Inquiry Science

Big Idea: • Integrated
Essential
Questions:
• Integrated
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 1 1 Evaluate scientific information for relevance to a given problem. HUSD Materials,
Resources, &
Assessments
1 1 2 Develop questions from observations that transition into testable hypotheses. HUSD Materials,
Resources, &
Assessments
1 1 3 Formulate a testable hypothesis. HUSD Materials,
Resources, &
Assessments
1 1 4 Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring). HUSD Materials,
Resources, &
Assessments
1 2 1 Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all
science inquiry.
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
1 2 2 Identify the resources needed to conduct an investigation. HUSD Materials,
Resources, &
Assessments
1 2 3
Design an appropriate protocol (written plan of action) for testing a hypothesis:
• Identify dependent and independent variables in a controlled investigation.
• Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes,
spectrophotometer, using qualitative changes).
• Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts,
computers/calculators).
HUSD Materials,
Resources, &
Assessments
1 2 4 Conduct a scientific investigation that is based on a research design. HUSD Materials,
Resources, &
Assessments
1 2 5 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Scientific method
2. Observation
3. Problem
4. Hypothesis
5. Resource
6. Controlled variables
7. Variable
8. Independent variable
9. Dependent variable
10. Control group
11. Experiment
12. Data table
13. Data trends
14. Analysis
15. Sample size
16. Trials
17. Bias
18. Conclusion
19. Theory
20. Scientific lawHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1
Math and Measurement – Duration 2 Weeks
Big Idea:
1. Know the SI base units of measurement and be able to convert within the metric system
2. Use dimensional analysis for conversions
3. Convert between standard and scientific notation
4. Compare and contrast accuracy and precision
5. Convert between standard and scientific notation
Essential
Questions:
1. How do scientists collect accurate data?
2. What is the metric system?
3. What are the SI units of the metric system?
4. How are metric units converted into other metric units?
5. How are metric units converted into units of the English system of measurement?
6. What are the steps of dimensional analysis?
7. How and when is dimensional analysis used in science?
8. How are very large, or very small, numbers represented in science?
9. How are accuracy and precision related?
10. When would scientific notation need to be used?
11. How are numbers written in scientific notation?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 3 1
Interpret data that show a variety of possible relationships between variables, including:
• positive relationship
• negative relationship
• no relationship
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 3
1 3 2 Evaluate whether investigational data support or do not support the proposed hypothesis. HUSD Materials,
Resources, &
Assessments
1 3 3 Critique reports of scientific studies (e.g., published papers, student reports). HUSD Materials,
Resources, &
Assessments
1 3 4
Evaluate the design of an investigation to identify possible sources of procedural error, including:
• sample size
• trials
• controls
• analyses
HUSD Materials,
Resources, &
Assessments
1 3 6
Use descriptive statistics to analyze data, including:
• mean
• frequency
• range
HUSD Materials,
Resources, &
Assessments
1 3 7 Propose further investigations based on the findings of a conducted investigation. HUSD Materials,
Resources, &
Assessments
1 4 1 For a specific investigation, choose an appropriate method for communicating the results. HUSD Materials,
Resources, &
Assessments
1 4 2
Produce graphs that communicate data. HUSD Materials,
Resources, &
Assessments
1 4 3
Communicate results clearly and logically. HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 3 of 3
1 4 4
Support conclusions with logical scientific arguments. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Measurement
2. SI Units
3. Standard Units
4. Length
5. Meter (m)
6. Mass
7. Kilogram (kg)
8. Temperature
9. Celsius (Co
)
10. Kelvin (Ko
)
11. Time
12. Seconds
13. Volume
14. Cubic meter (m3
)
15. Prefixes and Suffixes
16. Giga-
17. Mega-
18. Kilo-
19. Hecta-
20. Deca-
21. Gram (g)
22. Meter (m)
23. Liter (L)
24. Deci-
25. Centi-
26. Milli-
27. Micro-
28. Nano-
29. Metric Conversions
30. Metric system
31. Dimensional Analysis
32. Conversion factor
33. Units
34. Denominator
35. Accuracy
36. Precision
37. Scientific Notation
38. Powers of 10HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1
Graphing Duration – 2 Weeks
Big Idea:
1. Organize data into tables that present the material most effectively
2. Recognize patterns in data that suggest relationships worth further investigating
3. Distinguish between causal and correlational relationships
4. Understand the x and y components of a normal graph
5. Construct graphs with independent and dependent variables appropriately placed
6. Compare and contrast the following graphs, and know when to use each one: line graph, bar graph, pie chart, multiple line graph, double
bar graph, histogram
7. Construct appropriate graph based on data given
Essential
Questions:
1. What are the different types of data tables used to present data effectively?
2. What is the difference between a causal and correlational relationship, and how can it be recognized graphically?
3. Where should the independent variable be located on a graph?
4. Where should the dependent variable be located on a graph?
5. When should a line graph be used to represent one’s data?
6. When should a bar graph be used to represent one’s data?
7. When should a histogram be used to represent one’s data?
8. When should a pie chart be used to represent one’s data?
9. How is a graph properly constructed?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 3 1
Interpret data that show a variety of possible relationships between variables, including:
• positive relationship
• negative relationship
• no relationship
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 3
1 3 2
Evaluate whether investigational data support or do not support the proposed hypothesis. HUSD Materials,
Resources, &
Assessments
1 3 3 Critique reports of scientific studies (e.g., published papers, student reports). HUSD Materials,
Resources, &
Assessments
1 3 4
Evaluate the design of an investigation to identify possible sources of procedural error, including:
• sample size
• trials
• controls
• analyses
HUSD Materials,
Resources, &
Assessments
1 3 6
Use descriptive statistics to analyze data, including:
• mean
• frequency
• range
HUSD Materials,
Resources, &
Assessments
1 3 7 Propose further investigations based on the findings of a conducted investigation. HUSD Materials,
Resources, &
Assessments
1 4 1 For a specific investigation, choose an appropriate method for communicating the results. HUSD Materials,
Resources, &
Assessments
1 4 2 Produce graphs that communicate data. HUSD Materials,
Resources, &
Assessments
1 4 3 Communicate results clearly and logically. HUSD Materials,
Resources, &
Assessments
1 4 4 Support conclusions with logical scientific arguments.Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 3 of 3
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Graphing
2. Data Tables
3. Variable
4. Independent variable
5. Dependent variable
6. Analysis
7. Data
8. Table
9. Line graph
10. Time
11. X-axis
12. Y-axis
13. Linear relationship
14. Nonlinear relationship
15. Scatterplot
16. Slope
17. Bar graph
18. Comparison
19. Single bar graph
20. Double bar graph
21. Histogram
22. Frequency
23. Pie Chart
24. PercentHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 1
Motion – Duration 4 Weeks
Big Idea:
1. Describe and compare the motion of an object using a fixed point of reference
2. Compare and contrast speed, velocity, and acceleration
3. Calculate the average speed/velocity of an object using time and distance
4. Build an object whose speed can be calculated
5. Construct and interpret Position-time graphs
6. Calculate acceleration and understand how it is defined
7. Understand the difference between positive and negative acceleration, and recognize each on a line graph
8. Build an object whose acceleration can be calculated
9. Construct and interpret Velocity-time graphs
10. Construct and interpret Acceleration-time graphs
Essential
Questions:
1. How is a frame of reference used to describe motion?
2. What is the difference between speed and velocity?
3. What do you need to know in order to calculate the speed of an object?
4. How can you study speed by using graphs?
5. When creating a distance-time graph, on which axis should “time” be placed?
6. What changes when an object accelerates?
7. How do you calculate the acceleration of an object moving in a straight line?
8. Why does the unit of time enter twice in the unit of acceleration?
9. How can a graph be used to find acceleration?
10. How would it be possible for an object to have positive, negative, and no acceleration without ever coming to a stop?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
ResourcesStrand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 2 1 Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity). HUSD Materials,
Resources, &
Assessments
5 2 2 Analyze the relationships among position, velocity, acceleration, and time:
• graphically
• mathematically
HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Motion
2. Frame of reference
3. Reference point
4. Displacement
5. Speed
6. s = d/t
7. Velocity
8. Combined velocity
9. Resultant velocity
10. Constant speed
11. Average speed
12. Instantaneous speed
13. Position-time graph
14. Slope
15. Acceleration
16. Average acceleration
17. Final velocity
18. Initial velocity
19. Velocity-time graph
20. Acceleration-time graph
21. Positive acceleration
22. Negative acceleration
23. No accelerationHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 1
Newton’s Law of Motion – Duration 4 Weeks
Big Idea:
1. Describe the relationship between mass and inertia (Newton’s 1st Law)
2. Recognize that force causes acceleration and mass resists acceleration (Newton’s 2nd Law)
3. Solve problems involving force, mass, and acceleration in linear motion (Newton’s 2nd Law)
4. Compare and contrast balanced versus unbalanced forces
5. Understand the effect of gravity on weight versus mass
6. Predict where an object will land based on knowledge of projectile motion
7. Describe the relationship between action force and reaction force in regards to Newton’s 3rd Law of Motion
8. Use vectors to analyze the two-dimensional motion of objects
9. Predict how the gravitational force between objects changes when the distance between them changes (Universal Law of Gravitation)
Essential
Questions:
1. What is the Law of Inertia, and how does it apply to motion?
2. How does the Law of Inertia change, if at all, when an object is being tested on Earth versus space?
3. What determines how much an object speeds up or slows down?
4. How is force dependent upon an object’s acceleration and mass?
5. How do air bag designers utilize their knowledge of Newton’s 1st and 2nd law to save human lives?
6. What is the result of a balanced force?
7. What is the result of an unbalanced force?
8. What role does friction play in regards to motion?
9. How are weight and mass related?
10. Why do objects fall to the ground when dropped on Earth, and would the result be the same on the moon or elsewhere in space?
11. Why does a projectile follow a curved path?
12. How does a rocket exemplify the mechanics behind Newton’s 3rd law?
13. How can vectors be used to analyze the two-dimensional motion of objects?
14. How, and why, does an object’s mass determine its gravitational force?
Vocabulary See Vocabulary list below
5 2 3 Explain how Newton’s 1st Law applies to objects at rest or moving at constant velocity. HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 2 4
Using Newton’s 2nd Law of Motion, analyze the relationships among the net force acting on a body, the mass of the
body, and the resulting acceleration:
• graphically
• mathematically
HUSD Materials,
Resources, &
Assessments
5 2 5 Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g., a table pushing up on a vase that is
pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).
HUSD Materials,
Resources, &
Assessments
5 2 10
Describe the nature and magnitude of frictional forces. HUSD Materials,
Resources, &
Assessments
5 2 11
Using the Law of Universal Gravitation, predict how the gravitational force will change when the distance between two
masses changes or the mass of one of them changes. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Newton’s 1st law
2. Inertia
3. Law of Inertia
4. Newton’s 2nd law
5. Force
6. Contact force
7. Field force
8. F=ma
9. Newton (N)
10. Balanced force
11. Unbalanced force
12. Friction
13. Static friction
14. Kinetic friction
15. Sliding friction
16. Rolling friction
17. Gravity
18. Weight
19. Mass
20. Law of Universal
Gravitation
21. Free fall
22. Terminal velocity
23. Projectile motion
24. Horizontal component
25. Vertical component
26. Orbit
27. Newton’s 3rd law
28. Action force
29. Reaction force
30. Vectors
31. Scalars
32. Displacement
33. Addition
34. SubtractionHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 2
Work and Power – Duration 1 Week
Big Idea:
1. Calculate work using force and distance
2. Compare and contrast work and power
3. Calculate power using work and time
4. Build an object whose work and power can be calculated
Essential
Questions:
1. How is work calculated?
2. Why are joules used to measure work?
3. What is the relationship between work and power?
4. How is power calculated?
5. Why are watts used to measure power?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
5 3 1
Describe the following ways in which energy is stored in a system:
• mechanical
• electrical
• chemical
• nuclear
HUSD Materials,
Resources, &
Assessments
5 3 2 Describe various ways in which energy is transferred from one system to another (e.g., mechanical contact, thermal
conduction, electromagnetic radiation.)
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 3 6 Distinguish between heat and temperature. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Work
2. W=Fd
3. joules (J)
4. Power
5. P=W/t
6. Watt (W)HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1 Common Core
Grade
Cluster
Standard
Common Core Standards Explanations & Examples
HUSD Support
Materials &
Resources
9 R 3
Follow precisely a complex multistep procedure
when carrying out experiments, taking
measurements, or performing technical tasks,
attending to special cases or exceptions defined
in the text.
Students follow a written lab protocol or sequence of steps to accomplish
an activity. Students should pay attention to accuracy and precision when
taking measurements. Students should be aware of the special cases
specific to that procedure.
Examples:
• Follow written procedures for preparing wet mount slides to view pond
organisms under the microscope, paying attention to the type of
preparation needed for a variety of different types of organisms.
SCHS-S4C1-02
• Follow written procedures for determining the concentration of acids
and bases, demonstrating proper techniques and safety precautions.
SCHS-S5C4-12, SCHS-S1C2-01
HUSD Support
Materials & Resources
9 R 4
Determine the meaning of symbols, key terms,
and other domain-specific words and phrases
as they are used in a specific scientific or
technical context relevant to grades 9–10 texts
and topics.
Students determine the meaning of words and phrases as they read
science content, including text books, lab materials, and other print or
electronic sources of information. They use a variety of strategies
(context clues, linguistic roots and affixes, restatement, examples,
contrast, glossary, etc.) to determine the meaning of words and phrases
in the text. This standard specifically addresses domain-specific Tier Three
words and interpreting symbols in equations or in diagrams and flow
charts.
Examples:
• Read about food chains and food webs, and then identify the linguistic
roots and affixes to help clarify the meanings of terms related to trophic
levels, such as carnivore, herbivore, omnivore, autotroph, and
heterotrophy. SCHS-S4C3-01
HUSD Support
Materials & ResourcesGrade
Cluster
Standard
Common Core Standards Explanations & Examples HUSD Resources
• Determine the meaning of chemical equations containing chemical
formulas, coefficients, and symbols that represent the states of the
reactants and products. SCHS-S5C4-03
• Determine the meaning of variables in mathematical equations, such as
f=ma (SCHS-S5C2-04), PV=nRT (SCHS-S5C5-05), or V=IR (SCHS-S5C5-06).
9 R 7
Translate quantitative or technical information
expressed in words in a text into visual form
(e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an
equation) into words.
Students will use words in a text and information expressed visually to
obtain information about a given topic. Sources of text could include
textbooks, magazine or newspaper articles, websites, or product
information or safety sheets. Students should be able to develop a
written or oral explanation of a visual representation (graph, chart,
picture, etc.) that accurately represents the information presented; or
vice versa.
Examples:
• After reading a written description of a chemical reaction, write an
equation that shows the reaction.
Text provided: Solid sodium reacts with chlorine gas to produce solid
sodium chloride.
Student translated: 2Na(s) + Cl2(g) -S5C4 2NaCl(s). SCHS -03
• Given a chemical equation, write a description of that equation.
Text provided: 2Na(s) + Cl2(g) -S5C4 2NaCl(s) SCHS -03
Student translated: Solid sodium reacts with chlorine gas to produce solid
sodium chloride. SCHS-S5C4-03
• Read text describing the luminosity, color, and temperature of various
stars and show the relative position of each star on a Hertzsprung-Russell
diagram. SCHS-S6C4-03
• Using a diagram illustrating the Coriolis Effect on the movement of
water and air, use appropriate science vocabulary (written or verbally) to
describe the process with accuracy and enough detail that would allow
another student to construct a similar diagram. SCHS-S6C2-10
HUSD Support
Materials & Resources
9 W 7
Conduct short as well as more sustained
research projects to answer a question
(including a self generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
Students conduct research projects or experimental investigations of
differing lengths meant to answer a question or solve a problem.
Students answer questions - including those they create themselves -
through research (online, library, laboratory investigations) to solve a
problem. They use and combine information from multiple sources to
construct their claims, evidence, and explanations.
HUSD Support
Materials & ResourcesGrade
Cluster
Standard
Common Core Standards Explanations & Examples HUSD Resources
subject under investigation.
Examples:
• Generate questions about the genetics of an organism (pea plants, fruit
flies) and then test the question experimentally and/or by researching
published data. Synthesize relevant information from multiple sources to
construct claims, evidence, and explanations supporting the research or
published information.
SCHS-S4C2-03
• Conduct research on possible causes and/or effects of climate changes
over long periods of time. Synthesize data from multiple sources on
effects of glaciations, solar activity, greenhouse effect, etc to construct a
claim and support that claim with evidence gathered during research.
SCHS-S6C2-15
9 W 9
Draw evidence from informational texts to
support analysis, reflection, and research.
Students should be given multiple opportunities to use evidence from
informational texts (e.g., research papers, credible web sites, journal
articles, textbooks) to support their claims, analyses, reflections, and/or
research.
Example:
• Following a lab aligned to the grade level Science Standard, in write a
research claim and then support it with evidence (from one or multiple
sources) or scientific principles that support the claim. These additional
sources can either be teacher provided or researched by the students.
• After reading a science article aligned to the grade level Science
Standard, write a claim to support student research, reflection, or analysis
of scientific principles. The written claim should include evidence (from
one or multiple sources) that supports the claim. These additional sources
can either be teacher provided or researched by the students.
