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Observe and Measure - Observing is the first action taken by the learner to acquire new information about an object or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Observation
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2 - Observe (Objects)
2 - Measure (Objects)
2 - Measure (Events)
2 - Measure (Events)
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2 - I can observe quantitative information about objects.
2 - I can measure quantitative information about objects.
2 - I can observe quantitative information about events.
2 - I can measure quantitative information about events.
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A. Through the use of scientific tools, observations can be quantified resulting in new information in the form of measurements.
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A.1 What observations can I make of an object?
A.2 What observations can I make of an organism?
A.3 What observations can I make of an event?
A.4 How do I use a scientific tool to take a measurement?
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Classify - Classifying establishes order. Objects and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Classification
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2 - Classify (Objects)
2 - Classify (Events)
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2 - I can classify objects using similarities.
2 - I can classify objects using differences.
2 - I can classify objects using interrelationships.
2 - I can classify events using similarities.
2 - I can classify events using differences.
2 - I can classify events using interrelationships.
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A. Classifying using similarities, differences, and interrelationships establishes order.
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A.1 What similarities can be used to classify?
A.2 How are differences used to guide one classifying something?
A.3 When can interrelationships be used to classify?
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Experimental Design - Understanding experimental design requires that students recognize the components of a valid experiment. The student will accomplish these objectives to meet this process standard.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Experiment
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1 - Recognize (Components of a valid experiment)
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1 - I can recognize components of a valid experiment.
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A. Experimenting is the use of making observations and measurements in order to discover new information.
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A.1 How do I test ideas about a phenomena through observations and measurements?
A.2 What makes a good question when looking at a phenomena?
A.3 What makes a good procedure for an experiment?
A.4 When looking at a phenomena, what observations can be made?
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Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Patterns
Communication
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3 - Interpreting (Patterns in collected data)
4 - Make (Inferences patterns from collected data)
3 - Make (Predictions from collected data)
4 - Make (Conclusions from collected data)
1 - Describing (Experimental procedures and results)
1 - Record (Experimental procedures and results)
2 - Reporting (Experimental procedures and results to others)
4 - Organizing (Ideas, using appropriate vocabulary)
4 - Organizing (Ideas, using appropriate graphs)
4 - Organizing (Ideas, using appropriate visual representations)
4 - Organizing (Ideas, using appropriate mathematical equations)
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3 - I can interpret patterns in collected data.
4 - I can make inferences about patterns from collected data.
3 - I can make predictions from collected data.
4 - I can make conclusions from collected data.
1 - I can describe experimental procedures and results.
1 - I can record experimental procedures and results.
2 - I can reporting experimental procedures and results to others.
4 - I can organizing Ideas, using appropriate vocabulary.
4 - I can organizing Ideas, using appropriate graphs.
4 - I can organizing Ideas, using appropriate visual representations.
4 - I can organizing Ideas, using appropriate mathematical equations.
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A. Through interpreting, collected data from experimental procedures can reveal patterns.
B. Communicating is necessary in order for others to learn from our ideas.
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A.1 What is made in order to interpret recognized patterns from collected data?
B.1 What ways can ideas be communicated?
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Model - Modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. The student will accomplish these objectives to meet this process standard.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
6 - Model (Representation)
2 - Predict (Using a model)
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6 - I can model a representation.
2 - I can make predictions using a model.
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A. Modeling helps to conceptualize what is observed.
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A.1 What observations can be modeled?
A.2 What kind of representations can be used to demonstrate what is observed?
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Inquiry - In order for inquiry to occur, students must have the opportunity to make observations, pose questions, formulate testable hypotheses, carry out experiments, and make conclusions based on evidence. The student will accomplish these objectives to meet this process standard..
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Carry out (Scientific thinking)
3 - Make (Observations)
6 - Pose (Questions)
6 - Formulate (Testable hypotheses)
3 - Carry out (Experiment)
3 - Make (Conclusions based on evidence)
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3 - I can carry out scientific thinking.
3 - I can make observations.
6 - I can pose questions.
6 - I can formulate a testable hypotheses.
3 - I can carry out an experiment.
3 - I can make a conclusion based on evidence.
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A. Inquiry is the key that unlocks our understanding of the world around us.
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A.1 What process is used in inquiry to learn about the world around us?
A.2 What are our observations focused on?
A.3 What question can I compose about an observation?
A.4 How do I formulate a testable hypothese based on my question posed?
A.5 What should the experiment look like that tests my hypothese?
A.6 What conclusion(s) can I make based on the results of the experiment?
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Engineering Design - Engineering design can be defined as the creative process of turning abstract ideas into a physical prototype (laboratory apparatus, trial product, model) that addresses a need or solves a problem. In order for engineering design to occur, students must have the opportunity to identify a need or problem, establish design criteria, prepare preliminary designs, build then test a prototype, and test and redesign as necessary. The student will accomplish these objectives to meet this process standard:
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Engineering design
Prototype
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2 - Identify (Need)
2 - Identify (Problem)
6 - Establish (Design criteria)
3 - Prepare (Preliminary Designs)
6 - Build (Prototype)
2 - Test (Prototype)
6 - Redesign (Prototype)
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2 - I can identify a need where engineering design is needed.
