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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
- A common vocabulary is needed to communicate about the scientific
procedure.
- 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.
- All organisms have unique characteristics which enable them to be
placed in a similar group known as their species. Plants can be placed into families based upon characteristics.
- Living things (plants) have specific needs and go through distinct
stages in a life cycle. Plants need air, water, nutrients, and light to
survive. Flowering plants require pollination.
- Living things (plants) have characteristics that can be used to
categorize them; are organized into systems that are interconnected; and
have interactions within and among living systems which cause changes in
matter and energy.
- Plants need air, water, nutrients, and light to survive. Living things (plants) have characteristics, requirements, and
interactions that are essential to the continuation of their life
cycles. Energy from the sun in the form of light and heat is necessary for
plant growth.
- Living things (plants) have characteristics, requirements, and
interactions that are essential to the continuation of their life
cycles.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- What common vocabulary should be used when conducting an
investigation?
- 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 a species be identified? How can plants be classified?
- What do plants need in order to survive? What do plants need to
grow? What is the function of each part of a plant? What is the life
cycle of a plant?
- How can we make sure an investigation is done the same way each
time?
- How can we make sure our data is accurate? How can we visually
represent data? What tools are available to help gather data? How
can we identify errors in our data? How can data be graphically
represented?
- How does data help us make better predictions? How can
models help complete a scientific investigation?
 Highest
Frequency Standards
 High
Frequency Standards  Other
Standards & E-skills
Standard 1:
Students understand the process of scientific investigation and design,
conduct, communicate about, and evaluate such investigations. (1.a., 1.b.,
1.c., 1.d.)
Standard 2: Physical Science: Students know and understand common
properties, forms, and changes in matter and energy. (2.3.a., 2.3.b.,
2.3.c.)
Standard 3: Life Science: Students know and understand the
characteristics and structure of living things, the process of life, and how
living things interact with each other and their environment. (3.1.a.,
3.1.c., 3.1.d., 3.2.a., 3.3.c., 3.4.a., 3.4.b., 3.4.c.)
Standard 6: Students understand that science involves a particular way
of knowing and understand common connections among scientific disciplines.
(6.a., 6.b., 6.e.)
Students are expected to:
- plant and care for Brassica rapa.
- observe, describe, and record changes in plants.
- compare and discuss changes occurring in plants over time.
- measure and record the growth of plants.
- use graphs to display and compare growth patterns.
- predict future growth from observations and measurements.
- read to learn more about plants.
- communicate results and reflect on experiences through writing,
drawing, and discussion.
- develop interest in studying the life cycle of plants.
- develop sensitivity to the needs of plants.
- develop an awareness of the interaction between plants and animals.
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