TABLE OF CONTENTS - Lindbergh School District

Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills and scientific knowledge in
combination with scientific investigation, reasoning, and critical thinking
Major Objectives IS Suggested Activities
These samples activities offer ideas and are
not meant to limit teacher or student
Concept A: Scientific inquiry includes the
ability of students to formulate a testable
question and explanation and to select
appropriate investigative methods in order to
obtain evidence relevant to the explanation
Scope and Sequence: All Units
resourcefulness
Suggested Assessments
These samples assessments offer ideas and are
not meant to limit teacher or student
resourcefulness
a. Formulate testable questions and hypotheses
R
a. Students will design and conduct
investigations that includes an adequate
number of repeated trials, unbiased
sampling, accurate measurement and
record-keeping, and a comparison to a
control. (1.3; 3.1; 3.2; 3.3; 3.4)
a. Students will observe a discrepant event,
such as two balls of similar mass and size
that do not bounce the same height, and
formulate questions that might lead to an
explanation.
b. Recognize the importance of the independent
variable, dependent variables, control of
constants, and multiple trials to the design of
a valid experiment
R
b. Students will design and conduct
investigations that include an adequate
number of repeated trials, unbiased
sampling, accurate measurement and
record-keeping, and a comparison to a
control. (1.3; 3.1; 3.2; 3.3; 3.4)
b. Students will observe a discrepant event,
such as two balls of similar mass and size
that do not bounce the same height, and
formulate questions that might lead to an
explanation.
c. Design and conduct a valid experiment
C1
C2
c. Students will design and conduct
investigations that include an adequate
number of repeated trials, unbiased
sampling, accurate measurement and
record-keeping, and a comparison to a
control. (1.3; 3.1; 3.2; 3.3; 3.4)
c. Students will observe a discrepant event,
such as two balls of similar mass and size
that do not bounce the same height, and
formulate questions that might lead to an
explanation.
d. Evaluate the design of an experiment and
make suggestions for reasonable
improvements or extensions of an experiment
R
d. Students will analyze and evaluate
arguments based on very small sets of
data, experiments with few repeated
trials, biased samples, or samples for
which there was no control sample. (1.5;
1.7; 3.4; 3.7)
d. Students will design two paper airplanes,
identical except for one attribute. They
will measure and compare the distance
thrown and discuss whether this is a fair
test of how far the planes fly or of which
plane is better.
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