2 - I can identify a problem where engineering design is needed.
6 - I can establish design criteria that addresses a need or problem.
3 - I can prepare preliminary designs based on design criteria.
6 - I can build a prototype based on a preliminary design.
2 - I can test a prototype.
6 - I can redesign a prototype based on earlier tests.
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A. Engineering design is based on a structured process that facilitates development prototypes that addresses a need or problem.
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A.1 What are the steps to the engineering design?
A.2 When might the engineering design play a role in experimental design?
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Structure and Properties of Matter - All matter is made up of atoms. Its structure is made up of repeating patterns and has characteristic properties. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Matter
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4 - Integrate (Investigations)
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4 - I can integrate process standards in an investigation to discover more about this objective.
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A. Matter has structural patterns and characteristic properties based on the atoms that form it.
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A.1 What patterns exist in matter.
A.2 What is the "nature" of the atom?
A.3 Based on a material's atoms, what properties does it have?
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Chemical Reactions - A chemical reaction is a reaction in which one or more substances are changed into different substances. A chemical change cannot be reversed by physical means. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Chemical Reactions
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4 - Integrate (Investigations)
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4 - I can integrate process standards in an investigation to discover more about this objective.
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A. Chemical reactions product new substances that can not be reversed by physical means.
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A.1 How do properties change when chemical reactions occur?
A.2 What do chemical reactions vary?
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Interactions of Energy and Matter – Total energy is conserved in a closed system. The student will engage in investigations that integrate the process and inquiry standards and lead to the discovery of the following objectives:
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
4 - Integrate (Investigations)
|
4 - I can integrate process standards in an investigation to discover more about this standard.
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A. The total amount of energy that an object has does not change.
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A.1 When is an object, not a closed system?
A.2 How can the amount of energy be determined for a closed system.
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Solution chemistry – Solutions are homogenous mixtures of solutes dissolved in solvents. Most chemical reactions occur in solutions. The student will engage in investigations that integrate the process and inquiry standards and lead to the discovery of the following objectives:
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Solutions
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4 - Integrate (Investigations)
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4 - I can integrate process standards in an investigation to discover more about this standard.
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A. Solutions provide an environment that lets solutes chemically react.
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A.1 How does the solution environment help reactions happen?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Evidence
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5 - Cite (specific textual evidence)
1 - Identify (author distinctions)
1 - Identify (author gaps in account)
1 - Identify (author inconsistencies in account)
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5 - I can cite specific textual evidence that support an author's analysis.
1 - I can identify author distinctions within text.
1 - I can identify an author's gaps in their account.
1 - I can identify an author's inconsistencies in their account.
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A. Evidence is essential to support one's analysis of textual information.
B. Analysis of textual information is essential for drawing conclusions.
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A.1 What is good evidence for one's analysis of science texts?
A.2 What is good evidence for one's analysis of technical texts?
A.3 How do you know if explanation cited evidence supports a particular analysis?
A.4 How do you know if descriptive cited evidence supports a particular analysis?
B.1 How do you identify gaps or inconsistencies in an author's account? Why do we need to analyze textual information?
B.2 What strategies can be used to analyze science or technical text for important distinctions, gaps, or inconsistencies an author may introduce?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Summary
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4 - Determine (central idea of a text)
4 - Determine (conclusion of a text)
2 - Summarize (complex concepts)
2 - Summarize (complex processes)
2 - Summarize (complex information)
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4 - I can determine the central idea of a text.
4 - I can determine the conclusion of a text.
2 - I can summarize text by paraphrasing in simpler and accurate terms.
2 - I can summarize complex concepts.
2 - I can summarize complex processes.
2 - I can summarize complex information.
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A. Text will have a central idea or conclusion .
B. Text written about a complex concepts, processes, or information can be summarized in simpler and accurate terms resulting in a deeper understanding of the content.
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A.1 How does one determine the central idea of a text? How does one determine the conclusion of a text?
A.2 How does one summarize by paraphrasing text in simpler and accurate terms?
B.1 How does one summarize a complex concept from text?
B.2 How does one trace a complex processes from text?
B.3 How does one trace a complex information from text?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Multistep Procedure
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3 - Use (procedure when carrying out experiments)
2 - Measurement (quantities)
3 - Execute (perform technical tasks)
4 - Analyze (specific result based on text)
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3 - I can use a procedure to carry out an experiment.
2 - I can use a procedure to measure a quantity.
3 - I can perform technical tasks using a procedure.
2 - I can identify special cases or exceptions for a given multistep procedure.
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A. Various tasks can be broken down into multistep procedures that lead to the ability to analyze results.
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A.1 How does one follow precisely a multistep experimental procedure?
A.2 How does one follow precisely a multistep procedure when taking measurements?
A.3 How does one follow precisely a multistep procedure when performing technical tasks?
A.4 How does one analyze results based on multistep procedure?
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Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Scientific Meaning
Technical Meaning
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4 - Determine (meaning)
|
4 - I can determine meaning of a symbol.
4 - I can determine meaning of key terms.
4 - I can determine meaning of domain-specific words.
4 - I can determine meaning of domain-specific phrases.
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A. Symbols, key terms, and domain-specific words and phrases are based on a specific meaning.
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A.1 What is the meaning of a symbol?
A.2 What is the meaning of key terms?
A.3 What is the meaning of words and phrases?
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Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text Structures
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4 - Analyze (text structures information into categories or hierarchies)
4 - Analyze (text structures ideas into categories or hierarchies)
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4 - I can analyze text structures to see how information is placed into categories or hierarchies.
4 - I can analyze text structures to see how ideas is placed into categories or hierarchies.
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A. Information and ideas in text can be structured into categories or hierarchies.
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A.1 How can one analyze text structures to see how information or ideas are placed into categories.
A.2 How can one analyze text structures to see how information or ideas are placed into hierarchies.
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Classify - Classifying establishes order. Objects and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text Purpose
|
1 - Identify (unresolved issues)
4 - Analyze (text purpose in providing an explanation)
4 - Analyze (text purpose in providing a procedure description)
4 - Analyze (text purpose in providing an discussing an experiment)
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2 - I can identify unresolved issues.
4 - I can analyze the text containing purpose of an explanation.
4 - I can analyze the text containing purpose for a description of a procedure.
4 - I can analyze the text containing purpose for discussing an experiment.
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A. In science/technical text, there may be important issues that remain unresolved.
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A.1 How can you analyze the author's text purpose? Based on the purpose, how may one identify remaining unresolved issues?
A.2 How can you analyze text to see purpose and question of their explanation?
A.3 How can you analyze text to see purpose and question of their description of a procedure?
A.4 How can you analyze text to see purpose and question of their discussion of an experiment?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Information Sources (e.g.)
|
4 - Integrate (multiple sources of information)
3 - Solve (problem)
5 - Evaluate (multiple sources of information)
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4 - I can integrate multiple sources of information in diverse formats to address a question.
4 - I can integrate multiple sources of information in diverse formats to solve a problem.
5 - I can evaluate multiple sources of information in diverse formats to address a question.
5 - I can evaluate multiple sources of information in diverse formats to solve a problem.
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A. Information presented in diverse formats and media requires one to be able to integrate and evaluate sources in order to address a question or solve a problem.
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A.1 What strategies may be used to integrate diverse sources of information? How might these strategies vary depending on addressing a question or solving a problem?
A.2 What strategies may be used to evaluate diverse sources of information? How might these strategies vary depending on addressing a question or solving a problem?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
4 - Evaluate (hypothesis, data, analysis, and conclusions)
4 - Verify (data)
4 - Draw conclusions (additional information sources)
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4 - I can evaluate a hypothesis, data, analysis, and conclusions presented in a science or technical text.
4 - I can verify data presented in a science or technical text.
4 - I can corroborate or challenge conclusions using other sources of information.
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A. The verification of data and evaluation of conclusions with other sources of information should always be done to check an author's hypotheses, data, analysis and conclusions.
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A.1 How does one evaluate a hypothesis?
A.2 How does one evaluate data?
A.3 How does one evaluate an author's analysis?
A.4 How does one evaluate an author's conclusions?
A.5 How does one verify if additional sources of data support an author's data?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Information Sources (e.g.)
Understandings
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6 - Relate (sources into a process)
6 - Relate (sources into a phenomenon)
6 - Relate (sources into a concept)
6 - Resolve (conflict)
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6 - I can relate (synthesize) information from a range of sources into an understanding of a process.
6 - I can relate (synthesize) information from a range of sources into an understanding of a phenomenon.
6 - I can relate (synthesize) information from a range of sources into an understanding of a concept.
6 - I can resolve conflicting information between different sources.
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A. The ability to take a range of sources of information and synthesis an understanding of processes, phenomenons, or concepts presented reinforces the knowledge one gains.
B. The ability to resolve conflicting information demonstrates a "working" understanding of one's knowledge.
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A.1 What is the process of taking a range of sources of information and synthesizing an understanding of a process?
A.2 What is the process of taking a range of sources of information and synthesizing an understanding of a phenomenon?
A.3 What is the process of taking a range of sources of information and synthesizing an understanding of a concept?
B.1 What is the process of resolving conflicting information?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Read (Grade 12 texts with proficiency)
2 - Comprehend (Grade 12 texts independently)
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1 - I can read science and technical texts independently and proficiently.
2 - I can comprehend science and technical texts independently and proficiently.
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A. The ability to read and comprehend texts is central to learning independently.
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A.1 What reading strategies can help one better understand science texts.
A.2 What reading strategies can help one better understand technical texts.
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