TABLE OF CONTENTS - Lindbergh School District

Concept C: Evidence is used to formulate
explanations
a. Use quantitative and qualitative data to
construct reasonable explanations.
W
R
C-7
a. Students will take a survey in the class.
Students will use verbal responses on likes
and dislikes on such objects as favorite soda,
television show, or sport. Students will
perform the same type of survey, having the
student’s fill out a form to dictate their
responses. (2.1; 4.8).
a. Students will orally present survey results and
document findings with a rating scale.
b. Use data to describe relationships and
make predictions to be tested.
R
b. Students will perform a taste test (using
drink/food) and document results on an ongoing
basis while testing. (1.8; 2.5)
b. Students will present results showing
measurable differences in products or items.
(Bar graph, line graph, circle graph)
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 Suggested Assessments
Concept D: Scientific inquiry includes
evaluation of explanations (hypotheses,
laws, theories) in light of scientific
principles (understandings)
a. Make predictions supported by scientific
knowledge/explanations.
R
a. Students will perform a taste test (using
drink/food) and document results on an ongoing
basis while testing. (1.8; 2.5)
a. Students will present results showing
measurable differences in products or
items.(Bar graph, line graph, circle graph)
b. Evaluate the reasonableness of an
explanation.
R
W
C-2
b. Students will pose a question to the class
such as, “Why is grass green or how does the
television work” Students will brainstorm
all possible explanations. (1.1; 4.1)
b. Students will make a T-chart with reasonable
and unreasonable columns. Students will lace
the ideas in columns. Evaluate responses.
c. Analyze whether evidence supports
proposed explanations
R
W
c. Students will pose a question to the class
such as, “Why is grass green or how does the
c. Students will make a T-chart with reasonable
and unreasonable columns. Students will
65 of 367