MS-PS3-5   Energy

Students who demonstrate understanding can:

MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]
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

### Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed worlds.

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

### Scientific Knowledge is Based on Empirical Evidence

• Science knowledge is based upon logical and conceptual connections between evidence and explanations

## Crosscutting Concepts

### Energy and Matter

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

RST.6-8.1 ELA/Literacy - Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-PS3-5) Write arguments focused on discipline content. (MS-PS3-5) Mathematics - Reason abstractly and quantitatively. (MS-PS3-5) Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. (MS-PS3-5) Recognize and represent proportional relationships between quantities. (MS-PS3-5) Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (MS-PS3-5)

MS-PS3-5   Energy

Students who demonstrate understanding can:

MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]
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

### Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed worlds.

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

### Scientific Knowledge is Based on Empirical Evidence

• Science knowledge is based upon logical and conceptual connections between evidence and explanations

## Crosscutting Concepts

### Energy and Matter

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

RST.6-8.1 ELA/Literacy - Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-PS3-5) Write arguments focused on discipline content. (MS-PS3-5) Mathematics - Reason abstractly and quantitatively. (MS-PS3-5) Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. (MS-PS3-5) Recognize and represent proportional relationships between quantities. (MS-PS3-5) Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (MS-PS3-5)

MS-PS3-5   Energy

Students who demonstrate understanding can:

MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]
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

### Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed worlds.

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

### Scientific Knowledge is Based on Empirical Evidence

• Science knowledge is based upon logical and conceptual connections between evidence and explanations

## Crosscutting Concepts

### Energy and Matter

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

RST.6-8.1 ELA/Literacy - Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-PS3-5) Write arguments focused on discipline content. (MS-PS3-5) Mathematics - Reason abstractly and quantitatively. (MS-PS3-5) Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. (MS-PS3-5) Recognize and represent proportional relationships between quantities. (MS-PS3-5) Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (MS-PS3-5)

* 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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## How to Read the Standards

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