Access Point #: SC.6.N.1.In.1

Identify a problem from the sixth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results.
General Information
Number: SC.6.N.1.In.1
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

This access point is an alternate version of the following benchmark(s).

Related Courses

This access point is part of these courses.
2002040: M/J Comprehensive Science 1
2002050: M/J Comprehensive Science 1, Advanced
2001010: M/J Earth/Space Science
2001020: M/J Earth/Space Science, Advanced
2000010: M/J Life Science
2000020: M/J Life Science, Advanced
2003010: M/J Physical Science
2003020: M/J Physical Science, Advanced
1700000: M/J Research 1
7820015: Access M/J Comprehensive Science 1
2002055: M/J Comprehensive Science 1 Accelerated Honors

Related Resources

Vetted resources educators can use to teach the concepts and skills in this access point.

Lesson Plans

Investigation vs. Experiment:

This lesson explains and demonstrates the difference between an investigation and an experiment. This lesson includes teacher presentation and hands-on activities that will keep your students engaged. This lesson is very interactive and can be spread over several day. Each student should be recording their own individual data to simply get used to the process of collecting data. However the teacher can decide if the students will work in groups for the Final presentation. This lesson can lead into lessons for the following benchmarks:
SC.6.N.1.2 Explain why scientific investigations should be replicable SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.

Type: Lesson Plan

Potential and Kinetic Energy; "To Move or not to Move".:

Students will investigate, through a guided exploration lab, using a tennis ball, the Law of Conservation of Energy to differentiate between Potential and Kinetic Energy, and identify real life situations where potential energy is transformed into kinetic energy and vice versa.

Type: Lesson Plan

Differences between Climate and Weather:

Students will collect weather data over several days or weeks, graph temperature data, and compare the temperature data collected with averaged climate data where they live, to better understand the differences between weather and climate.

Type: Lesson Plan

Impact Crators :

In this activity, marbles or other spheres such as steel shot, ball bearings, golf, or wooden balls are used as impactors dropped from a series of heights onto a prepared "lunar surface." Using impactors of different mass dropped from the same height will allow students to study the relationship of mass of the impactor to crater size. Dropping impactors from different heights will allow students to study the relationship of velocity of the impactor to crater size.

Type: Lesson Plan

Student Resources

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Parent Resources

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