Pocatello/Chubbuck School District
INSTRUCTIONAL BIG IDEAS OF ESSENTIAL LEARNING
SCIENCE IN THE WORLD
The Big Ideas of Essential Learning were identified to guide the content of common assessments
and the work of PLCs.
Standard 1: Nature of Science
Big Idea: Apply the scientific method to solving problems utilizing measurements and
analyzing relationships among data
 Practice basic science process skills (inferring, predicting, observing, experimenting,
modeling, graphing, data analysis etc.)
 Practice scientific measurement (fundamental understanding of time, volume, etc.)
 Understand SI system and role it plays in scientific inquiry worldwide
 Utilize scientific journals, internet to develop research skills and knowledge acquisition
Big Idea: Explain the scientific meaning of system, order and organization
 Understand organization and order of natural systems
 Measure changes that can occur in and among systems
Big Idea: Conduct an experiment utilizing the steps of the scientific method
 Recognize/identify the components of scientific problem solving
 Design an investigation
 Conduct an investigation
 Communicate results of an investigation (written and oral)
Revised June 2009
1
Pocatello/Chubbuck School District
Science in the World Instructional Calendar
Textbook Resource: Multiple Textbooks/Resources
STANDARD 1
Nature of Science
Goal 1.1: Understand Systems,
Order, and Organization
CURRICULUM
OBJECTIVES
9-10.B.1.1.1 Explain the scientific
meaning of system, order, and
organization.
TASK
ANALYSIS
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CL: E
Content Limit: Students should be able
to identify the components of a system
and how the components interact to
allow the system to function.
Goal 1.2: Understand
Concepts and Processes of
Evidence, Models, and
Explanations
9-10.B.1.2.1 Use observations and data as
evidence on which to base scientific
explanations.
CL: E
Content Limit: When presented
observations. Students will be able to
select the most reasonable explanation
from a list of possibilities.
9-10.B.1.3.1 Measure changes that can
occur in and among systems.
CL: E
Content Limit: Students should be able
to explain changes that occur in
systems.
System, order,
organization, form
and function
RESOURCES
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Goal 1.3: Understand
Constancy, Change, and
Measurement
Explain the meaning of system, order, and
organization
Arrange the parts of a specific system and diagram
how they interact (i.e. cellular system, circulatory
system, ecosystem)
ESSENTIAL
VOCAB
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State that explanations are based on observations,
evidence and testing
Explain that a hypothesis must be testable
Compare and contrast empirical data with
measurable data
Recognize that science changes with additional
data
Predict the most reasonable explanation for a set of
observations and/or data
Predict the most reasonable explanation for a set of
observations and/or data
Controlled
experiment,
dependent variable,
independent variable,
hypothesis, theory,
law, scientific
method, analyze,
conclusion, modeling
inferring, prediction,
observation,
qualitative data,
quantitative data
Test changes over time using the appropriate tool
Convert between units within a metric system
Metric system, SI
conversion,
temperature,
distance, time, mass,
volume, length, milli,
centi, kilo, meter,
deci, liter, gram,
Celsius, degree,
hecto, metric system
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CL = Content Limits – items in bold are assessed on the ISAT.
Revised June 2009
Cognitive level codes: B – Memorize, C – Perform procedures, D – Demonstrate understanding,
E – Conjecture, generalize, prove, F – Solve non-routine problems, make connections
Prentice Hall Biology
Textbook
Glencoe Physical
Science Textbook
Biology PASS
Textbook
Earth/Space Science
PASS Textbook
Physical Science PASS
Textbook
SIOP Handbook
Prentice Hall Biology
Textbook
Glencoe Physical
Science Textbook
Biology PASS
Textbook
Earth/Space Science
PASS Textbook
Physical Science PASS
Textbook
SIOP Handbook
Prentice Hall Biology
Textbook
Glencoe Physical
Science Textbook
Biology PASS
Textbook
Earth/Space Science
PASS Textbook
Physical Science PASS
Textbook
SIOP Handbook
2
STANDARD 1
Nature of Science
Goal 1.6: Understand
Scientific Inquiry and Develop
Critical Thinking Skills
Goal 1.8: Understand
Technical Communication
CURRICULUM
OBJECTIVES
TASK
ANALYSIS
9-10.B.1.6.1 Identify questions and
concepts that guide scientific
investigations.

CL: E
Content Limit: When presented a
number of questions, students will be
able to identify questions that can be
investigated.
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9-10.B.1.8.1 Analyze technical writing,
graphs, charts, and diagrams.
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CL: E
Content Limit: Students should be
asked to derive information from
graphs, charts, and diagrams.
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Describe the problem and/or question given an
experiment
Explain how observations guide scientific
experiments
List in order the steps of the scientific method
Differentiate between scientific and non-scientific
endeavors
Interpret and draw conclusions from technical
writing, graphs, charts and diagrams
ESSENTIAL
VOCAB
Controlled
experiment,
dependent variable,
independent variable,
hypothesis, theory,
law, scientific
method, analyze,
conclusion, modeling
inferring, prediction,
observation, graph
data
Graph, chart,
diagram, spreadsheet,
technical writing,
interpret, data, axis,
data table, legends,
conclusion
RESOURCES
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

CL = Content Limits – items in bold are assessed on the ISAT.
Revised June 2009
Cognitive level codes: B – Memorize, C – Perform procedures, D – Demonstrate understanding,
E – Conjecture, generalize, prove, F – Solve non-routine problems, make connections
Prentice Hall Biology
Textbook
Glencoe Physical
Science Textbook
Biology PASS
Textbook
Earth/Space Science
PASS Textbook
Physical Science PASS
Textbook
SIOP Handbook
Prentice Hall Biology
Textbook
Glencoe Physical
Science Textbook
Biology PASS
Textbook
Earth/Space Science
PASS Textbook
Physical Science PASS
Textbook
SIOP Handbook
3