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

Scientific Process

• 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.

• Technology in a scientific investigation allows scientists to quantify observations for analysis.

• 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.

• Scientists use evidence gained through scientific processes to explain the natural world.

Physical Science

• Characteristic properties can be used to identify matter.

• Matter has characteristic properties that are related to its composition and structure.

• Characteristic properties can be used to separate matter. Interactions of matter depend on its characteristic properties. Elements have characteristic properties that change in a predictable way.

• Energy appears in different forms.

• Energy is absorbed/released when a substance's temperature is increased/decreased. Heat is a form of energy.

• Energy appears in different forms and can be transferred and transformed through motion.

• Matter is conserved in chemical reactions as shown in a balanced equation.

• Total quantities of energy and momentum remain unchanged in a closed system. Forces affect motion.

• Total quantities of matter remain unchanged in a closed system.

• Conservation laws can be used to calculate the amount of matter and energy in physical interactions.

• Classification is a tool scientists use to predict reactions.

• Physics laws can be written as math equations. Results of physical interactions can be predicted using physics laws.

• Scientists use the particle model to explain states of matter.

Science and Technology

• 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.

• Recognizing bias and opinion is important when processing scientific information.
  Scientists communicate about and critique each others work.

• 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.

• 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

• 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?

• What are safe laboratory practices?

• 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.

Physical Science

• How do scientists identify an unknown matter? What gives a substance its properties? What is the importance of separating matter?

• How and why do chemical reactions occur? Where does matter come from and where does it go?

• Why does the periodic table have a certain shape? Why do some elements combine and others do not?

• How can energy be measured? Where does heat come from and where does it go? How is energy of motion transformed and transferred? Why is energy never created nor destroyed?

• Why do scientists balance chemical equations? How do chemical changes affect the total amount of matter in a system?

• How can the laws of conservation of energy and momentum be used to calculate energy and motion changes in a collision?

• Why is it useful to classify reactions?

• How do scientists understand and predict the results of physical interactions?

• How does the structure of matter relate to its observable properties?

Science and Technology

• 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

• What constitutes scientific evidence? Why do scientists share their work?

• Why is it important to recognize patterns and trends in scientific data?

• How do cycles start and stop?

• How are systems kept in balance?

• Can the dynamics of natural cycles be predicted?

• How are models used to increase our understanding of the natural world?

• How are exponential functions useful in biological sciences?

• How do hypotheses and theories change over time?

• 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 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:

• Semester 1:
• Semester 2: