TABLE OF CONTENTS - Lindbergh School District

Strand 8: Impact of Science, Technology and Human Activity
2. Historical and cultural perspectives of scientific explanations help to improve understanding of the
nature of science and how science knowledge and technology evolve over time
Major Objectives IS Suggested Activities
These samples activities offer ideas and are not
meant to limit teacher or student
Concept A: People of different gender and
ethnicity have contributed to scientific
discoveries and the invention of
technological innovations
Scope and Sequence: All Units
resourcefulness
Suggested Assessments
These samples assessments offer ideas and are
not meant to limit teacher or student
resourcefulness
b. Describe how the contributions of
scientists and inventors, representing
different cultures, races, and gender, have
contributed to science, technology and
human activity (e.g., George Washington
Carver, Thomas Edison, Thomas Jefferson,
Isaac Newton, Marie Curie, Galileo, Albert
Einstein, Mae Jemison, Edwin Hubble,
Charles Darwin, Jonas Salk, Louis Pasteur,
Jane Goodall, Tom Akers, John Wesley
Powell, Rachel Carson)
(ASSESS LOCALLY)
G
E
C5
C9
C11
a. Students will identify and analyze various
scientific concepts, inventions, and
technological innovations that have been
developed by different cultures from
around the world; they will discuss the
influence of prevailing contemporary
thought on the acceptance of these
concepts, inventions, and innovations by
other scientists and society (1.2; 1.5, 1.6;
1.7; 1.8; 1.9; 2.1; 2.2; 2.3; 2.4; 4.1)
a. Students will research the life, work, and
contributions of a contemporary or
historical scientist. Compare the
background qualities and other factors that
influenced the work and training of the
scientist.
Concept B: Scientific theories are developed
based on the body of knowledge that exists
at any particular time and must be
rigorously questioned and tested for validity
Scope and Sequence: All Units
R
a. Recognize the difficulty science
innovators experienced as they attempted
to break through the accepted ideas
(hypotheses, laws, theories) of their time
to reach conclusions that are now
considered to be common knowledge (e.g.,
Darwin, Copernicus, Newton)
a. Students will identify and analyze theories
that are currently being questioned, and
compare them to new theories that have
emerged to challenge the older ones. (1.2;
1.5; 1.6; 1.7; 1.9; 2.4; 3.7; 4.1)
a. Students will identify a scientific theory
that is currently being modified or debated
based upon new data being gathered by the
scientific community (e.g., structure of the
atom, origin and evolution of the universe,
formation of Earth’s geological features).
Discuss the interplay that exists between
theory and the new information.
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