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Prioritized Standards

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-06.2.04

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-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.PS1.04

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.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.

SCI-MS.PS2.01

Physical Science Logo6th Grade (SCI) Physical Science Standards
[PS2] Motion and Stability: Forces and Interactions

SCI-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.
Disciplinary Core Ideas
PS2.A: Forces and Motion The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.

Student Learning Targets:

Knowledge Targets

  • I can describe Newton's Third Law of Motion.
  • I can identify action and reaction force pairs.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can find the momentum of an object given its mass and velocity.

Product Targets

  • I can construct different types of models to represent different systems and their interactions.

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: Newton's Third Law; input/output, energy, motion, matter, force, momentum, inertia, action, reaction, mass, velocity
  • can calculate momentum of an object given its mass and velocity
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • apply Newton's Third Law of Motion
  • identify and explain for every action there is an opposite and equal reaction. (Third Law)
Sample Activity:
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.
  • descriptors

Resources

Vocabulary

  • Newton's 3rd Law of Motion
  • energy
  • motion
  • matter
  • force
  • inertia
  • Action/ Reaction Forces
  • Momentum, Mass, Velocity

Websites

  • Title of website with a URL to open in a new window
Word 2007 document Proficiency Scale on MS-PS2-1.docx

SCI-MS.PS2.04

Physical Science Logo6th Grade (SCI) Physical Science Standards
[PS2] Motion and Stability: Forces and Interactions

SCI-MS.PS2.04 Use evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.
Disciplinary Core Ideas
PS2.B: Types of Interactions Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass-e.g., Earth and the sun.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can compare the amount of gravitational forces acting between objects.

Skills (Performance) Targets

  • I can explain how every object exerts a gravitational force on every other object.

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: force, motion, distance, weight, mass, gravity
  • calculate the weight of an object (weight=mass x gravity).
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 gravity, distance, and mass
  • recognize the relationship between weight, gravity and mass
Sample Activity:
Construct and design your own roller coaster.
Jason Coaster Creator
Refer to MS-PS3-2
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • force
  • motion
  • distance
  • weight
  • mass
  • gravity

Websites

  • Title of website with a URL to open in a new window
Word 2007 document Proficiency Scale on MS-PS2-4.docx

SCI-MS.PS3

BPSS-SCI logo DCI Physical Science PS3

Energy

Performance Expectations

PS3 help students formulate an answer to the question , “ How can energy be transferred from one object or system to another ?”

At the middle school level, the PS3 Disciplinary Core Idea is broken down into four sub-core ideas: Definitions of Energy, the Conservation of Energy and Energy Transfer, the Relationship between Energy and Forces, and Energy in Chemical Process and Everyday Life. Students develop their understanding of important quali tative ideas about energy including that the interactions of objects can be explained and predicted using the concept of transfer of energy from one object or system of objects to another , and the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students understand that object s that are moving have kinetic energy and that objects may also contain stored (potential) energy, depending on their relative positions. Students will also come to know the difference between energy and temperature , and begin to develop an understanding of the relationship between force and energy. Students are also able to apply an understanding of design to the process of energy transfer. 

The performance expectations in PS3 expect students to demonstrate proficiency in developing and using models, planning investigations, analyzing and interpreting data, and designing solutions, and engaging in argument from evidence ; and to use these practices to demonstrate understanding of the core ideas in PS3 .

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.PS3.01

Physical Science Logo6th Grade (SCI) Physical Science Standards
[PS3] Energy

SCI-MS.PS3.01 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and/or the speed of an object.

Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.
Disciplinary Core Ideas
PS3.A: Definitions of Energy Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.

Student Learning Targets:

Knowledge Targets

  • I can identify variables kinetic energy depends upon.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can calculate kinetic energy.
  • I can calculate when work is being done on a system.

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: Kinetic Energy, Velocity, Speed, Joules, Mass
  • calculates kinetic energy using a formula.
  • calculates velocity 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.
  • explain the relationship between kinetic energy and mass.
  • explain the relationship between kinetic energy and velocity/speed.
Sample Activity:
Dropping different sized balls from the same height and measuring the rebound of each.
PhET Skate Park Basics simulation.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • Kinetic Energy
  • Joules
  • Velocity/ Speed/
  • Mass

Websites

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

SCI-MS.PS3.02

Physical Science Logo6th 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.

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: 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
4 Advanced
... 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

SCI-MS.PS4

BPSS-SCI logo DCI Physical Science PS4

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

Physical Science Logo6th 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

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: 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
4 Advanced
... 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
Word 2007 document MS-PS4-1 proficiency scale.docx