Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year. Water can be a solid or liquid.

• What common vocabulary should be used when conducting an investigation?

• A hypothesis is a testable prediction as to the outcome of a scientific investigation.

• A well designed investigation involves the use of a written plan that identifies the materials to be used, the procedure to follow, and the variables. A plan needs to be followed to make sure all steps in an investigation are completed.

• A scientist uses many tools when conducting an investigation.

• Complete data makes it possible to explain the results of an investigation and compare it with the prediction.

• When data is analyzed, the results can be communicated in a variety of ways.

• Our senses help us learn about the world around us. Our senses enable us to classify and compare objects.

• We use our senses to observe the world around us.

• Materials can be mixed and separated given the appropriate tools.

• Water can be a solid or liquid.

• An investigation should be done more than once to make sure data is accurate.

• Scientists compare and contrast data with others to check for accuracy.

• Errors can be determined by comparing data with another student or by repeating the investigation

• Data can be visually represented with labeled diagrams, charts, tables, or graphs.

• Data can be graphically represented through bar graphs, line graphs, pictographs, or pie charts.

• Visual or graphical data can be analyzed to predict further change.

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

• Utilize a common vocabulary when performing or discussing a scientific investigation: observe, describe, compare, classify, measure, organize, apply, analyze, evaluate, hypothesis,

• Why are predictions an important part of the scientific process? How can we make better predictions?

• Why should we follow a plan when conducting an investigation?

• What tools are available to gather data when conducting an investigation?

• How does data help us explain our investigation? What are some of the ways we can collect data?

• How can we communicate the results of our investigation to others?

• How can we use our senses to learn about the world around us? What are some ways objects can be classified?

• How can different materials be mixed and sorted?

• How can we use our senses to learn about the world around us? What are some ways objects can be classified?

• How can different materials be mixed and sorted?

• What are the different states in which water can be found?

• How can we make sure an investigation is done the same way each time?

• How can data accuracy be determined? How can errors in data be discovered?

• How can data be visually represented? How does data help make better predictions?

• How can models help complete a scientific investigation? What do we have to do or make sure we do not do in order to be safe during science? What tools are available to help gather data?

Standards

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

Standard 1: Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (1.a., 1.b., 1.c., 1.d.)
Standard 2: Students know and understand common properties, forms and changes in matter and energy. (2.1.a., 2.1.c., 2.2.a., 2.2.c., 2.3.a., 2.3.b., 2.3.c.)
Standard 5: Students know and understand interrelationships among science, technology, and human activity and how they can effect the world. (5.d.)
Standard 6: Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (6.a., 6.b., 6.e.)

Students are expected to:

• Observe several kinds of solid materials.
• Compare properties of solid materials.
• Sort solids in different ways.
• Use the properties of solids to construct towers.
• Observe properties of solid particles in different containers.
• Separate a mixture of solids by using screens.
• Observe and describe the properties of solid particles in closed bottles.
• Use representational materials to separate particles based on size.
• Observe and describe properties of different liquids in bottles.
• Compare the appearance and behavior of different liquids in containers.
• Observe and describe what happens when solids are mixed with water.
• Observe and describe what happens when liquids and water are mixed.
• Organize observations of mixtures.

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

• Solids and Liquids Lessons