NGSS Bundle 2

6thGradeEssentials

Portal

Learning Check

Unit 2 Thermal Energy

Summative and Formative Assessments

Learning checks are given weekly to measure student growth on essential concepts and vocabulary throughout the year.
These are not graded, students are to track their own scores in their notebooks in order to see growth over time.
It is expected that students will see low scores that become higher scores over time.
Students should continue to refer to this page, take the practice learning check often, and play all of the quia games for all units over the year.

Bundle 2 How does a change in thermal energy affect matter?
Summative Project Decription Goes HERE

Water boils when heat is added.
Precipitation only occurs when there are clouds in the sky.
Some parts of the world get lots of precipitation; others get almost none at all.
Climates near the equator tend to be warmer than climates near the poles.

Connections between bundle DCIs
The concept that substances are made from different types of atoms, which combine with one another in various ways (PS1.A as in MS-PS1-1), connects to the ideas that gases and liquids are made of molecules or inert atoms that are moving about relative to each other, and in a solid, atoms may vibrate in position but do not change relative locations (PS1.A as in MS-PS1-4). In science, heat refers to the energy transferred due to the temperature difference between two objects (PS3.A as in MS-PS1-4); this connects to the idea that temperature is a measure of the average kinetic energy of particles of matter (PS3.A as in MS-PS3-3). These ideas also connect to the concept that the amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment (PS3.A as in MS-PS3-4).

These concepts of energy transfer connect to the idea that the ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents (ESS2.D as in MS-ESS2-6), which in turn connects to the idea that global movements of water and its changes in form are propelled by sunlight and gravity (ESS2.C as in MS-ESS2-4). These concepts also connect to the idea that complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns (ESS2.C as in MS-ESS2-5).

The idea that the iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution (ETS1.C as in MS-ETS1-4) could connect to several concepts, such as energy is spontaneously transferred out of hotter regions or objects and into colder ones (PS3.A as in MS-PS3-3) and weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things, and these interactions vary with latitude, altitude, and local and regional geography (ESS2.D as in MS-ESS26). These connections could be made through tasks such as designing a solar cooker or a device designed for a specific location and is used to harness energy for conversion to practical energy for human consumption such as electricity. For example, a wind-powered electrical generator would be effective and practical in some locations but not in others. In both tasks, students need an opportunity to test solutions to identify the most promising and then modify those to optimize their solutions.

Bundle Science and Engineering Practices
Instruction leading to this bundle of PEs will help students build toward proficiency in elements of the practices of planning and carrying out investigations (MS-PS3-4 and MS-ESS2-5), developing and using models (MS-PS1-1, MS-PS1-4, MS-ESS2-4, MS-ESS2-6, and MS-ETS1-4), and constructing explanations and designing solutions (MS-PS3-3). Many other practice elements can be used in instruction.

Bundle Crosscutting Concepts
Instruction leading to this bundle of PEs will help students build toward proficiency in elements of the crosscutting concepts of Cause and Effect (MS-PS1-4 and MS-ESS2-5), Scale, Proportion, and Quantity (MS-PS1-1 and MS-PS3-4), Energy and Matter (MS-PS3-3 and MS-ESS2-4), and Systems and System Model (MS-ESS2-6). Many other crosscutting concepts elements can be used in instruction.

