Content Standard(s):
Science 3 ) Construct explanations based on evidence from investigations to
differentiate among compounds, mixtures, and solutions.
a. Collect and analyze information to illustrate how synthetic materials
(e.g., medicine, food additives, alternative fuels, plastics) are derived from
natural resources and how they impact society.
NAEP Framework
NAEP Statement::
NAEP Statement::
NAEP Statement:: †
Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions; Analyzing and Interpreting Data; Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
Analyze evidence from investigations related to compounds, mixtures, and solutions.
Interpret evidence from investigations related to compounds, mixtures, and solutions.
Construct explanations to differentiate among compounds, mixtures, and solutions based on evidence from investigations.
Collect information related to how synthetic materials are derived from natural resources and how they impact society.
Analyze information related to how synthetic materials are derived from natural resources and how they impact society.
Use information to illustrate how synthetic materials are derived from natural resources and how they impact society. Teacher Vocabulary:
Molecule
Atom
Compound
Element
Mixture
Intermingled
Component
Physical means
Properties
Solution
Homogeneous
Solute
Solvent
Dissolve
Analyze
Synthetic
Natural resources
Society Knowledge:
Students know:
A molecule is formed when two or more atoms join together chemically.
A compound is a molecule that contains at least two different elements.
All compounds are molecules but not all molecules are compounds.
A mixture consists of two or more different elements and/or compounds physically intermingled.
A mixture can be separated into its components by physical means, and often retains many of the properties of its components.
A solution is a homogeneous mixture of two or more substances. A solution may exist in any phase.
A solution consists of a solute and a solvent. The solute is the substance that is dissolved in the solvent.
Synthetic materials are made by humans.
Synthetic materials can be derived from natural resources through chemical processes.
The effects of the production and use of synthetic materials have impacts on society. Skills:
Students are able to:
Articulate a statement that relates a given phenomenon to a scientific idea, including the differences among compounds, mixtures, and solutions.
Identify and use multiple valid and reliable sources of evidence to construct an explanation differentiating among compounds, mixtures, and solutions.
Use reasoning to connect the evidence and support an explanation of differences among compounds, mixtures, and solutions.
Identify and describe the phenomenon under investigation, which includes the differences among compounds, mixtures, and solutions.
Identify and describe the purpose of the investigation, which includes providing evidence of differences among compounds, mixtures, and solutions.
Collect and record data, according to the given investigation plan.
Evaluate the data to determine the differences between compounds, mixtures, and solutions.
Obtain information about synthetic materials from published, grade-level appropriate material from multiple sources.
Determine and describe whether the gathered information is relevant.
Use information to illustrate how synthetic materials are derived from natural resources.
Use information to illustrate how synthetic materials impact society. Understanding:
Students understand that:
Compounds, mixtures, and solutions can be differentiated from one another based on characteristics.
Synthetic materials come from natural resources.
Synthetic materials have an impact on society. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
Unpacked Content
Teacher Vocabulary:
R3.
Digital tools
Electronic tools
Appropriately
Safely
Ethically
Research
Individually
Collaboratively Knowledge:
R3. Students know:
Digital and electronic tools must be used appropriately, safely, and ethically.
Digital and electronic tools can be used for research or for writing tasks.
Digital and electronic tools can be independently or with others. Skills:
R3. Students are able to:
Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding:
R3. Students understand that:
Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts 9. Participate in collaborative discussions about arguments by evaluating claims, findings, reasoning, relevance, and evidence from multiple sources.
Unpacked Content
Teacher Vocabulary:
9.
Collaborative discussion
Arguments
Claims
Findings
Reasoning
Relevance
Evidence Knowledge:
9. Students know:
The purpose of collaborative discussions using information from multiple argumentative information sources.
Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
Generally accepted rules for discussions.
The components of argumentative writing, such as claims, findings, reasoning, relevance, and evidence. Skills:
9. Students are able to:
Engage in a collaborative discussion about arguments.
Evaluate claims, findings, reasoning, relevance, and evidence to support their discussion.
Synthesize information from multiple sources to support collaborative discussions. Understanding:
9. Students understand that:
Discussing the components of an argument with others can help determine the argument's overall merit.
Active participation in discussions requires students to listen and respond to other thoughts and ideas.
English Language Arts 25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.
Examples: a day or two, a single sitting
Unpacked Content
Teacher Vocabulary:
25.
Research writing
Research
Reflection
Revision Knowledge:
25. Students know:
Research strategies.
Independent writing skills for all steps of the writing process. Skills:
25. Students are able to:
Produce writing that contains information obtained through research.
Reflect on and revise their research given the occasion and time constraints. Understanding:
25. Students understand that:
Research can happen in short and extended time frames.
It is important to reflect upon information obtained through research before incorporating it into one's own writing.
It is important to revise work that contains research to ensure proper use for the given occasion.
