S1: Inquiry Process



Strand 1: Inquiry ProcessConcept 1: Observations, Questions and HypothesisS1C1.PO 1: Formulate questions based on observations that lead to the development of a hypothesis.MI can formulate questions from observations to make a hypothesis.UnderstandSynthesizeText-E: p. 196-203Science Fair Participationati- ( Science Curriculum Resources )mentoring/project_scientific_method.shtmlscientific_method.htmlObserveInferControlled Experiment VariablesScientific InquiryS1: Inquiry ProcessConcept 1: Observations, Questions and HypothesisS1C1.PO 2: Select appropriate resources for background information related to a question, for use in the design of a controlled investigation. MI can select appropriate resources to help design a controlled experiment.UnderstandEvaluateText-E: p. 196-203Science Fair Participationmentoring/project_scientific_method.shtmlscientific_method.htmlScience ResourcesS1: Inquiry ProcessConcept 1: Observations, Questions and HypothesisS1C1.PO 3: Explain the role of a hypothesis in a scientific inquiry. MI can explain why I need a hypothesis.AnalyzeText-E: p. 196-203Science Fair Participationmentoring/project_scientific_method.shtmlscientific_method.htmlHypothesisS1: Inquiry ProcessConcept 2: Scientific Testing (Investigating and Modeling)S1C2.PO 1: Demonstrate safe behavior and appropriate procedures (e.g. use and care of technology, materials, organisms) in all science inquiry.MI can demonstrate safe and appropriate experiment procedures.UnderstandApplyScience Fair Participationati- ( Science curriculum Resources )mentoring/project_scientific_method.shtmlscientific_method.htmlSafety Lab ProceduresCommon Lab Equipment, Use and CareScientific MethodTechnologyOrganismsMaterialsS1: Inquiry ProcessConcept 2: Scientific Testing (Investigating and Modeling)S1C2.PO 2: Design an investigation to test individual variables using scientific processes.MI can design an experiment to test a variable.ApplyText-E: p. 196-203Science Fairmentoring/project_scientific_method.shtmlscientific_method.htmlDependent VariableIndependent VariableConstant and Controlled VariablesManipulated variableResponding variableS1: Inquiry ProcessConcept 2: Scientific Testing (Investigating and Modeling)S1C2.PO 3: Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis using scientific processes. MI can conduct an experiment many times to test a hypothesis.UnderstandApplyScience Fairmentoring/project_scientific_method.shtmlscientific_method.htmlScientific processesS1: Inquiry ProcessConcept 2: Scientific Testing (Investigating and Modeling)S1C2.PO 4: Perform measurements using appropriate scientific tools (e.g. balances, microscopes, probes, micrometers) MI can measure correctly using scientific tools.ApplyAnalyzementoring/project_scientific_method.shtmlscientific_method.htmlTriple beam balanceTest tubeBeakerGraduated cylinderMetric systemS1: Inquiry ProcessConcept 2: Scientific Testing (Investigating and Modeling)S1C2.PO 5: Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. M I can keep a log/journal of everything when experimenting.UnderstandApplyInternet access JournalsScience LogsS1: Inquiry ProcessConcept 3: Analysis and ConclusionsS1C3.PO 1: Analyze data obtained in a scientific investigation to identify trends. M I can analyze data from an experiment to identify trends.Analyzeati- ( Science Curriculum Resources ) DataData Trends From ExperimentS1: Inquiry ProcessConcept 3: Analysis and ConclusionsS1C3.PO 2: Form a logical argument about a correlation between variables or sequence of events (e.g. construct a cause-and-effect chain that explains a sequence of events.) MI can argue logically about the correlation between variables or sequence of events.Evaluate of EventsS1: Inquiry ProcessConcept 3: Analysis and ConclusionsS1C3.PO 3: Analyze results of data collection in order to accept or reject the hypothesis. MI can analyze experiment results to accept or reject the hypothesis.Analyze HypothesisReject HypothesisS1: Inquiry ProcessConcept 3: Analysis and ConclusionsS1C3.PO 4: Determine the validity and reliability of results of an investigation. MI can determine if the experiment results are valid and reliable.UnderstandEvaluate of ResultsReliability of ResultsS1: Inquiry ProcessConcept 3: Analysis and ConclusionsS1C3.PO 5: Formulate a conclusion based on data analysis. MI can formulate a conclusion based on analyzing the data.Evaluate: Inquiry ProcessConcept 3: Analysis and ConclusionsS1C3.PO 6: Refine hypotheses based on results from investigations. MI can refine my hypothesis based on the experiment results.Analyze: Inquiry ProcessConcept 3: Analysis and ConclusionsS1C3.PO 7: Formulate new questions based on the results of a previous investigation. MI can formulate new questions based on the experiment results.Synthesize a QuestionS1: Inquiry ProcessConcept 4: CommunicationS1C4.PO 1: Choose an appropriate graphic representation to collected data:Line graphDouble bar graphStem and leaf plotHistogram MI can choose the best graph for my data:Line graphDouble bar graphStem and leaf plotHistogramUnderstandAnalyzeText-E: p. 204-2064door_graphs.pdfati- ( Science Curriculum Resources ) graphBar graphStem-and-leaf plotHistogramS1: Inquiry ProcessConcept 4: CommunicationS1C4.PO 2: Display data collected from a controlled investigation. MI can display data from an experiment.ApplyText-E: p. 204-206MS ExcelDataS1: Inquiry ProcessConcept 4: CommunicationS1C4.PO 3: Communicate the results of an investigation with appropriate use of qualitative and quantitative information. MI can communicate experiment results with qualitative and quantitative information.Understand/ ApplyText-E: p. 204-206MS Word, Excel, PowerpointSkypeQualitative InformationQuantitative InformationS1: Inquiry ProcessConcept 4: CommunicationS1C4.PO 4: Write clear, step-by-step instructions for following procedures (without the use of personal pronouns).MI can write clear, step-by-step instructions without using personal pronouns.ApplyLooking for buried treasure.docPersonal pronounsS1: Inquiry ProcessConcept 4: CommunicationS1C4.PO 5: Communicate the results and conclusions of the investigation. MI can communicate the results and conclusions of an experiment.Understand/ ApplyText-E: p. 204-206MS Word, Excel, PowerpointCommunicateConclusionS2: History and Nature of ScienceConcept 1: History of Science as a Human EndeavorS2C1.PO 1: Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g. Rachel Carson [scientist], Luis Alvarez [scientist] and Walter Alvarez [scientist], Percival Lowell [scientist], Copernicus [scientist]) MI can identify past and present contributions to science.Rememberati- ( Science Curriculum Resources )Internet ResourcesLibraryContributionS2: History and Nature of ScienceConcept 1: History of Science as a Human EndeavorS2C1.PO 2: Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g. global positioning system, telescopes, seismographs, photography)MI can describe how a discovery or invention has changed how we think/understand our world.UnderstandInternet accessLibraryDiscoveryInventionS2: History and Nature of ScienceConcept 1: History of Science as a Human EndeavorS2C1.PO 3 Analyze the impact of a major scientific development occurring within the past decade.MS2: History and Nature of ScienceConcept 1: History of Science as a Human EndeavorS2C1.PO 4. Analyze the use of technology in science-related careers.MStrand 2: History and Nature of ScienceConcept 2: Nature of Scientific KnowledgeS2C2.PO 1. Describe how science is an ongoing process that changes in response to new information and discoveries.MStrand 2: History and Nature of ScienceConcept 2: Nature of Scientific KnowledgeS2C2.PO 2. Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.MStrand 2: History and Nature of ScienceConcept 2: Nature of Scientific KnowledgeS2C2.PO 3: Apply the following scientific processes to other problem solving or decision making situations:ObservingQuestioningCommunicatingComparingMeasuringClassifyingPredictingOrganizing dataInferringGenerating hypothesesIdentifying variablesMI can apply the following scientific processes to other problem solving or decision making situations:ObservingQuestioningCommunicatingComparingMeasuringClassifyingPredictingOrganizing dataInferringGenerating hypothesesIdentifying variablesApplyScience FairInternetSkypeati- ( Science Curriculum Resources )ObserveQuestionCommunicateCompareMeasureClassifyPredictOrganizeInferGenerateHypothesisVariableStrand 3: Science in Personal and Social PerspectivesConcept 1: Changes in EnvironmentsS3C1.P0 1 Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human interaction with biological or geological systems.MStrand 3: Science in Personal and Social PerspectivesConcept 1: Changes in EnvironmentsS3C1.P0 2 Analyze environmental benefits of the following human interactions with biological or geological systems:reforestationhabitat restorationconstruction of damsMStrand 3: Science in Personal and Social PerspectivesConcept 1: Changes in EnvironmentsS3C1.P0 3: Propose possible solutions to address the environmental risks in biological or geological systems. MI can propose possible solutions to environmental risks.SynthesizeTextbook-EInternet accessLibraryProposeSolutionEnvironmental riskBiological systemGeological systemStrand 3: Science in Personal and Social PerspectivesConcept 2: Science and Technology in SocietyS3C2. PO 1 Propose viable methods of responding to an identified need or problem. MStrand 3: Science in Personal and Social PerspectivesConcept 2: Science and Technology in SocietyS3C2. PO 2 Compare solutions to best address an identified need or problem.MStrand 3: Science in Personal and Social PerspectivesConcept 2: Science and Technology in SocietyS3C2. PO 3: Design and construct a solution to an identified need or problem using simple classroom materials. MI can design and construct a solution to a need or problem using simple classroom materials.Synthesize ( Science Curriculum Resources )DesignConstructSolutionStrand 3: Science in Personal and Social PerspectivesConcept 2: Science and Technology in SocietyS3C2. PO 4: Describe a scientific discovery that influences technology. MI can describe a scientific discovery that influences technology.UnderstandTextbook-EInternet accessLibraryDiscoveryInfluenceTechnologyStrand 6: Earth and Space ScienceConcept 1: Structure of the EarthS6C1.PO 3 Explain the following processes involved in the formation of the Earth’s structure:erosiondepositionplate tectonicsvolcanismI MStrand 6: Earth and Space ScienceConcept 1: Structure of the EarthS6C1.PO 4 Describe how the rock and fossil record show that environmental conditions have changed over geologic and recent time.I MStrand 6: Earth and Space ScienceConcept 2: Structure of the EarthS6C2.PO 3 Analyze the evidence that lithospheric plate movements occur.I MStrand 6: Earth and Space ScienceConcept 2: Structure of the EarthS6C2.PO 4 Explain lithospheric plate movement as a result of convection.I MStrand 6: Earth and Space ScienceConcept 2: Structure of the EarthS6C2.PO 5: Relate plate boundary movements to their resulting landforms including:MountainsFaultsRift ValleysTrenches VolcanoesI MI can relate plate boundary movements to various landforms on the EarthApplyAnalyzeTextbook-FInternet accessLibraryMountainFaultRiftValleyTrenchVolcanoStrand 6: Earth and Space ScienceConcept 2: Structure of the EarthS6C1.PO 6: Describe how earthquakes are being measuredI MI can describe how earthquakes are being measuredUnderstandTextbook-FInternet accessLibraryEarthquakeRichter Scale ................
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