Picture	Assessments
MS-PS1-1 Matter Formative Assessment Goes Here packet Quia Vocab and Concepts Quizzes practice assessments packet	MS-PS1-1 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.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.] Obtaining, Evaluating, and Communicating Information ● Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations. Students could communicate scientific information through oral presentations [about how] substances are made from different types of atoms, which combine with one another in various ways [and that] atoms form molecules that range in size from two to thousands of atoms. MS-PS1-1 Scientific Knowledge is Open to Revision in Light of New Evidence ● Scientific explanations are subject to revision and improvement in light of new evidence. Students could [use the history of the discovery that] substances are made from different types of atoms, which combine with one another in various ways [to describe how] scientific explanations are subject to revision and improvement in light of new evidence. MS-PS1-1
MS-PS1-4. Heat Formative Assessment Goes Here packet Quia Vocab and Concepts Quizzes practice assessments Heat & Particles Worksheet	MS-PS1-4 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 drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] Constructing Explanations and Designing Solutions ● Construct an explanation using models or representations. Students could construct an explanation [about] the changes of state that occur with variations in temperature or pressure using models of matter. MS-PS1-4 Stability and Change ● Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales, including the atomic scale. Students could construct explanations of the changes of state [of matter] that occur with variations in temperature or pressure in natural systems by examining the changes over time and forces at different scales, including the atomic scale. MS-PS1-4
MS-PS3-3. Heat Formative Assessment Goes Here Thermal Energy Project MS-PS3-3 Quia Vocab and Concepts Quizzes practice assessments packet	MS-PS3-3 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.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] Planning and Carrying Out Investigations ● Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation. Students could conduct an investigation [of how] the relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. MS-PS3-3
MS-PS3-4. Heat Formative Assessment Goes Here Heat Transfer from Metals to Water - Lab Write-Up - Mass & Material Quia Vocab and Concepts Quizzes practice assessments packet	MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the 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.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] Using Mathematics and Computational Thinking ● Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems. Students could apply mathematical concepts to scientific questions [about how] the relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. MS-PS3-4 Science is a Way of Knowing ● Science is both a body of knowledge and the processes and practices used to add to that body of knowledge. Students could describe that science is both a body of knowledge and the processes and practices used to add to that body of knowledge [as they plan for an investigation about] the amount of energy transfer needed to change the temperature of a matter sample. MS-PS3-4
MS-ESS2-4. Water Cycle Formative Assessment Goes Here Packet Quia Vocab and Concepts Quizzes practice assessments Packet	MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.] Developing and Using Models ● Develop a model to describe unobservable mechanisms. Students could develop a model to describe [how] water continually cycles among land, ocean, and atmosphere, [including] unobservable mechanisms [of the processes of] transpiration and evaporation. MS-ESS2-4 Engaging in Argument from Evidence ● Respectfully provide and receive critiques about one’s explanations, procedures, models, and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail. Students could respectfully receive critiques about models [of] global movements of water and its changes in form [and how Systems & System Models ● Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. Students could describe that systems may interact with other systems; they may have sub-systems and be a part of larger complex systems within the context that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. MS-ESS2-4
MS-ESS2-5. Weather & Climate Formative Assessment Goes Here packet Quia Vocab and Concepts Quizzes practice assessments packet	MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.] Obtaining, Evaluating, and Communicating Information ● Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or technical information to describe patterns in and/or evidence about the natural world. Students could critically read scientific texts adapted for classroom use to obtain scientific information to describe patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, [which] are major determinants of local weather patterns. MS-ESS2-5 Energy and Matter ● The transfer of energy can be tracked as energy flows through a designed or natural system. Students could track the transfer of energy as energy flows through the ocean which absorbs energy from the sun, releases it over time, and globally redistributes it through currents, exerting a major influence on weather and climate. MS-ESS2-6
MS-ESS2-6. Weather & Climate Formative Assessment Goes Here packet Quia Vocab and Concepts Quizzes practice assessments packet	MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine global climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] Asking Questions and Defining Problems ● Define a design problem that can be solved through the development of an object, tool, process, or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. Students could define a design problem [related to] interactions involving sunlight, the ocean, and ice that can be solved through the development of an object, tool, process, or system and includes multiple criteria and constraints. MS-ESS2-6 Analyzing and Interpreting Data ● Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships. Students could use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify spatial relationships [related to] weather and climate [as they are] influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. MS-ESS2-6
MS-ETS1-4. Tech Design Formative Assessment Goes Here Packet Quia Vocab and Concepts Quizzes practice assessments Packet	MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.