District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:
Resources: Prentice Hall Science Explorer Series

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.

• Standard 1
• Why is it necessary to follow the scientific process?
• Why and how do you gather, use and interpret evidence to solve a problem?
• What makes an hypothesis testable?
• What constitutes scientific evidence?
• Why is it important to investigate one independent variable at a time?

• Standard 4

• What is Earth going to look like in 30 years and in 10,000 years?    
• How can you evaluate your risk of experiencing an earthquake, landslide, hurricane, or flood in Colorado?
• How can you determine where you would like to live based on all the non-living factors that affect climate and weather patterns?
• How does the process of energy transfer impact your daily life?     
• What are the benefits and consequences of natural resource exploration, development, and consumption?
• Why does Colorado have such a dry climate?
• How does the atmosphere allow for life and protect it as well?

• How do Newton’s three laws of motion impact your daily life?

• How are the elements arranged on the periodic table?
• Why is the conservation of energy and mass important?
• How are the properties of light and sound used to study the universe?
• How do you know how far the Sun, Pluto, nearest star, and galaxy are from us?
• How are stars classified as stars?

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

• Semester 1:
• Semester 2:
• Video: Video: Kinetic and Potential Energy (duration 7:00) -  Kinetic and Potential Energy- video shows the many different forms of energy from sound, heat, light, and chemical.
• Video: Elements of Energy (duration 54:00)