MS-PS1-5   Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-5. 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.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

  • Laws are regularities or mathematical descriptions of natural phenomena.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.LS1.C ; MS.LS2.B ; MS.ESS2.A

Articulation of DCIs across grade-bands:

5.PS1.B ; HS.PS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS1-5)
MP.4 Model with mathematics. (MS-PS1-5)
6.RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-5)

MS-PS1-5   Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-5. 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.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

  • Laws are regularities or mathematical descriptions of natural phenomena.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.LS1.C ; MS.LS2.B ; MS.ESS2.A

Articulation of DCIs across grade-bands:

5.PS1.B ; HS.PS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS1-5)
MP.4 Model with mathematics. (MS-PS1-5)
6.RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-5)

MS-PS1-5   Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-5. 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.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

  • Laws are regularities or mathematical descriptions of natural phenomena.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.LS1.C ; MS.LS2.B ; MS.ESS2.A

Articulation of DCIs across grade-bands:

5.PS1.B ; HS.PS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS1-5)
MP.4 Model with mathematics. (MS-PS1-5)
6.RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-5)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
MS-PS1-5-1 Evidence Statements
Related Quality Units
Middle School: Disruptions in Ecosystems
Middle School: OpenSciEd Unit 7.1: How Can We Make Something New That Was Not There Before?
Related Example Bundles
Middle School Phenomenon Model Course 1: Bundle 3
Middle School Topic Model Course 2: Bundle 1

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...