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.
• Water can undergo physical changes, such as changing its state of matter from gas, liquid, to solid.
• Not all water is usable. An adequate supply of usable water is vital to our daily lives. Water can exist as a solid, liquid, or gas.
• Water cycle, evaporation, condensation, heating, cooling, and vapor are water terms that are associated with weather. Water is a renewable resource, but its supply is limited due to outside factors.
• A written plan must be followed in the correct sequence to make sure it is done in the same way each time.
• An investigation should be done more than once to make sure the data is accurate.
• Many tools are available to help gather data. Compare and contrast date with other groups to make sure it is accurate. Data can be visually represented with labeled diagrams, charts, tables, or graphs
• Errors can be identified by repeating an investigation or comparing results with other groups. Data can be graphically represented through bar graphs, line graphs, pictographs, or pie charts. Data can be analyzed to predict further change. Models make it possible to represent events or objects.
• There are many safety rules to follow when doing an investigation to keep yourself and others safe.

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?
• What physical changes can water undergo? What are some of the major features of the Earth caused by water? How much of the Earth's surface is covered by water? What are the states in which water can be found?
• What is the water cycle? What water terminology can be associated with weather? How is water a renewable resource? What causes precipitation? Why is water an important resource?
• 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?
• What are safety procedures to follow when completing an investigation?

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.

Students are expected to:

• observe and explore properties of water in liquid and solid states.
• observe the expansion and contraction of water as it gains and loses heat.
• investigate factors that influence the cycle of evaporation and condensation of water.
• compare water quality using indicators.
• observe changes that occur in water that has flowed over limestone.
• acquire the vocabulary associated with water.
• record observations in writing and pictures.
• exercise language, social studies, and math skills in the context of science.
• become aware of the importance of water in their lives.
• gain experiences that contribute to their understanding of several pervasive themes that point out connections among scientific ideas and processes--pattern, structure, interaction, change, and system.  

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

• Water Lessons

Resources
Activities on the Water Cycle