Access Point #: SC.3.N.1.In.4


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Recognize that scientists share their knowledge and results with each other.
Number: SC.3.N.1.In.4 Category: Independent
Date Adopted or Revised: 02/08 Big Idea: The Practice of Science

A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."

C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.

D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

Related Benchmarks

Name Description
SC.3.N.1.4: Recognize the importance of communication among scientists.
SC.3.N.1.5: Recognize that scientists question, discuss, and check each other's evidence and explanations.



Related Courses

Name Description
5020040: Science - Grade Three
5010044: Language Arts - Grade Three
7720040: Access Science Grade 3
7710014: Access Language Arts - Grade 3
5020100: STEM Lab Grade 3


Related Resources

Lesson Plans

Name Description
Discovering Dinosaurs: Students will examine evidence of dinosaurs, from which students will write a theory. Their theory must be supported by evidence. Students will then present their theory for a class discussion.
Overcoming Gravity:

In this lesson, students learn about the pull of gravity and see how stretch from a Slinky (a spring scale) is a way to measure resistance to gravity.

Unit/Lesson Sequence

Name Description
Physical Properties & Physical Change in Solids | Curious Crystals | Inquiry in Action: In this investigation, students will carefully look at four known household crystals. After observing and describing the crystals, students will be given an unknown crystal, which is chemically the same as one of the four known crystals but looks different. When students realize that they cannot identify this crystal by its appearance alone, they will suggest other tests and ways to compare the crystals to eventually identify the unknown crystal. The other activities in this investigation are examples of tests students can conduct on the crystals. After a series of these tests, students will gather enough evidence to identify the unknown crystal.