HUSD Support
Materials & Resources
Big Idea: • Integrated
Essential
Questions:
• Integrated
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 1 1 Evaluate scientific information for relevance to a given problem. HUSD Materials,
Resources, &
Assessments
1 1 2 Develop questions from observations that transition into testable hypotheses. HUSD Materials,
Resources, &
Assessments
1 1 3 Formulate a testable hypothesis. HUSD Materials,
Resources, &
Assessments
1 1 4 Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring). HUSD Materials,
Resources, &
Assessments
1 2 1 Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all
science inquiry.
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
1 2 2 Identify the resources needed to conduct an investigation. HUSD Materials,
Resources, &
Assessments
1 2 3
Design an appropriate protocol (written plan of action) for testing a hypothesis:
• Identify dependent and independent variables in a controlled investigation.
• Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes,
spectrophotometer, using qualitative changes).
• Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts,
computers/calculators).
HUSD Materials,
Resources, &
Assessments
1 2 4 Conduct a scientific investigation that is based on a research design. HUSD Materials,
Resources, &
Assessments
1 2 5 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Scientific method
2. Observation
3. Problem
4. Hypothesis
5. Resource
6. Controlled variables
7. Variable
8. Independent variable
9. Dependent variable
10. Control group
11. Experiment
12. Data table
13. Data trends
14. Analysis
15. Sample size
16. Trials
17. Bias
18. Conclusion
19. Theory
20. Scientific lawHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1
Math and Measurement – Duration 2 Weeks
Big Idea:
1. Know the SI base units of measurement and be able to convert within the metric system
2. Use dimensional analysis for conversions
3. Convert between standard and scientific notation
4. Compare and contrast accuracy and precision
5. Convert between standard and scientific notation
Essential
Questions:
1. How do scientists collect accurate data?
2. What is the metric system?
3. What are the SI units of the metric system?
4. How are metric units converted into other metric units?
5. How are metric units converted into units of the English system of measurement?
6. What are the steps of dimensional analysis?
7. How and when is dimensional analysis used in science?
8. How are very large, or very small, numbers represented in science?
9. How are accuracy and precision related?
10. When would scientific notation need to be used?
11. How are numbers written in scientific notation?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 3 1
Interpret data that show a variety of possible relationships between variables, including:
• positive relationship
• negative relationship
• no relationship
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 3
1 3 2 Evaluate whether investigational data support or do not support the proposed hypothesis. HUSD Materials,
Resources, &
Assessments
1 3 3 Critique reports of scientific studies (e.g., published papers, student reports). HUSD Materials,
Resources, &
Assessments
1 3 4
Evaluate the design of an investigation to identify possible sources of procedural error, including:
• sample size
• trials
• controls
• analyses
HUSD Materials,
Resources, &
Assessments
1 3 6
Use descriptive statistics to analyze data, including:
• mean
• frequency
• range
HUSD Materials,
Resources, &
Assessments
1 3 7 Propose further investigations based on the findings of a conducted investigation. HUSD Materials,
Resources, &
Assessments
1 4 1 For a specific investigation, choose an appropriate method for communicating the results. HUSD Materials,
Resources, &
Assessments
1 4 2
Produce graphs that communicate data. HUSD Materials,
Resources, &
Assessments
1 4 3
Communicate results clearly and logically. HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 3 of 3
1 4 4
Support conclusions with logical scientific arguments. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Measurement
2. SI Units
3. Standard Units
4. Length
5. Meter (m)
6. Mass
7. Kilogram (kg)
8. Temperature
9. Celsius (Co
)
10. Kelvin (Ko
)
11. Time
12. Seconds
13. Volume
14. Cubic meter (m3
)
15. Prefixes and Suffixes
16. Giga-
17. Mega-
18. Kilo-
19. Hecta-
20. Deca-
21. Gram (g)
22. Meter (m)
23. Liter (L)
24. Deci-
25. Centi-
26. Milli-
27. Micro-
28. Nano-
29. Metric Conversions
30. Metric system
31. Dimensional Analysis
32. Conversion factor
33. Units
34. Denominator
35. Accuracy
36. Precision
37. Scientific Notation
38. Powers of 10HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1
Graphing Duration – 2 Weeks
Big Idea:
1. Organize data into tables that present the material most effectively
2. Recognize patterns in data that suggest relationships worth further investigating
3. Distinguish between causal and correlational relationships
4. Understand the x and y components of a normal graph
5. Construct graphs with independent and dependent variables appropriately placed
6. Compare and contrast the following graphs, and know when to use each one: line graph, bar graph, pie chart, multiple line graph, double
bar graph, histogram
7. Construct appropriate graph based on data given
Essential
Questions:
1. What are the different types of data tables used to present data effectively?
2. What is the difference between a causal and correlational relationship, and how can it be recognized graphically?
3. Where should the independent variable be located on a graph?
4. Where should the dependent variable be located on a graph?
5. When should a line graph be used to represent one’s data?
6. When should a bar graph be used to represent one’s data?
7. When should a histogram be used to represent one’s data?
8. When should a pie chart be used to represent one’s data?
9. How is a graph properly constructed?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 3 1
Interpret data that show a variety of possible relationships between variables, including:
• positive relationship
• negative relationship
• no relationship
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 3
1 3 2
Evaluate whether investigational data support or do not support the proposed hypothesis. HUSD Materials,
Resources, &
Assessments
1 3 3 Critique reports of scientific studies (e.g., published papers, student reports). HUSD Materials,
Resources, &
Assessments
1 3 4
Evaluate the design of an investigation to identify possible sources of procedural error, including:
• sample size
• trials
• controls
• analyses
HUSD Materials,
Resources, &
Assessments
1 3 6
Use descriptive statistics to analyze data, including:
• mean
• frequency
• range
HUSD Materials,
Resources, &
Assessments
1 3 7 Propose further investigations based on the findings of a conducted investigation. HUSD Materials,
Resources, &
Assessments
1 4 1 For a specific investigation, choose an appropriate method for communicating the results. HUSD Materials,
Resources, &
Assessments
1 4 2 Produce graphs that communicate data. HUSD Materials,
Resources, &
Assessments
1 4 3 Communicate results clearly and logically. HUSD Materials,
Resources, &
Assessments
1 4 4 Support conclusions with logical scientific arguments.Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 3 of 3
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Graphing
2. Data Tables
3. Variable
4. Independent variable
5. Dependent variable
6. Analysis
7. Data
8. Table
9. Line graph
10. Time
11. X-axis
12. Y-axis
13. Linear relationship
14. Nonlinear relationship
15. Scatterplot
16. Slope
17. Bar graph
18. Comparison
19. Single bar graph
20. Double bar graph
21. Histogram
22. Frequency
23. Pie Chart
24. PercentHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 1
Motion – Duration 4 Weeks
Big Idea:
1. Describe and compare the motion of an object using a fixed point of reference
2. Compare and contrast speed, velocity, and acceleration
3. Calculate the average speed/velocity of an object using time and distance
4. Build an object whose speed can be calculated
5. Construct and interpret Position-time graphs
6. Calculate acceleration and understand how it is defined
7. Understand the difference between positive and negative acceleration, and recognize each on a line graph
8. Build an object whose acceleration can be calculated
9. Construct and interpret Velocity-time graphs
10. Construct and interpret Acceleration-time graphs
Essential
Questions:
1. How is a frame of reference used to describe motion?
2. What is the difference between speed and velocity?
3. What do you need to know in order to calculate the speed of an object?
4. How can you study speed by using graphs?
5. When creating a distance-time graph, on which axis should “time” be placed?
6. What changes when an object accelerates?
7. How do you calculate the acceleration of an object moving in a straight line?
8. Why does the unit of time enter twice in the unit of acceleration?
9. How can a graph be used to find acceleration?
10. How would it be possible for an object to have positive, negative, and no acceleration without ever coming to a stop?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
ResourcesStrand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 2 1 Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity). HUSD Materials,
Resources, &
Assessments
5 2 2 Analyze the relationships among position, velocity, acceleration, and time:
• graphically
• mathematically
HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Motion
2. Frame of reference
3. Reference point
4. Displacement
5. Speed
6. s = d/t
7. Velocity
8. Combined velocity
9. Resultant velocity
10. Constant speed
11. Average speed
12. Instantaneous speed
13. Position-time graph
14. Slope
15. Acceleration
16. Average acceleration
17. Final velocity
18. Initial velocity
19. Velocity-time graph
20. Acceleration-time graph
21. Positive acceleration
22. Negative acceleration
23. No accelerationHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 1
Newton’s Law of Motion – Duration 4 Weeks
Big Idea:
1. Describe the relationship between mass and inertia (Newton’s 1st Law)
2. Recognize that force causes acceleration and mass resists acceleration (Newton’s 2nd Law)
3. Solve problems involving force, mass, and acceleration in linear motion (Newton’s 2nd Law)
4. Compare and contrast balanced versus unbalanced forces
5. Understand the effect of gravity on weight versus mass
6. Predict where an object will land based on knowledge of projectile motion
7. Describe the relationship between action force and reaction force in regards to Newton’s 3rd Law of Motion
8. Use vectors to analyze the two-dimensional motion of objects
9. Predict how the gravitational force between objects changes when the distance between them changes (Universal Law of Gravitation)
Essential
Questions:
1. What is the Law of Inertia, and how does it apply to motion?
2. How does the Law of Inertia change, if at all, when an object is being tested on Earth versus space?
3. What determines how much an object speeds up or slows down?
4. How is force dependent upon an object’s acceleration and mass?
5. How do air bag designers utilize their knowledge of Newton’s 1st and 2nd law to save human lives?
6. What is the result of a balanced force?
7. What is the result of an unbalanced force?
8. What role does friction play in regards to motion?
9. How are weight and mass related?
10. Why do objects fall to the ground when dropped on Earth, and would the result be the same on the moon or elsewhere in space?
11. Why does a projectile follow a curved path?
12. How does a rocket exemplify the mechanics behind Newton’s 3rd law?
13. How can vectors be used to analyze the two-dimensional motion of objects?
14. How, and why, does an object’s mass determine its gravitational force?
Vocabulary See Vocabulary list below
5 2 3 Explain how Newton’s 1st Law applies to objects at rest or moving at constant velocity. HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 2 4
Using Newton’s 2nd Law of Motion, analyze the relationships among the net force acting on a body, the mass of the
body, and the resulting acceleration:
• graphically
• mathematically
HUSD Materials,
Resources, &
Assessments
5 2 5 Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g., a table pushing up on a vase that is
pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).
HUSD Materials,
Resources, &
Assessments
5 2 10
Describe the nature and magnitude of frictional forces. HUSD Materials,
Resources, &
Assessments
5 2 11
Using the Law of Universal Gravitation, predict how the gravitational force will change when the distance between two
masses changes or the mass of one of them changes. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Newton’s 1st law
2. Inertia
3. Law of Inertia
4. Newton’s 2nd law
5. Force
6. Contact force
7. Field force
8. F=ma
9. Newton (N)
10. Balanced force
11. Unbalanced force
12. Friction
13. Static friction
14. Kinetic friction
15. Sliding friction
16. Rolling friction
17. Gravity
18. Weight
19. Mass
20. Law of Universal
Gravitation
21. Free fall
22. Terminal velocity
23. Projectile motion
24. Horizontal component
25. Vertical component
26. Orbit
27. Newton’s 3rd law
28. Action force
29. Reaction force
30. Vectors
31. Scalars
32. Displacement
33. Addition
34. SubtractionHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 2
Work and Power – Duration 1 Week
Big Idea:
1. Calculate work using force and distance
2. Compare and contrast work and power
3. Calculate power using work and time
4. Build an object whose work and power can be calculated
Essential
Questions:
1. How is work calculated?
2. Why are joules used to measure work?
3. What is the relationship between work and power?
4. How is power calculated?
5. Why are watts used to measure power?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
5 3 1
Describe the following ways in which energy is stored in a system:
• mechanical
• electrical
• chemical
• nuclear
HUSD Materials,
Resources, &
Assessments
5 3 2 Describe various ways in which energy is transferred from one system to another (e.g., mechanical contact, thermal
conduction, electromagnetic radiation.)
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 3 6 Distinguish between heat and temperature. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Work
2. W=Fd
3. joules (J)
4. Power
5. P=W/t
6. Watt (W)HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1 Common Core
Grade
Cluster
Standard
Common Core Standards Explanations & Examples
HUSD Support
Materials &
Resources
9 R 3
Follow precisely a complex multistep procedure
when carrying out experiments, taking
measurements, or performing technical tasks,
attending to special cases or exceptions defined
in the text.
Students follow a written lab protocol or sequence of steps to accomplish
an activity. Students should pay attention to accuracy and precision when
taking measurements. Students should be aware of the special cases
specific to that procedure.
Examples:
• Follow written procedures for preparing wet mount slides to view pond
organisms under the microscope, paying attention to the type of
preparation needed for a variety of different types of organisms.
SCHS-S4C1-02
• Follow written procedures for determining the concentration of acids
and bases, demonstrating proper techniques and safety precautions.
SCHS-S5C4-12, SCHS-S1C2-01
HUSD Support
Materials & Resources
9 R 4
Determine the meaning of symbols, key terms,
and other domain-specific words and phrases
as they are used in a specific scientific or
technical context relevant to grades 9–10 texts
and topics.
Students determine the meaning of words and phrases as they read
science content, including text books, lab materials, and other print or
electronic sources of information. They use a variety of strategies
(context clues, linguistic roots and affixes, restatement, examples,
contrast, glossary, etc.) to determine the meaning of words and phrases
in the text. This standard specifically addresses domain-specific Tier Three
words and interpreting symbols in equations or in diagrams and flow
charts.
Examples:
• Read about food chains and food webs, and then identify the linguistic
roots and affixes to help clarify the meanings of terms related to trophic
levels, such as carnivore, herbivore, omnivore, autotroph, and
heterotrophy. SCHS-S4C3-01
HUSD Support
Materials & ResourcesGrade
Cluster
Standard
Common Core Standards Explanations & Examples HUSD Resources
• Determine the meaning of chemical equations containing chemical
formulas, coefficients, and symbols that represent the states of the
reactants and products. SCHS-S5C4-03
• Determine the meaning of variables in mathematical equations, such as
f=ma (SCHS-S5C2-04), PV=nRT (SCHS-S5C5-05), or V=IR (SCHS-S5C5-06).
9 R 7
Translate quantitative or technical information
expressed in words in a text into visual form
(e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an
equation) into words.
Students will use words in a text and information expressed visually to
obtain information about a given topic. Sources of text could include
textbooks, magazine or newspaper articles, websites, or product
information or safety sheets. Students should be able to develop a
written or oral explanation of a visual representation (graph, chart,
picture, etc.) that accurately represents the information presented; or
vice versa.
Examples:
• After reading a written description of a chemical reaction, write an
equation that shows the reaction.
Text provided: Solid sodium reacts with chlorine gas to produce solid
sodium chloride.
Student translated: 2Na(s) + Cl2(g) -S5C4 2NaCl(s). SCHS -03
• Given a chemical equation, write a description of that equation.
Text provided: 2Na(s) + Cl2(g) -S5C4 2NaCl(s) SCHS -03
Student translated: Solid sodium reacts with chlorine gas to produce solid
sodium chloride. SCHS-S5C4-03
• Read text describing the luminosity, color, and temperature of various
stars and show the relative position of each star on a Hertzsprung-Russell
diagram. SCHS-S6C4-03
• Using a diagram illustrating the Coriolis Effect on the movement of
water and air, use appropriate science vocabulary (written or verbally) to
describe the process with accuracy and enough detail that would allow
another student to construct a similar diagram. SCHS-S6C2-10
HUSD Support
Materials & Resources
9 W 7
Conduct short as well as more sustained
research projects to answer a question
(including a self generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
Students conduct research projects or experimental investigations of
differing lengths meant to answer a question or solve a problem.
Students answer questions - including those they create themselves -
through research (online, library, laboratory investigations) to solve a
problem. They use and combine information from multiple sources to
construct their claims, evidence, and explanations.
HUSD Support
Materials & ResourcesGrade
Cluster
Standard
Common Core Standards Explanations & Examples HUSD Resources
subject under investigation.
Examples:
• Generate questions about the genetics of an organism (pea plants, fruit
flies) and then test the question experimentally and/or by researching
published data. Synthesize relevant information from multiple sources to
construct claims, evidence, and explanations supporting the research or
published information.
SCHS-S4C2-03
• Conduct research on possible causes and/or effects of climate changes
over long periods of time. Synthesize data from multiple sources on
effects of glaciations, solar activity, greenhouse effect, etc to construct a
claim and support that claim with evidence gathered during research.
SCHS-S6C2-15
9 W 9
Draw evidence from informational texts to
support analysis, reflection, and research.
Students should be given multiple opportunities to use evidence from
informational texts (e.g., research papers, credible web sites, journal
articles, textbooks) to support their claims, analyses, reflections, and/or
research.
Example:
• Following a lab aligned to the grade level Science Standard, in write a
research claim and then support it with evidence (from one or multiple
sources) or scientific principles that support the claim. These additional
sources can either be teacher provided or researched by the students.
• After reading a science article aligned to the grade level Science
Standard, write a claim to support student research, reflection, or analysis
of scientific principles. The written claim should include evidence (from
one or multiple sources) that supports the claim. These additional sources
can either be teacher provided or researched by the students.
HUSD Support
Materials & Resources
Big Idea: • Integrated
Essential
Questions:
• Integrated
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 1 1 Evaluate scientific information for relevance to a given problem. HUSD Materials,
Resources, &
Assessments
1 1 2 Develop questions from observations that transition into testable hypotheses. HUSD Materials,
Resources, &
Assessments
1 1 3 Formulate a testable hypothesis. HUSD Materials,
Resources, &
Assessments
1 1 4 Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring). HUSD Materials,
Resources, &
Assessments
1 2 1 Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all
science inquiry.
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
1 2 2 Identify the resources needed to conduct an investigation. HUSD Materials,
Resources, &
Assessments
1 2 3
Design an appropriate protocol (written plan of action) for testing a hypothesis:
• Identify dependent and independent variables in a controlled investigation.
• Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes,
spectrophotometer, using qualitative changes).
• Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts,
computers/calculators).
HUSD Materials,
Resources, &
Assessments
1 2 4 Conduct a scientific investigation that is based on a research design. HUSD Materials,
Resources, &
Assessments
1 2 5 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Scientific method
2. Observation
3. Problem
4. Hypothesis
5. Resource
6. Controlled variables
7. Variable
8. Independent variable
9. Dependent variable
10. Control group
11. Experiment
12. Data table
13. Data trends
14. Analysis
15. Sample size
16. Trials
17. Bias
18. Conclusion
19. Theory
20. Scientific lawHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1
Math and Measurement – Duration 2 Weeks
Big Idea:
1. Know the SI base units of measurement and be able to convert within the metric system
2. Use dimensional analysis for conversions
3. Convert between standard and scientific notation
4. Compare and contrast accuracy and precision
5. Convert between standard and scientific notation
Essential
Questions:
1. How do scientists collect accurate data?
2. What is the metric system?
3. What are the SI units of the metric system?
4. How are metric units converted into other metric units?
5. How are metric units converted into units of the English system of measurement?
6. What are the steps of dimensional analysis?
7. How and when is dimensional analysis used in science?
8. How are very large, or very small, numbers represented in science?
9. How are accuracy and precision related?
10. When would scientific notation need to be used?
11. How are numbers written in scientific notation?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 3 1
Interpret data that show a variety of possible relationships between variables, including:
• positive relationship
• negative relationship
• no relationship
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 3
1 3 2 Evaluate whether investigational data support or do not support the proposed hypothesis. HUSD Materials,
Resources, &
Assessments
1 3 3 Critique reports of scientific studies (e.g., published papers, student reports). HUSD Materials,
Resources, &
Assessments
1 3 4
Evaluate the design of an investigation to identify possible sources of procedural error, including:
• sample size
• trials
• controls
• analyses
HUSD Materials,
Resources, &
Assessments
1 3 6
Use descriptive statistics to analyze data, including:
• mean
• frequency
• range
HUSD Materials,
Resources, &
Assessments
1 3 7 Propose further investigations based on the findings of a conducted investigation. HUSD Materials,
Resources, &
Assessments
1 4 1 For a specific investigation, choose an appropriate method for communicating the results. HUSD Materials,
Resources, &
Assessments
1 4 2
Produce graphs that communicate data. HUSD Materials,
Resources, &
Assessments
1 4 3
Communicate results clearly and logically. HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 3 of 3
1 4 4
Support conclusions with logical scientific arguments. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Measurement
2. SI Units
3. Standard Units
4. Length
5. Meter (m)
6. Mass
7. Kilogram (kg)
8. Temperature
9. Celsius (Co
)
10. Kelvin (Ko
)
11. Time
12. Seconds
13. Volume
14. Cubic meter (m3
)
15. Prefixes and Suffixes
16. Giga-
17. Mega-
18. Kilo-
19. Hecta-
20. Deca-
21. Gram (g)
22. Meter (m)
23. Liter (L)
24. Deci-
25. Centi-
26. Milli-
27. Micro-
28. Nano-
29. Metric Conversions
30. Metric system
31. Dimensional Analysis
32. Conversion factor
33. Units
34. Denominator
35. Accuracy
36. Precision
37. Scientific Notation
38. Powers of 10HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1
Graphing Duration – 2 Weeks
Big Idea:
1. Organize data into tables that present the material most effectively
2. Recognize patterns in data that suggest relationships worth further investigating
3. Distinguish between causal and correlational relationships
4. Understand the x and y components of a normal graph
5. Construct graphs with independent and dependent variables appropriately placed
6. Compare and contrast the following graphs, and know when to use each one: line graph, bar graph, pie chart, multiple line graph, double
bar graph, histogram
7. Construct appropriate graph based on data given
Essential
Questions:
1. What are the different types of data tables used to present data effectively?
2. What is the difference between a causal and correlational relationship, and how can it be recognized graphically?
3. Where should the independent variable be located on a graph?
4. Where should the dependent variable be located on a graph?
5. When should a line graph be used to represent one’s data?
6. When should a bar graph be used to represent one’s data?
7. When should a histogram be used to represent one’s data?
8. When should a pie chart be used to represent one’s data?
9. How is a graph properly constructed?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 3 1
Interpret data that show a variety of possible relationships between variables, including:
• positive relationship
• negative relationship
• no relationship
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 3
1 3 2
Evaluate whether investigational data support or do not support the proposed hypothesis. HUSD Materials,
Resources, &
Assessments
1 3 3 Critique reports of scientific studies (e.g., published papers, student reports). HUSD Materials,
Resources, &
Assessments
1 3 4
Evaluate the design of an investigation to identify possible sources of procedural error, including:
• sample size
• trials
• controls
• analyses
HUSD Materials,
Resources, &
Assessments
1 3 6
Use descriptive statistics to analyze data, including:
• mean
• frequency
• range
HUSD Materials,
Resources, &
Assessments
1 3 7 Propose further investigations based on the findings of a conducted investigation. HUSD Materials,
Resources, &
Assessments
1 4 1 For a specific investigation, choose an appropriate method for communicating the results. HUSD Materials,
Resources, &
Assessments
1 4 2 Produce graphs that communicate data. HUSD Materials,
Resources, &
Assessments
1 4 3 Communicate results clearly and logically. HUSD Materials,
Resources, &
Assessments
1 4 4 Support conclusions with logical scientific arguments.Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 3 of 3
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Graphing
2. Data Tables
3. Variable
4. Independent variable
5. Dependent variable
6. Analysis
7. Data
8. Table
9. Line graph
10. Time
11. X-axis
12. Y-axis
13. Linear relationship
14. Nonlinear relationship
15. Scatterplot
16. Slope
17. Bar graph
18. Comparison
19. Single bar graph
20. Double bar graph
21. Histogram
22. Frequency
23. Pie Chart
24. PercentHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 1
Motion – Duration 4 Weeks
Big Idea:
1. Describe and compare the motion of an object using a fixed point of reference
2. Compare and contrast speed, velocity, and acceleration
3. Calculate the average speed/velocity of an object using time and distance
4. Build an object whose speed can be calculated
5. Construct and interpret Position-time graphs
6. Calculate acceleration and understand how it is defined
7. Understand the difference between positive and negative acceleration, and recognize each on a line graph
8. Build an object whose acceleration can be calculated
9. Construct and interpret Velocity-time graphs
10. Construct and interpret Acceleration-time graphs
Essential
Questions:
1. How is a frame of reference used to describe motion?
2. What is the difference between speed and velocity?
3. What do you need to know in order to calculate the speed of an object?
4. How can you study speed by using graphs?
5. When creating a distance-time graph, on which axis should “time” be placed?
6. What changes when an object accelerates?
7. How do you calculate the acceleration of an object moving in a straight line?
8. Why does the unit of time enter twice in the unit of acceleration?
9. How can a graph be used to find acceleration?
10. How would it be possible for an object to have positive, negative, and no acceleration without ever coming to a stop?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
ResourcesStrand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 2 1 Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity). HUSD Materials,
Resources, &
Assessments
5 2 2 Analyze the relationships among position, velocity, acceleration, and time:
• graphically
• mathematically
HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Motion
2. Frame of reference
3. Reference point
4. Displacement
5. Speed
6. s = d/t
7. Velocity
8. Combined velocity
9. Resultant velocity
10. Constant speed
11. Average speed
12. Instantaneous speed
13. Position-time graph
14. Slope
15. Acceleration
16. Average acceleration
17. Final velocity
18. Initial velocity
19. Velocity-time graph
20. Acceleration-time graph
21. Positive acceleration
22. Negative acceleration
23. No accelerationHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 1
Newton’s Law of Motion – Duration 4 Weeks
Big Idea:
1. Describe the relationship between mass and inertia (Newton’s 1st Law)
2. Recognize that force causes acceleration and mass resists acceleration (Newton’s 2nd Law)
3. Solve problems involving force, mass, and acceleration in linear motion (Newton’s 2nd Law)
4. Compare and contrast balanced versus unbalanced forces
5. Understand the effect of gravity on weight versus mass
6. Predict where an object will land based on knowledge of projectile motion
7. Describe the relationship between action force and reaction force in regards to Newton’s 3rd Law of Motion
8. Use vectors to analyze the two-dimensional motion of objects
9. Predict how the gravitational force between objects changes when the distance between them changes (Universal Law of Gravitation)
Essential
Questions:
1. What is the Law of Inertia, and how does it apply to motion?
2. How does the Law of Inertia change, if at all, when an object is being tested on Earth versus space?
3. What determines how much an object speeds up or slows down?
4. How is force dependent upon an object’s acceleration and mass?
5. How do air bag designers utilize their knowledge of Newton’s 1st and 2nd law to save human lives?
6. What is the result of a balanced force?
7. What is the result of an unbalanced force?
8. What role does friction play in regards to motion?
9. How are weight and mass related?
10. Why do objects fall to the ground when dropped on Earth, and would the result be the same on the moon or elsewhere in space?
11. Why does a projectile follow a curved path?
12. How does a rocket exemplify the mechanics behind Newton’s 3rd law?
13. How can vectors be used to analyze the two-dimensional motion of objects?
14. How, and why, does an object’s mass determine its gravitational force?
Vocabulary See Vocabulary list below
5 2 3 Explain how Newton’s 1st Law applies to objects at rest or moving at constant velocity. HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 2 4
Using Newton’s 2nd Law of Motion, analyze the relationships among the net force acting on a body, the mass of the
body, and the resulting acceleration:
• graphically
• mathematically
HUSD Materials,
Resources, &
Assessments
5 2 5 Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g., a table pushing up on a vase that is
pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).
HUSD Materials,
Resources, &
Assessments
5 2 10
Describe the nature and magnitude of frictional forces. HUSD Materials,
Resources, &
Assessments
5 2 11
Using the Law of Universal Gravitation, predict how the gravitational force will change when the distance between two
masses changes or the mass of one of them changes. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Newton’s 1st law
2. Inertia
3. Law of Inertia
4. Newton’s 2nd law
5. Force
6. Contact force
7. Field force
8. F=ma
9. Newton (N)
10. Balanced force
11. Unbalanced force
12. Friction
13. Static friction
14. Kinetic friction
15. Sliding friction
16. Rolling friction
17. Gravity
18. Weight
19. Mass
20. Law of Universal
Gravitation
21. Free fall
22. Terminal velocity
23. Projectile motion
24. Horizontal component
25. Vertical component
26. Orbit
27. Newton’s 3rd law
28. Action force
29. Reaction force
30. Vectors
31. Scalars
32. Displacement
33. Addition
34. SubtractionHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 2
Work and Power – Duration 1 Week
Big Idea:
1. Calculate work using force and distance
2. Compare and contrast work and power
3. Calculate power using work and time
4. Build an object whose work and power can be calculated
Essential
Questions:
1. How is work calculated?
2. Why are joules used to measure work?
3. What is the relationship between work and power?
4. How is power calculated?
5. Why are watts used to measure power?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
5 3 1
Describe the following ways in which energy is stored in a system:
• mechanical
• electrical
• chemical
• nuclear
HUSD Materials,
Resources, &
Assessments
5 3 2 Describe various ways in which energy is transferred from one system to another (e.g., mechanical contact, thermal
conduction, electromagnetic radiation.)
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 3 6 Distinguish between heat and temperature. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Work
2. W=Fd
3. joules (J)
4. Power
5. P=W/t
6. Watt (W)HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1 Common Core
Grade
Cluster
Standard
Common Core Standards Explanations & Examples
HUSD Support
Materials &
Resources
9 R 3
Follow precisely a complex multistep procedure
when carrying out experiments, taking
measurements, or performing technical tasks,
attending to special cases or exceptions defined
in the text.
Students follow a written lab protocol or sequence of steps to accomplish
an activity. Students should pay attention to accuracy and precision when
taking measurements. Students should be aware of the special cases
specific to that procedure.
Examples:
• Follow written procedures for preparing wet mount slides to view pond
organisms under the microscope, paying attention to the type of
preparation needed for a variety of different types of organisms.
SCHS-S4C1-02
• Follow written procedures for determining the concentration of acids
and bases, demonstrating proper techniques and safety precautions.
SCHS-S5C4-12, SCHS-S1C2-01
HUSD Support
Materials & Resources
9 R 4
Determine the meaning of symbols, key terms,
and other domain-specific words and phrases
as they are used in a specific scientific or
technical context relevant to grades 9–10 texts
and topics.
Students determine the meaning of words and phrases as they read
science content, including text books, lab materials, and other print or
electronic sources of information. They use a variety of strategies
(context clues, linguistic roots and affixes, restatement, examples,
contrast, glossary, etc.) to determine the meaning of words and phrases
in the text. This standard specifically addresses domain-specific Tier Three
words and interpreting symbols in equations or in diagrams and flow
charts.
Examples:
• Read about food chains and food webs, and then identify the linguistic
roots and affixes to help clarify the meanings of terms related to trophic
levels, such as carnivore, herbivore, omnivore, autotroph, and
heterotrophy. SCHS-S4C3-01
HUSD Support
Materials & ResourcesGrade
Cluster
Standard
Common Core Standards Explanations & Examples HUSD Resources
• Determine the meaning of chemical equations containing chemical
formulas, coefficients, and symbols that represent the states of the
reactants and products. SCHS-S5C4-03
• Determine the meaning of variables in mathematical equations, such as
f=ma (SCHS-S5C2-04), PV=nRT (SCHS-S5C5-05), or V=IR (SCHS-S5C5-06).
9 R 7
Translate quantitative or technical information
expressed in words in a text into visual form
(e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an
equation) into words.
Students will use words in a text and information expressed visually to
obtain information about a given topic. Sources of text could include
textbooks, magazine or newspaper articles, websites, or product
information or safety sheets. Students should be able to develop a
written or oral explanation of a visual representation (graph, chart,
picture, etc.) that accurately represents the information presented; or
vice versa.
Examples:
• After reading a written description of a chemical reaction, write an
equation that shows the reaction.
Text provided: Solid sodium reacts with chlorine gas to produce solid
sodium chloride.
Student translated: 2Na(s) + Cl2(g) -S5C4 2NaCl(s). SCHS -03
• Given a chemical equation, write a description of that equation.
Text provided: 2Na(s) + Cl2(g) -S5C4 2NaCl(s) SCHS -03
Student translated: Solid sodium reacts with chlorine gas to produce solid
sodium chloride. SCHS-S5C4-03
• Read text describing the luminosity, color, and temperature of various
stars and show the relative position of each star on a Hertzsprung-Russell
diagram. SCHS-S6C4-03
• Using a diagram illustrating the Coriolis Effect on the movement of
water and air, use appropriate science vocabulary (written or verbally) to
describe the process with accuracy and enough detail that would allow
another student to construct a similar diagram. SCHS-S6C2-10
HUSD Support
Materials & Resources
9 W 7
Conduct short as well as more sustained
research projects to answer a question
(including a self generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
Students conduct research projects or experimental investigations of
differing lengths meant to answer a question or solve a problem.
Students answer questions - including those they create themselves -
through research (online, library, laboratory investigations) to solve a
problem. They use and combine information from multiple sources to
construct their claims, evidence, and explanations.
HUSD Support
Materials & ResourcesGrade
Cluster
Standard
Common Core Standards Explanations & Examples HUSD Resources
subject under investigation.
Examples:
• Generate questions about the genetics of an organism (pea plants, fruit
flies) and then test the question experimentally and/or by researching
published data. Synthesize relevant information from multiple sources to
construct claims, evidence, and explanations supporting the research or
published information.
SCHS-S4C2-03
• Conduct research on possible causes and/or effects of climate changes
over long periods of time. Synthesize data from multiple sources on
effects of glaciations, solar activity, greenhouse effect, etc to construct a
claim and support that claim with evidence gathered during research.
SCHS-S6C2-15
9 W 9
Draw evidence from informational texts to
support analysis, reflection, and research.
Students should be given multiple opportunities to use evidence from
informational texts (e.g., research papers, credible web sites, journal
articles, textbooks) to support their claims, analyses, reflections, and/or
research.
Example:
• Following a lab aligned to the grade level Science Standard, in write a
research claim and then support it with evidence (from one or multiple
sources) or scientific principles that support the claim. These additional
sources can either be teacher provided or researched by the students.
• After reading a science article aligned to the grade level Science
Standard, write a claim to support student research, reflection, or analysis
of scientific principles. The written claim should include evidence (from
one or multiple sources) that supports the claim. These additional sources
can either be teacher provided or researched by the students.
HUSD Support
Materials & Resources
Big Idea: • Integrated
Essential
Questions:
• Integrated
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 1 1 Evaluate scientific information for relevance to a given problem. HUSD Materials,
Resources, &
Assessments
1 1 2 Develop questions from observations that transition into testable hypotheses. HUSD Materials,
Resources, &
Assessments
1 1 3 Formulate a testable hypothesis. HUSD Materials,
Resources, &
Assessments
1 1 4 Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring). HUSD Materials,
Resources, &
Assessments
1 2 1 Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all
science inquiry.
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
1 2 2 Identify the resources needed to conduct an investigation. HUSD Materials,
Resources, &
Assessments
1 2 3
Design an appropriate protocol (written plan of action) for testing a hypothesis:
• Identify dependent and independent variables in a controlled investigation.
• Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes,
spectrophotometer, using qualitative changes).
• Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts,
computers/calculators).
HUSD Materials,
Resources, &
Assessments
1 2 4 Conduct a scientific investigation that is based on a research design. HUSD Materials,
Resources, &
Assessments
1 2 5 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Scientific method
2. Observation
3. Problem
4. Hypothesis
5. Resource
6. Controlled variables
7. Variable
8. Independent variable
9. Dependent variable
10. Control group
11. Experiment
12. Data table
13. Data trends
14. Analysis
15. Sample size
16. Trials
17. Bias
18. Conclusion
19. Theory
20. Scientific lawHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1
Math and Measurement – Duration 2 Weeks
Big Idea:
1. Know the SI base units of measurement and be able to convert within the metric system
2. Use dimensional analysis for conversions
3. Convert between standard and scientific notation
4. Compare and contrast accuracy and precision
5. Convert between standard and scientific notation
Essential
Questions:
1. How do scientists collect accurate data?
2. What is the metric system?
3. What are the SI units of the metric system?
4. How are metric units converted into other metric units?
5. How are metric units converted into units of the English system of measurement?
6. What are the steps of dimensional analysis?
7. How and when is dimensional analysis used in science?
8. How are very large, or very small, numbers represented in science?
9. How are accuracy and precision related?
10. When would scientific notation need to be used?
11. How are numbers written in scientific notation?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 3 1
Interpret data that show a variety of possible relationships between variables, including:
• positive relationship
• negative relationship
• no relationship
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 3
1 3 2 Evaluate whether investigational data support or do not support the proposed hypothesis. HUSD Materials,
Resources, &
Assessments
1 3 3 Critique reports of scientific studies (e.g., published papers, student reports). HUSD Materials,
Resources, &
Assessments
1 3 4
Evaluate the design of an investigation to identify possible sources of procedural error, including:
• sample size
• trials
• controls
• analyses
HUSD Materials,
Resources, &
Assessments
1 3 6
Use descriptive statistics to analyze data, including:
• mean
• frequency
• range
HUSD Materials,
Resources, &
Assessments
1 3 7 Propose further investigations based on the findings of a conducted investigation. HUSD Materials,
Resources, &
Assessments
1 4 1 For a specific investigation, choose an appropriate method for communicating the results. HUSD Materials,
Resources, &
Assessments
1 4 2
Produce graphs that communicate data. HUSD Materials,
Resources, &
Assessments
1 4 3
Communicate results clearly and logically. HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 3 of 3
1 4 4
Support conclusions with logical scientific arguments. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Measurement
2. SI Units
3. Standard Units
4. Length
5. Meter (m)
6. Mass
7. Kilogram (kg)
8. Temperature
9. Celsius (Co
)
10. Kelvin (Ko
)
11. Time
12. Seconds
13. Volume
14. Cubic meter (m3
)
15. Prefixes and Suffixes
16. Giga-
17. Mega-
18. Kilo-
19. Hecta-
20. Deca-
21. Gram (g)
22. Meter (m)
23. Liter (L)
24. Deci-
25. Centi-
26. Milli-
27. Micro-
28. Nano-
29. Metric Conversions
30. Metric system
31. Dimensional Analysis
32. Conversion factor
33. Units
34. Denominator
35. Accuracy
36. Precision
37. Scientific Notation
38. Powers of 10HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1
Graphing Duration – 2 Weeks
Big Idea:
1. Organize data into tables that present the material most effectively
2. Recognize patterns in data that suggest relationships worth further investigating
3. Distinguish between causal and correlational relationships
4. Understand the x and y components of a normal graph
5. Construct graphs with independent and dependent variables appropriately placed
6. Compare and contrast the following graphs, and know when to use each one: line graph, bar graph, pie chart, multiple line graph, double
bar graph, histogram
7. Construct appropriate graph based on data given
Essential
Questions:
1. What are the different types of data tables used to present data effectively?
2. What is the difference between a causal and correlational relationship, and how can it be recognized graphically?
3. Where should the independent variable be located on a graph?
4. Where should the dependent variable be located on a graph?
5. When should a line graph be used to represent one’s data?
6. When should a bar graph be used to represent one’s data?
7. When should a histogram be used to represent one’s data?
8. When should a pie chart be used to represent one’s data?
9. How is a graph properly constructed?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
1 3 1
Interpret data that show a variety of possible relationships between variables, including:
• positive relationship
• negative relationship
• no relationship
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 3
1 3 2
Evaluate whether investigational data support or do not support the proposed hypothesis. HUSD Materials,
Resources, &
Assessments
1 3 3 Critique reports of scientific studies (e.g., published papers, student reports). HUSD Materials,
Resources, &
Assessments
1 3 4
Evaluate the design of an investigation to identify possible sources of procedural error, including:
• sample size
• trials
• controls
• analyses
HUSD Materials,
Resources, &
Assessments
1 3 6
Use descriptive statistics to analyze data, including:
• mean
• frequency
• range
HUSD Materials,
Resources, &
Assessments
1 3 7 Propose further investigations based on the findings of a conducted investigation. HUSD Materials,
Resources, &
Assessments
1 4 1 For a specific investigation, choose an appropriate method for communicating the results. HUSD Materials,
Resources, &
Assessments
1 4 2 Produce graphs that communicate data. HUSD Materials,
Resources, &
Assessments
1 4 3 Communicate results clearly and logically. HUSD Materials,
Resources, &
Assessments
1 4 4 Support conclusions with logical scientific arguments.Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 3 of 3
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Graphing
2. Data Tables
3. Variable
4. Independent variable
5. Dependent variable
6. Analysis
7. Data
8. Table
9. Line graph
10. Time
11. X-axis
12. Y-axis
13. Linear relationship
14. Nonlinear relationship
15. Scatterplot
16. Slope
17. Bar graph
18. Comparison
19. Single bar graph
20. Double bar graph
21. Histogram
22. Frequency
23. Pie Chart
24. PercentHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 1
Motion – Duration 4 Weeks
Big Idea:
1. Describe and compare the motion of an object using a fixed point of reference
2. Compare and contrast speed, velocity, and acceleration
3. Calculate the average speed/velocity of an object using time and distance
4. Build an object whose speed can be calculated
5. Construct and interpret Position-time graphs
6. Calculate acceleration and understand how it is defined
7. Understand the difference between positive and negative acceleration, and recognize each on a line graph
8. Build an object whose acceleration can be calculated
9. Construct and interpret Velocity-time graphs
10. Construct and interpret Acceleration-time graphs
Essential
Questions:
1. How is a frame of reference used to describe motion?
2. What is the difference between speed and velocity?
3. What do you need to know in order to calculate the speed of an object?
4. How can you study speed by using graphs?
5. When creating a distance-time graph, on which axis should “time” be placed?
6. What changes when an object accelerates?
7. How do you calculate the acceleration of an object moving in a straight line?
8. Why does the unit of time enter twice in the unit of acceleration?
9. How can a graph be used to find acceleration?
10. How would it be possible for an object to have positive, negative, and no acceleration without ever coming to a stop?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
ResourcesStrand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 2 1 Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity). HUSD Materials,
Resources, &
Assessments
5 2 2 Analyze the relationships among position, velocity, acceleration, and time:
• graphically
• mathematically
HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Motion
2. Frame of reference
3. Reference point
4. Displacement
5. Speed
6. s = d/t
7. Velocity
8. Combined velocity
9. Resultant velocity
10. Constant speed
11. Average speed
12. Instantaneous speed
13. Position-time graph
14. Slope
15. Acceleration
16. Average acceleration
17. Final velocity
18. Initial velocity
19. Velocity-time graph
20. Acceleration-time graph
21. Positive acceleration
22. Negative acceleration
23. No accelerationHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 1
Newton’s Law of Motion – Duration 4 Weeks
Big Idea:
1. Describe the relationship between mass and inertia (Newton’s 1st Law)
2. Recognize that force causes acceleration and mass resists acceleration (Newton’s 2nd Law)
3. Solve problems involving force, mass, and acceleration in linear motion (Newton’s 2nd Law)
4. Compare and contrast balanced versus unbalanced forces
5. Understand the effect of gravity on weight versus mass
6. Predict where an object will land based on knowledge of projectile motion
7. Describe the relationship between action force and reaction force in regards to Newton’s 3rd Law of Motion
8. Use vectors to analyze the two-dimensional motion of objects
9. Predict how the gravitational force between objects changes when the distance between them changes (Universal Law of Gravitation)
Essential
Questions:
1. What is the Law of Inertia, and how does it apply to motion?
2. How does the Law of Inertia change, if at all, when an object is being tested on Earth versus space?
3. What determines how much an object speeds up or slows down?
4. How is force dependent upon an object’s acceleration and mass?
5. How do air bag designers utilize their knowledge of Newton’s 1st and 2nd law to save human lives?
6. What is the result of a balanced force?
7. What is the result of an unbalanced force?
8. What role does friction play in regards to motion?
9. How are weight and mass related?
10. Why do objects fall to the ground when dropped on Earth, and would the result be the same on the moon or elsewhere in space?
11. Why does a projectile follow a curved path?
12. How does a rocket exemplify the mechanics behind Newton’s 3rd law?
13. How can vectors be used to analyze the two-dimensional motion of objects?
14. How, and why, does an object’s mass determine its gravitational force?
Vocabulary See Vocabulary list below
5 2 3 Explain how Newton’s 1st Law applies to objects at rest or moving at constant velocity. HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 2 4
Using Newton’s 2nd Law of Motion, analyze the relationships among the net force acting on a body, the mass of the
body, and the resulting acceleration:
• graphically
• mathematically
HUSD Materials,
Resources, &
Assessments
5 2 5 Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g., a table pushing up on a vase that is
pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).
HUSD Materials,
Resources, &
Assessments
5 2 10
Describe the nature and magnitude of frictional forces. HUSD Materials,
Resources, &
Assessments
5 2 11
Using the Law of Universal Gravitation, predict how the gravitational force will change when the distance between two
masses changes or the mass of one of them changes. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Newton’s 1st law
2. Inertia
3. Law of Inertia
4. Newton’s 2nd law
5. Force
6. Contact force
7. Field force
8. F=ma
9. Newton (N)
10. Balanced force
11. Unbalanced force
12. Friction
13. Static friction
14. Kinetic friction
15. Sliding friction
16. Rolling friction
17. Gravity
18. Weight
19. Mass
20. Law of Universal
Gravitation
21. Free fall
22. Terminal velocity
23. Projectile motion
24. Horizontal component
25. Vertical component
26. Orbit
27. Newton’s 3rd law
28. Action force
29. Reaction force
30. Vectors
31. Scalars
32. Displacement
33. Addition
34. SubtractionHIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 2
Inquiry Science Quarter 2
Work and Power – Duration 1 Week
Big Idea:
1. Calculate work using force and distance
2. Compare and contrast work and power
3. Calculate power using work and time
4. Build an object whose work and power can be calculated
Essential
Questions:
1. How is work calculated?
2. Why are joules used to measure work?
3. What is the relationship between work and power?
4. How is power calculated?
5. Why are watts used to measure power?
Vocabulary See Vocabulary list below Strand Concept Performance Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
5 3 1
Describe the following ways in which energy is stored in a system:
• mechanical
• electrical
• chemical
• nuclear
HUSD Materials,
Resources, &
Assessments
5 3 2 Describe various ways in which energy is transferred from one system to another (e.g., mechanical contact, thermal
conduction, electromagnetic radiation.)
HUSD Materials,
Resources, &
Assessments Strand
Concept
Performance
Objective
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
Page 2 of 2
5 3 6 Distinguish between heat and temperature. HUSD Materials,
Resources, &
Assessments
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Work
2. W=Fd
3. joules (J)
4. Power
5. P=W/t
6. Watt (W)HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
Page 1 of 3
Inquiry Science Quarter 1 Common Core
Grade
Cluster
Standard
Common Core Standards Explanations & Examples
HUSD Support
Materials &
Resources
9 R 3
Follow precisely a complex multistep procedure
when carrying out experiments, taking
measurements, or performing technical tasks,
attending to special cases or exceptions defined
in the text.
Students follow a written lab protocol or sequence of steps to accomplish
an activity. Students should pay attention to accuracy and precision when
taking measurements. Students should be aware of the special cases
specific to that procedure.
Examples:
• Follow written procedures for preparing wet mount slides to view pond
organisms under the microscope, paying attention to the type of
preparation needed for a variety of different types of organisms.
SCHS-S4C1-02
• Follow written procedures for determining the concentration of acids
and bases, demonstrating proper techniques and safety precautions.
SCHS-S5C4-12, SCHS-S1C2-01
HUSD Support
Materials & Resources
9 R 4
Determine the meaning of symbols, key terms,
and other domain-specific words and phrases
as they are used in a specific scientific or
technical context relevant to grades 9–10 texts
and topics.
Students determine the meaning of words and phrases as they read
science content, including text books, lab materials, and other print or
electronic sources of information. They use a variety of strategies
(context clues, linguistic roots and affixes, restatement, examples,
contrast, glossary, etc.) to determine the meaning of words and phrases
in the text. This standard specifically addresses domain-specific Tier Three
words and interpreting symbols in equations or in diagrams and flow
charts.
Examples:
• Read about food chains and food webs, and then identify the linguistic
roots and affixes to help clarify the meanings of terms related to trophic
levels, such as carnivore, herbivore, omnivore, autotroph, and
heterotrophy. SCHS-S4C3-01
HUSD Support
Materials & ResourcesGrade
Cluster
Standard
Common Core Standards Explanations & Examples HUSD Resources
• Determine the meaning of chemical equations containing chemical
formulas, coefficients, and symbols that represent the states of the
reactants and products. SCHS-S5C4-03
• Determine the meaning of variables in mathematical equations, such as
f=ma (SCHS-S5C2-04), PV=nRT (SCHS-S5C5-05), or V=IR (SCHS-S5C5-06).
9 R 7
Translate quantitative or technical information
expressed in words in a text into visual form
(e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an
equation) into words.
Students will use words in a text and information expressed visually to
obtain information about a given topic. Sources of text could include
textbooks, magazine or newspaper articles, websites, or product
information or safety sheets. Students should be able to develop a
written or oral explanation of a visual representation (graph, chart,
picture, etc.) that accurately represents the information presented; or
vice versa.
Examples:
• After reading a written description of a chemical reaction, write an
equation that shows the reaction.
Text provided: Solid sodium reacts with chlorine gas to produce solid
sodium chloride.
Student translated: 2Na(s) + Cl2(g) -S5C4 2NaCl(s). SCHS -03
• Given a chemical equation, write a description of that equation.
Text provided: 2Na(s) + Cl2(g) -S5C4 2NaCl(s) SCHS -03
Student translated: Solid sodium reacts with chlorine gas to produce solid
sodium chloride. SCHS-S5C4-03
• Read text describing the luminosity, color, and temperature of various
stars and show the relative position of each star on a Hertzsprung-Russell
diagram. SCHS-S6C4-03
• Using a diagram illustrating the Coriolis Effect on the movement of
water and air, use appropriate science vocabulary (written or verbally) to
describe the process with accuracy and enough detail that would allow
another student to construct a similar diagram. SCHS-S6C2-10
HUSD Support
Materials & Resources
9 W 7
Conduct short as well as more sustained
research projects to answer a question
(including a self generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
Students conduct research projects or experimental investigations of
differing lengths meant to answer a question or solve a problem.
Students answer questions - including those they create themselves -
through research (online, library, laboratory investigations) to solve a
problem. They use and combine information from multiple sources to
construct their claims, evidence, and explanations.
HUSD Support
Materials & ResourcesGrade
Cluster
Standard
Common Core Standards Explanations & Examples HUSD Resources
subject under investigation.
Examples:
• Generate questions about the genetics of an organism (pea plants, fruit
flies) and then test the question experimentally and/or by researching
published data. Synthesize relevant information from multiple sources to
construct claims, evidence, and explanations supporting the research or
published information.
SCHS-S4C2-03
• Conduct research on possible causes and/or effects of climate changes
over long periods of time. Synthesize data from multiple sources on
effects of glaciations, solar activity, greenhouse effect, etc to construct a
claim and support that claim with evidence gathered during research.
SCHS-S6C2-15
9 W 9
Draw evidence from informational texts to
support analysis, reflection, and research.
Students should be given multiple opportunities to use evidence from
informational texts (e.g., research papers, credible web sites, journal
articles, textbooks) to support their claims, analyses, reflections, and/or
research.
Example:
• Following a lab aligned to the grade level Science Standard, in write a
research claim and then support it with evidence (from one or multiple
sources) or scientific principles that support the claim. These additional
sources can either be teacher provided or researched by the students.
• After reading a science article aligned to the grade level Science
Standard, write a claim to support student research, reflection, or analysis
of scientific principles. The written claim should include evidence (from
one or multiple sources) that supports the claim. These additional sources
can either be teacher provided or researched by the students.
HUSD Support
Materials & Resources