Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• All matter exists in specific states (e.g. solid, liquid, gas, plasma) and has characteristic chemical and physical properties. Matter can be separated using procedures based on characteristic properties.
• Elements are pure substances that can not be broken down by routine laboratory procedures; compounds are pure substances that are formed by the combination of elements in definite proportions. All forms of matter are composed of one or more of the elements.
• 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?
• 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.

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

Resources:

• Tsunami Surge Project - Unit from the Center for Innovation in Engineering and Science Education (CIESE)  This project uses real-time data sources from the internet to help students answer questions. They will be challenged to think critically and creatively in their efforts to understand, predict, and guard against this powerful force of nature.
• Musical Plates Project - Unit from the Center for Innovation in Engineering and Science Education (CIESE)  In this project, students use Real-Time earthquake and volcano data from the Internet to explore the relationship between earthquakes, plate tectonics, and volcanoes. Students will:
  Use real-time data to solve a problem.
  Study the correlation between earthquakes and tectonic plates.
  Determine whether or not there is a relationship between volcanoes and plate boundaries.
• Inside a Virtual Volcano - by the Discovery Channel includes an interactive simulation. Use information on this site to determine whether or not there is a relationship between volcanoes and plate boundaries.

Lesson 1: Lesson 1 Title
Duration: @ 1 class period

Resources

Differentiation
Extension:
Support: