SCI-MS.PS1.01.mc6th Grade (SCI) Physical Science Standards 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 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.
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.
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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.PS1.04SCI-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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