Science Educational Objectives
Model:
- Exposed to concept, but without vocabulary/terminology
- Assignment of terminology/process to example
- Put into practice, or report
Vocabulary |
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| Through engagement in our science games, students will be able to: |
| Define an experiment as a formal process that tests an idea under controlled situations. |
| Define a hypothesis as a prediction of the relationship between independent and dependent variables that can be tested in an experiment. |
| Define an independent variable as one of two types of variables in an experiment, and the one that is manipulated for the experiment. |
| Define a dependent variable as one of two types of variables in an experiment, and the one that is expected to change in the experiment. |
| Define control in experiments as a standard comparison or baseline by which dependent variables can be measured. |
Conceptual knowledge |
| Through engagement in our science games, students will be able to: |
| Explain the importance of having only one independent variable in an experiment as necessity in identifying which variable caused changes in the dependent variable. |
| Identify experiments as only one type of scientific process, and give examples of other types of research that could be done by observation and description and testing models. |
Specific scientific knowledge |
| Through engagement in our science games, students will be able to: |
| Give examples of how a control can be used as a baseline for measuring against. |
| Determine if a given assertion is a testable hypothesis. |
| Write a complete hypothesis to include the independent variable, dependent variable, and circumstances for experiment. |
| Identify in a proposed experiment the dependent and independent variables. |
| List specific components that should be included in reporting scientific information, including hypothesis, rationale for hypothesis, methods, results, and discussion. |