Content Standard(s):
Literacy Standards (6-12) 7 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence Of Student Attainment:
Students conduct short as well as more sustained research projects that:
answer self-generated questions or solve problems
narrow or broaden the inquiry when appropriate
synthesize multiple sources on a subject
demonstrate understanding of a subject Teacher Vocabulary:
conduct
short research project
more sustained research project
answer a question
self-generated question
solve a problem
narrow the inquiry
broaden the inquiry
synthesize multiple sources
demonstrate understanding Knowledge:
Students know:
research answers a self-generated question or solves a problem
research needs to be narrowed or broadened when appropriate
research synthesizes multiple sources
research is a way to demonstrate understanding of a subject
VOCABULARY: synthesize Skills:
Students are able to:
use research to answer a self-generated question or solve a problem
narrow or broaden research when appropriate
synthesize multiple sources
demonstrate understanding of a subject through research Understanding:
Students understand that research is a process that involves answering a question or solving a problem, investigating and synthesizing several varied sources, and developing subject-specific understanding.
Literacy Standards (6-12) 8 ) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence Of Student Attainment:
Students learn relevant information from multiple authoritative print and digital sources by:
effectively using advanced searches
assessing the usefulness of each source in answering research questions
integrating information into the text to maintain flow of ideas
avoiding plagiarism
following standard citation format Teacher Vocabulary:
gather relevant information
multiple authoritative print sources
multiple authoritative digital sources
using advanced searches effectively
integrate information
maintain flow of ideas
avoiding plagiarism
standard format for citation Knowledge:
Students know:
advanced search types and procedures
qualities of authoritative sources
common print and digital sources
techniques for assessing usefulness of sources
techniques for integrating information into original writing to maintain flow of ideas
rules regarding use of outside sources in original writing
definition and detection of plagiarism
techniques for avoiding plagiarism
standard citation format
VOCABULARY: plagiarism, citation, authoritative Skills:
Students are able to:
use advanced search types and procedures
identify authoritative print and digital sources
assess usefulness of sources
integrate information into original writing to maintain flow of ideas
apply rules regarding use of outside sources in original writing
avoid plagiarism
follow standard format for citation Understanding:
Students understand that research involves systematically gathering information from multiple authoritative print and digital sources while avoiding plagiarism, integrating the strongest information, and creating a standard bibliography.
Literacy Standards (6-12) 9 ) Draw evidence from informational texts to support analysis, reflection, and research.
Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence Of Student Attainment:
Students critically read informational text and:
write analysis, reflection, or research-based texts
include textual evidence to support analysis, reflection, and research Teacher Vocabulary:
draw evidence
informational text
support
analysis
reflection
research Knowledge:
Students know:
elements of analytical, reflective, and research-based writing
techniques for critical reading of informational texts
techniques for note-taking during and after reading
techniques for composing academic writing including descriptions, explanations, and comparisons and contrasts Skills:
Students are able to:
compose an analytical, reflective, or research-based piece in response to reading an informational text
analyze a teacher-provided prompt or question about a text to determine what is being asked
form ideas in response to a teacher-provided prompt or questions about a text
support ideas with evidence from a text Understanding:
Students understand that analysis, reflection, and research are strengthened by citing relevant evidence from appropriate texts.
Science 4 ) Plan and conduct an investigation to classify properties of matter as
intensive (e.g., density, viscosity, specific heat, melting point, boiling
point) or extensive (e.g., mass, volume, heat) and demonstrate how intensive
properties can be used to identify a compound.
Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
Plan an investigation, considering the types, how much, and accuracy of data needed to produce reliable measurements.
Evaluate investigation design to consider limitations on the precision of the data (e.g., number of trials, cost, risk, time).
Conduct investigation as designed and if necessary, refine the plan to produce more accurate, precise, and useful data.
Use evidence from investigation to classify properties as intensive or extensive.
Use evidence from investigation to identify substances based on their intensive properties. Teacher Vocabulary:
Properties
Intensive properties and examples (e.g., density, viscosity, melting point, etc.)
Extensive properties and examples (e.g., mass, volume, heat, etc.)
Matter
Macroscopic level
Atomic/ molecular level Knowledge:
Students know:
Properties of matter can be classified as intensive or extensive.
Some examples of intensive properties of matter are, but are not limited to, density, boiling point, and specific heat.
Some examples of extensive properties of matter are, but are not limited to, heat, mass, and volume.
Intensive properties can be used to identify a substance.
Some properties of matter are visible on the macroscopic level, while others are evident at the atomic/ molecular/ particulate level. Skills:
Students are able to:
Plan an investigation that outlines the experimental procedure, including safety considerations, how data will be collected, number of trials, experimental setup, and equipment required.
Determine the types, quantity, and accuracy of data needed to produce reliable measurements.
Conduct an investigation to collect and record data that can be used to classify properties of matter as intensive or extensive.
Classify properties of matter as intensive or extensive.
Evaluate investigation design to determine the accuracy and precision of the data collected, as well as limitations of the investigation.
Identify a compound based on its intensive properties. Understanding:
Students understand that:
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
The data generated from an investigation serves as the basis for evidence.
Macroscopic patterns are related to the nature of atomic/ molecular level structure. AMSTI Resources:
ASIM Module:
Science 9 ) Analyze and interpret data (e.g., melting point, boiling point, solubility,
phase-change diagrams) to compare the strength of intermolecular forces and how
these forces affect physical properties and changes.
NAEP Framework
NAEP Statement::
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Motion and Stability: Forces and Interactions
Evidence Of Student Attainment:
Students:
Evaluate data to describe the relationship between the strength of intermolecular forces of a substance and the effect of those forces on the measureable properties (melting point, boiling point, solubility, etc.) of a substance. Teacher Vocabulary:
physical properties
melting point
boiling point
solubility
phase-change diagrams
Atomic/ molecular level
Macroscopic level
Particles
ions
atoms
molecules
networked materials (like graphite)
Intermolecular/ electrical forces
System Knowledge:
Students know:
As kinetic energy is added to a system, the forces of attraction between particles can no longer keep the particles close together.
Patterns of interactions between particles at the molecular level are reflected in the patterns of behavior at the macroscopic scale.
Patterns observed at multiple levels (macroscopic, atomic/ molecular/ particulate) can provide evidence of the causal relationships between the strength of the electrical forces between particles and the structure of the substance at the macroscopic level. Skills:
Students are able to:
Analyze and interpret data to describe why properties provide information about the strength of electrical forces between the particles of chosen substances, including phase-change diagrams. Understanding:
Students understand that:
Data is analyzed using tools, technologies, and/ or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims.
The structure and interactions of matter at the macroscopic level are determined by electrical forces within and between atoms.
Different patterns may be observed at each of the levels at which a system is studied and can provide evidence for causality in explanations of phenomena. AMSTI Resources:
ASIM Module:
