SCI-06 "I can ... statements"

Physical Science

 All categories Categories All categories Not categorized MS-PS1 MS-PS2 MS-PS3 MS-PS4 Prioritized Standards Standard 2: Science Inquiry

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PRIORITIZED STANDARDS

SCI-MS.PS3.02

6th Grade (SCI) Physical Science Standards
[PS3] Energy

SCI-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.
Disciplinary Core Ideas
PS3.A: Definitions of Energy A system of objects may also contain stored (potential) energy, depending on their relative positions.
PS3.C: Relationship Between Energy and Forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object

Student Learning Targets:

Knowledge Targets

• I can recognize specific terminology such as gravitational potential energy, gravity, height, Joules, elastic potential energy.

Reasoning Targets

• I can explain the relationship between potential energy and height/distance.
• I can explain the relationship between gravitational potential energy and gravity.
• I can explain the relationship between gravitational potential energy and mass.

Skills (Performance) Targets

• I can calculate potential energy using a formula.

• I can

Proficiency Scale

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: Potential Energy, Gravitational, Elastic, Chemical, Joules, Nuclear, Height, Gravity
• calculates potential energy using a formula.
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• recognize the relationship between potential energy and height/distance.
• recognize the relationship between gravitational potential energy and mass.
Sample Activity:
Phet Skate Park Simulation
Gravitational potential energy on different planets

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

Resources

Vocabulary

• Gravitational Potential Energy
• Elastic Potential Energy
• Chemical
• Joules
• Nuclear
• Gravity
• Height

Websites

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

Waves and Their Applications in Technologies for Information Transfer

Performance Expectations

PS4 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 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.PS4.01

6th Grade (SCI) Physical Science Standards
[PS4] Waves and Their Applications in Technologies for Information Transfers

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.
Disciplinary Core Ideas
PS4.A: Wave Properties A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.

Student Learning Targets:

Knowledge Targets

• I can define amplitude, energy, wavelength, frequency, etc.
• I can define a wave, wave crest/peak, wave trough/valley, etc.

Reasoning Targets

• I can describe the difference between a longitudinal and transverse wave.
• I can characterize physical waves by frequency, wavelength, and amplitude.

Skills (Performance) Targets

• I can apply these properties to the pitch and volume of sound waves and to the wavelength and magnitude of water waves.
• I can calculate the change in the energy of a wave given the change in the amplitude.

Product Targets

• I can create a wave of given amplitude.
• I can create a wave with quadruple the energy of a given wave.

Proficiency Scale

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: Crest, Trough, Frequency, Amplitude, Speed, Wavelength, Transverse, Longitudinal, Electromagnetic, Mechanical, Rest
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• predict the effects of changing frequency, wavelength and amplitude
• explain the relationship between amplitude and energy. (If energy increases, amplitude increases)
Sample Activity:
Use snakey springs/slinky to demonstrate how waves transfer energy

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

Resources

Vocabulary

• Crest
• Trough
• Frequency
• Amplitude
• Speed
• Wavelength
• Transverse
• Longitudinal
• Electromagnetic
• Mechanical
• Rest

Websites

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

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.

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

Vocabulary

• Scientific Method
• Hypothesis
• Observation
• Data Collection / Data Interpretation
• Independent / Dependent Variable

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

• I can
• I can

Skills (Performance) Targets

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

• 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

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.

• I can
• I can

• I can
• I can

• I can
• I can

• 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

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.

• 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

Vocabulary

• Length, Volume, Mass
• Ruler (Meter, Centimeter, Millimeter)
• Beaker/ Graduated Cylinder (Liter, Milliliter)
• Triple Beam Balance (Kilogram, Grams)

Science Targeted Benchmarks

Standard 2: Science Inquiry

SCI-06.2.05 Use data from scientific investigations to determine relationships and patterns.

Student Learning Targets:

• I can
• I can

• I can
• I can

Skills (Performance) Targets

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

• 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

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