VT.SI. Scientific Inquiry
Enduring Knowledge (Conducting Experiments): Students follow an experimental design and use scientific tools (including measurement tools) appropriately and accurately. At early stages, students are encouraged to pay close attention to their experimental plan and record data throughout an investigation. At later stages, students engage in extended investigations and use more sophisticated science tools including computers.
S5-6:4. Students demonstrate their ability to CONDUCT EXPERIMENTS by:
S5-6:4.1. Choosing appropriate measurements for the task and measuring accurately. (DOK 2)
Enduring Knowledge (Designing Experiments): Students design investigations that control variables, generate adequate data/observations to provide reasonable explanations, and can be reproduced by other scientists. At early stages, experimental design reflects what the experimenter will do to answer a question and ensure that a test is fair. At later stages, students design investigations that will produce the appropriate kinds of evidence to support or refute an hypothesis. Multiple trials or the collection of multiple data points are incorporated into the design and variables are controlled to ensure that the investigation is valid and reproducible.
S5-6:3. Students demonstrate their understanding of EXPERIMENTAL DESIGN by:
S5-6:3.1. Writing a plan related to the question and prediction that includes:
S5-6:3.1.a. A list of materials needed that specifies quantities (e.g., 250 ml water). (DOK 3)
Enduring Knowledge (Representing Data and Analysis): Students represent data using text, charts, tables and graphs.
S5-6:6. Students demonstrate their ability to ANALYZE DATA by:
S5-6:6.1. Identifying relationships of variables based upon evidence. (DOK 2)
S5-6:7. Students demonstrate their ability to EXPLAIN DATA by:
S5-6:7.1. Explaining data using correct scientific terminology. (DOK 2)
S5-6:7.2. Using experimental results to support or refute original hypothesis. (DOK 2)
S5-6:7.3. Considering all data when developing an explanation/conclusion. (DOK 3)
S5-6:7.6. Preparing a conclusion statement/summary. (DOK 3)
Enduring Knowledge (Scientific Questioning): Students raise scientifically oriented questions that can be answered through observations, experimentation and/or research. At early stages, students learn how to develop investigable questions that guide their work. At later stages, students connect their questions to scientific ideas, concepts, and quantitative relationships that inform investigations.
S5-6:1. Students demonstrate their understanding of SCIENTIFIC QUESTIONING by:
S5-6:1.2. Identifying multiple variables that affect a system and using the variables to generate experimental questions that include cause and effect relationships. (DOK 2)
Enduring Knowledge: (Predicting and Hypothesizing): Scientists' explanations about what happens in the world come partly from what they observe and partly from what they think. Preliminary explanations are constructed with conceptual knowledge and propose a new level of understanding. At early stages, students think about what may happen during an investigation and justify their thinking. At later stages, students identify cause and effect relationships within an hypothesis and base predictions on factual evidence more than opinion.
S5-6:2. Students demonstrate their understanding of PREDICTING AND HYPOTHESIZING by:
S5-6:2.1. Using logical inferences derived from evidence to predict what may happen or be observed in the future. (DOK 2)