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.
• 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.
• 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?
• 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 3: Life Science Students know and understand the characteristics and structures of living things, the processes of life and how living things interact with each other and their environment. Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. Students know and understand interrelationships of matter and energy in living systems. Students know and understand how the human body functions, factors that influence its structures and functions compared with those of other organisms. Students know and understand how organisms change over time in terms of biological evolution and genetics.
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

• Minerals and Rocks - In this simulation, you'll be investigating common minerals and rocks. Begin your investigation by trying to identify the mystery mineral on the screen. As you perform tests on the mineral, the number of possible matches for the mystery mineral will decrease until you are left with a likely match. Identify as many minerals as you like. When you are done, you may continue the simulation by investigating rock samples.
• Prentice Hall Science Explorer Series

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

Resources

Differentiation
Extension:
Support: