Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• Scientists investigate the world around them and communicate to others through the scientific process.
• The scientific process is the basis of an integrated approach to understanding our world. (topic/problem, testable question, hypothesis, procedure)
• Scientists use a plan to carry out an investigation (variables, control, data, observations, investigations).
• Scientists select, appropriate tools to collect, organize, and record data using the metric system in tables, charts, and graphs. Scientists analyze data for reliability and validity to form a conclusion. Scientists analyze data to infer past and predict future events.
• Scientists ask questions based on their investigations and these questions can lead to new investigations.
• Scientists communicate the results of their investigations in many formats and appropriate ways.
• All matter exists in specific states (e.g. solid, liquid, gas, plasma) and has characteristic chemical and physical properties. All matter has characteristic chemical and physical properties which can be described, and a variety of quantities can be compared (Conservation of Matter).
• Matter can be separated using procedures based on characteristic properties.
• Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. After a chemical reaction, a new set of chemical properties can be observed.
• Elements are pure substances that can not be broken down by routine laboratory procedures; compounds are pure substances that are formed by the combination of elements in definite proportions. All forms of matter are composed of one or more of the elements
• The Periodic Table of Elements is both a tool and an organized arrangement of the elements that demonstrates the underlying atomic structure of the elements.
• There are measurable properties of kinetic and potential energy. Energy cannot be created nor destroyed.
• Different simple machines produce different mechanical advantages.
• There are measurable changes as energy is transferred or transformed.
• The world population uses both renewable and nonrenewable resources.
• The world is affected by the interrelationship of science and technology.
• New technology continually impacts human activity.
• Experiments must be controlled and have reproducible results.
• Scientists identify, determine, compare, and control variables. Scientists must be objective and bias free when examining their work. Scientists communicate their results using various methods.
• Scientists use models to predict change.
• Safety is a primary concern with all laboratory techniques.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

• What is a testable question that leads to a proposed hypothesis? How is a testable question developed?

• How do scientists design a plan for investigating a testable questions? How is an investigation organized?

• How do scientists develop and perform a scientific investigation? What are the independent/manipulated and dependent/responding variables? What is the standard of control?

• What are the appropriate tools, technologies, and measurement systems used by scientists?

• How do scientists interpret and evaluate data? How do scientists infer/predict past and future events?

• What new questions have arisen based on unexpected results of the investigation?

• How is scientific information effectively communicated to specific audiences?

• What is the difference between a physical and chemical change? How do quantities compare before and after a chemical/physical change (Conservation of Matter).

• How can substances be separated chemically or physically? How do scientists describe chemical changes?

• How can matter be classified?

• What does the arrangement of elements in The Periodic Table of Elements tell us about an element?

• How can force and motion be identified and measured?

• How do you recognize the advantages of different simple machines?

• How can we recognize the changes in energy? How would you utilize data to explain changes in energy?

• What are the differences between and uses of renewable and nonrenewable resources?

• What are the advantages and disadvantages of using technology to solve problems?

• How has technology influenced the way people work? What are advantages/disadvantages created by new technology? How do people use science and technology in their professional lives?

• How do controlled/uncontrolled variables affect the outcomes of experiments?

• How do you identify, compare, and control variables in an investigation?

• How does bias, opinion, and evidence affect the way science is communicated in various media?

• What are some different sources and methods a scientist uses to collect and record data?

• How can models help us predict future outcomes.

• What are safe laboratory practices?

Standards
Highest Frequency Standards  High Frequency Standards  Other Standards & E-skills

 
Standard 1: Students understand the processes of scientific investigations and design, conduct, communicate about, and evaluate such investigation.

Standard 2: Physical Science: Students know and understand common properties, forms, and changes in matter and energy. Students know that matter has characteristic properties which are related to its composition and structure. Students understand that energy appears in different forms and can move (be transferred) and change (be transformed). Students understand that interactions can produce changes in a system, although the total quantities of matter and energy remain unchanged.
Standard 5: Students know and understand interrelationships among science, technology, and human activity and how they affect the world.
Standard 6: Students understand that science involves a particular way of knowing and they understand common connections among scientific disciplines.

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units: