MATTER AND ITS INTERACTIONS Performance Expectation 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 include carbon dioxide and water. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3-D models, or computer representations showing different molecules with different types of atoms. Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 1. Asking questions and defining problems 2. Developing and using models: Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and/or use a to predict and/or describe phenomena. Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information 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. (MS.PS1.A.a) Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS.PS1A.e) SCALE, PROPORTION, AND QUANTITY Time, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Diocese of Baton Rouge Science Standards: Grade 6 July, 2017 Page 1
MOTION AND STABILITY: FORCES AND INTERACTIONS Performance Expectation Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Clarification Statement Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, or electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations designed to provide qualitative evidence for the existence of fields. Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking questions and defining problems Developing and using models 3. Planning and carrying out investigations: Planning and carrying out investigations to answer questions (science) or test solutions (engineering) to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions. Conduct an investigation and evaluate the experimental design to produce data to as the basis for evidence that can meet the goals of the investigation. Analyzing and interpreting data mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information TYPES OF INTERACTIONS Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS.PS2B.c) CAUSE AND EFFECT Cause and effect relationships may be used to predict phenomena in natural or designed systems. Diocese of Rouge Science Standards: Grade 6 July, 2017 Page 6
EARTH’S PLACE IN THE UNIVERSE Performance Expectation Use a model to describe the role of gravity in the motions within galaxies and the solar system. Clarification Statement Emphasis for the is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as their school or state). Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 1. Asking questions and defining problems 2. Developing and using models: Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and/or use a model to predict and/or describe phenomena. Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information THE UNIVERSE AND ITS STARS and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS.ESS1A.b) EARTH AND THE SOLAR SYSTEM The solar system consists of the sun and a collection of objects, including planets, their natural satellite(s) (moons), and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS.ESS1B.a) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS.ESS1B.c) SYSTEMS AND MODELS Models (e.g., physical, mathematical, computer models) can be used to represent systems and their interactions—such as inputs, processes and energy, matter, and information flows within systems. Diocese of Baton Rouge Science Standards: Grade 6 July, 2017 Page 12