6th Grade Physical Science
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SCI-MS.PS1.02
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. 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.
ResourcesVocabulary
Websites
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SCI-MS.PS1.03
SCI-MS.PS1.03 Gather and analyze information to describe that synthetic materials come from natural resources and impact society.Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples
of new materials could include new medicine, foods, and alternative fuels
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.PS1.04
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. 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.
ResourcesVocabulary
Websites
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SCI-MS.PS1.05
SCI-MS.PS1.05 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms,
that represent atoms. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.PS1.06
SCI-MS.PS1.06 Design a project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and
modification of a device using factors such as type and concentration of a substance. Examples
of designs could involve chemical reactions such as dissolving ammonium chloride or calcium
chloride. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.PS2
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SCI-MS.PS2.01
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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Rube Goldberg Machine Roller Coaster Lab Connect each law to a situation 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.PS2.02
SCI-MS.PS2.02 Plan an investigation using Newton's First and Second Laws to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative
comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference,
and specification of units. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Rube Goldberg Machine Roller Coaster Lab Connect each law to a situation Phet site Balancing Act 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.PS2.03
SCI-MS.PS2.03 Interpret data to determine the factors that affect the strength of electric and magnetic forces.Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or
generators. Examples of data could include the effect of the number of turns of wire on the strength of an
electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric
motor. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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