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New York
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MS-PS1-2 - Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
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- I can describe what happens to a fabric or substance when it is changed (for example by heating, dyeing, or soaking) using my own observations
- I can point to one or more clues (like a color change, new odor, or texture change) that suggest a possible chemical reaction.
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- I can organize data from my tests on a substance before and after it interacts (such as recording observations and/or measurements)
- I can use the data to identify whether new evidence (new properties, not just a physical change) is present and make a simple claim about whether a chemical reaction likely occurred.
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- I can analyze patterns in my collected data to compare the substance before and after the interaction and decide if a chemical reaction occurred
- I can explain my reasoning by linking specific evidence to chemical-reaction clues (for example, changes that indicate new substances formed) using science vocabulary.
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- I can independently interpret and evaluate data from multiple trials or conditions to determine with confidence whether a chemical reaction occurred
- I can justify my conclusion using clear, specific evidence and explain why the observed changes match (or do not match) indicators of chemical reactions rather than physical changes.
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New York
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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.
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- I can use a simple particle/atom drawing to show that during a chemical reaction atoms are not created or destroyed
- I can state, with guidance, that because atoms stay the same, the total mass is conserved.
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- I can develop a basic model (such as particle diagrams with arrows before/after) that shows atoms rearranging during a chemical reaction
- I can explain that the number of atoms stays the same and therefore total mass is conserved, using evidence from my model.
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- I can refine and use my model to represent a specific reaction with a clear “before” and “after” arrangement of atoms
- I can make a quantitative claim (e.g., counting atoms in the model) that shows atoms are conserved and mass must be conserved.
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- I can independently create a detailed model that accurately tracks all atoms through a chemical reaction (including how bonds break and form)
- I can use my model to justify—step by step—why the total number of atoms does not change and thus total mass is conserved, even when the substances change properties.
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New York
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MS-ESS3-4 - Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
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- I can identify a claim about how increases in population and consumption can affect an Earth system (like land, water, air, or biodiversity)
- I can use one piece of provided evidence to connect the claim to that impact, with a brief explanation.
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- I can construct a clear argument that explains how increases in human population and per-capita resource use impact specific Earth systems
- I can use multiple evidence sources (data, text, or observations) and explain how each piece of evidence supports my claim.
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- I can build a logical, detailed argument showing cause-and-effect relationships between population/consumption and impacts on Earth systems
- I can select and synthesize evidence from sources to support my reasoning, and I can explain tradeoffs or unintended consequences (e.g., pollution, habitat loss, strain on resources) in my own words.
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- I can construct a sophisticated argument supported by strong, relevant evidence and explain the reasoning from evidence to impact across multiple Earth systems
- I can anticipate counterclaim(s) or alternative explanations and use additional evidence to strengthen my position, making my conclusion specific, accurate, and transferable to NYC or similar communities.
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New York
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MS-PS1-3 - Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
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- I can gather information from provided sources (e.g., articles, videos, lab/partner notes) to describe that synthetic materials are made from natural resources
- I can identify at least one example of a synthetic material used in clothing and state one way it connects to natural resource extraction.
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- I can gather and make sense of information to explain how specific synthetic fibers (such as polyester or nylon) come from natural resources
- I can describe at least two impacts on society (for example, cost, availability, health or environmental effects) using details from my notes or sources.
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- I can gather, sort, and synthesize information to describe the pathway from natural resources to synthetic materials and then to how those materials are used in clothing
- I can make a clear claim about how synthetic fibers impact society, supported by evidence from multiple sources (at least one partner or scientific source).
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- I can independently gather and evaluate information to construct an evidence-based explanation of how synthetic materials originate from natural resources and how they impact society
- I can compare impacts across contexts in NYC (for example, waste/recycling, pollution, and community effects) and justify my reasoning using accurate details and source evidence.
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New York
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MS-PS1-1 - Develop models to describe the atomic composition of simple molecules and extended structures.
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- I can build a basic model that shows the atoms I am using to represent a simple molecule (such as which atoms are present) using labeled parts or drawings
- I can identify that the model represents atoms, not individual sub-particles, and I can point out the general arrangement I chose.
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- I can develop a more complete model of a simple molecule by accurately showing the number and type of atoms and how they connect
- I can explain, using words and labels from my model, what each part represents and how the model’s structure helps me describe the molecule.
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- I can develop and refine models of both simple molecules and extended structures that represent atomic composition more precisely (including correct proportions and connectivity)
- I can justify my model choices by linking the pattern I show to how the structure would be organized and how atoms are arranged.
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- I can create an accurate, detailed model (simple molecule and/or extended structure) that uses a clear, consistent system to represent atomic composition and arrangement
- I can independently check my model for accuracy, revise it when needed, and explain how the structure in my model supports a precise description of what the substance is made of.
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