Enduring Understandings
- important ideas that
students should carry with them years beyond the instruction received this
year.
Scientific Process
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After a review of available and pertinent information, scientists formulate
a hypothesis.
A scientific investigation uses a repeatable procedure to explore one
independent variable and proper constants or controls.
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Technology in a scientific investigation allows scientists to quantify
observations for analysis.
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Scientists recognize and strive to limit sources of error or uncertainty.
Scientific explanations and concepts change over time to reflect new
evidence.
Scientific results are supported by experimental evidence and explained
using scientific concepts. Scientists share information to collaborate and
extend knowledge.
Scientists collaborate in order to identify alternative explanations and
models for the results observed in an investigation.
A scientific theory is a hypothesis that has been repeatedly tested and is
generally accepted by most scientists.
Safety is a primary concern with all laboratory techniques.
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Scientists use evidence gained through scientific processes to explain the
natural world.
Life Science
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Living things must be in balance with each other and with their environment.
Adaptations in living things direct the way a species fits in its
environment.
There is unity and diversity among living things.
A. Living things must strive for balance with each other and their
environment. B. Species change over time by a process known as evolution.
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Energy flows and matter cycles through living systems.
Living organisms build and breakdown molecules. Building usually takes
energy while breaking down releases it.
In living organisms, materials move from high concentration to low
concentration.
Living things strive for balance with each other and their environment.
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Cells have structures that underlie their functions.
Humans are composed of specialized cells, tissues, organs and organ systems
that work together.
Cells come from cells.
In all organisms, the instructions for specifying the characteristics of the
organism are carried in DNA.
A. In all organisms, the instructions for specifying the characteristics of
the organism (genes) are carried in DNA. B. Mutations can be helpful,
harmful or have no affect on cells and organisms. C. Society will determine
the role of biotechnology.
In all organisms, the instructions for specifying the characteristics of the
organism (genes) are carried in DNA.
Genetically diverse populations are more likely to survive changing
environments
Infections can be viral or bacterial in nature and can be transmitted
through environmental factors or from one organism to another.
Non-infectious disease have genetic or environmental origins.
Science and Technology
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The implementation of any technology and the development of any resource has
both benefits and consequences.
Technology uses scientific principles to make things and to make things
better. The two fields reinforce one another.
Science and technology enhance the work we do.
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Recognizing bias and opinion is important when processing scientific
information.
Scientists communicate about and critique each others work.
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By analyzing data, systematic patterns and trends can be discovered.
Many natural processes are cyclic.
A system is composed of discrete parts that are interrelated.
Natural cycles respond to internal and external influences.
Some quantities in nature change continuously by a constant factor and can
be described by exponential functions.
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A valid hypothesis or theory must accommodate new data or the hypothesis or
theory must be changed.
The interdependent fields of science are connected through a particular way
of knowing.
Essential Questions - most important “big picture” questions students should
be able to answer after completing learning activities.
Scientific Process
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Why do scientists generate hypotheses? What makes a science question
testable?
Why do scientists investigate one independent variable at a time? Why must a
scientific procedure be repeatable? What kind of measurements are made in a
scientific investigation? What tools can be used to make measurements?
What constitutes scientific evidence? What makes data valid and reliable?
Why is it important to continuously evaluate and revise scientific
explanations and models?
What makes a scientific conclusion valid and reliable? What is the
importance of written communication in a scientific investigation?
Why might there be alternative explanations and models? What is the
importance of identifying alternative explanations and models?
How do theories change over time? How does a scientific hypothesis drive an
investigation?
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What are safe laboratory practices?
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What constitutes scientific evidence? What makes data valid and reliable?
Scientists use models to help explain natural systems and to predict the
behavior of systems under given circumstances.
Life Science
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What interrelationships exist between organisms, populations, communities,
ecosystems and biomes?
What role does adaptation play in an organism's ability to survive in a
particular environment?
How are living things related?
How do population dynamics affect the survival of a species in a new
environment?
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How do organisms capture, store, use and release energy?
How are molecules made and broken down in living things?
How are materials transported within an organism?
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How does matter cycle and energy flow through different levels of
organization in an ecosystem?
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How do cells function and how have structures adapted to perform these
functions?
What is the relationship between the structure and function of cells,
tissues, organs, organ systems and organisms?
What cellular processes are involved in reproduction and growth in an
organism?
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How do the chemical and physical properties of DNA explain how the genetic
information is encoded for genes and replicated?
A. How does DNA provide for both continuity and diversity within a
population?
B. How does the continuing operation of natural selection on new
characteristics and changing environments produce diversity among
populations?
C. Should biotechnology always be used just because we can?
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How are traits passed on?
How does biodiversity effect the survival of a population during
environmental changes?
How are diseases transmitted and what determines whether they are infectious
or non-infectious
Science and Technology
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Which drives which, science or technology?
When will we run out of our natural resources? When is technology a 'good
thing' and when is it a 'bad thing'?
How are science and technology used in the (teenage) workplace?
Processes and Connections
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What constitutes scientific evidence?
Why do scientists share their work?
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Why is it important to recognize patterns and trends in scientific data?
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How do cycles start and stop?
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How are systems kept in balance?
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Can the dynamics of natural cycles be predicted?
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How are models used to increase our understanding of the natural world?
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How are exponential functions useful in biological sciences?
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How do hypotheses and theories change over time?
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Where are the boundaries of various science disciplines? (e.g. Where does
biology end and chemistry begin? Where does chemistry/Molecular genetics end
and genetics/Mendelian begin?)
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 3: Life Science - Students know and understand the characteristics
and structures of living things, the processes of life and how living things
interact with each other and their environment. Students know and understand
the characteristics of living things, the diversity of life, and how living
things interact with each other and with their environment. Students know
and understand interrelationships of matter and energy in living systems.
Students know and understand how the human body functions, factors that
influence its structures and functions compared with those of other
organisms. Students know and understand how organisms change over time in
terms of biological evolution and genetics.
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. |
