|
Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
- Scientists investigate the world around them and
communicate to others through the scientific process.
- The scientific process is the basis of an integrated
approach to understanding our world. (topic/problem, testable question,
hypothesis, procedure)
- Scientists use a plan to carry out an investigation
(variables, control, data, observations, investigations).
- Scientists select, appropriate tools to collect,
organize, and record data using the metric system in tables, charts, and
graphs. Scientists analyze data for reliability, validity to
form conclusions. Scientists analyze data to infer past and predict
future events.
- Scientists ask questions based on their
investigations and these questions can lead to new investigations.
- Scientists communicate the results of their
investigations in many formats and appropriate ways.
- Experiments must be controlled and have reproducible
results.
- Scientists identify, determine, compare, and control
variables. Scientists must be objective and bias free when
examining their work. Scientists communicate their results using various
methods.
- Scientists use models to predict change.
- Safety is a primary concern with all laboratory
techniques.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- What is a testable question that leads to a
proposed hypothesis? How is a testable question developed
- How do scientists design a plan for investigating
a testable questions? How is an investigation organized?
- How do scientists develop and perform a
scientific investigation? What are the independent/manipulated and
dependent/responding variables? What is the standard of control?
- What are the appropriate tools, technologies, and
measurement systems used by scientists?
- How do scientists interpret and evaluate data?
How do scientists infer/predict past and future events?
- What new questions have arisen based on
unexpected results of the investigation?
- How is scientific
information effectively communicated to specific audiences?
- What is the difference between a physical and
chemical change?
- How do controlled/uncontrolled variables affect
the outcomes of experiments?
- How can substances be separated chemically or
physically?
- How can matter be classified?
- What does the arrangement of elements in The
Periodic Table of Elements tell us about an element?
- How can force and motion be identified and
measured?
- How do you recognize the advantages of different
simple machines?
- How can we recognize the changes in energy?
- What are the differences between and uses of
renewable and nonrenewable resources?
- What are the advantages and disadvantages of
using technology to solve problems?
- How has technology influenced the way people
work? What are advantages/disadvantages created by new technology? How do people use science and technology in their
professional lives?
- How do controlled/uncontrolled variables affect
the outcomes of experiment
- How do you identify, compare, and control
variables in an investigation?
- How does bias, opinion, and evidence affect the
way science is communicated in various media?
- What are some different sources and methods a
scientist uses to collect and record data?
- How can models help us predict future outcomes?
- What are safe laboratory practices?
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.
|
Parents
When parents ask their teenagers what happened at school, they often get very
vague responses. You can demonstrate your support of your child's learning
by asking specific questions like, "What topic are you studying this week in
science? Share the topics you are interested in and why. While driving
together, there are games you can play to foster good communication.
Ask your teen to pick a science topic and quiz you by posing questions for
you to answer. Don't be intimidated if your child outscores you. Teaching
information to someone else is the best way to remember information.
You will be giving your teen an opportunity to demonstrate his or her
understanding of science information, and boost his or her confidence in
learning. |
