Enduring Understandings: 1. Organisms share common characteristics of life. 2. Scientists follow a common set of procedures, called the scientific process, to answer questions they develop by observing the world around them. Essential Questions: 1. How do we know if something is alive 2. !hat is the scientific process ". How do scientists use the scientific process to answer questions about the natural world Concepts: 1. Organisms are made up of simpler units called cells. 2. Organisms need light and#or chemicals to make cellular protoplasm. ". Organisms obtain and use energy through photosynthesis or cellular respiration to carry out their life processes. $. Organisms release waste chemicals produced by cells. %. Organisms seek to maintain homeostasis at all biological levels of organi&ation. '. Organisms grow, develop and eventually die. (. Organisms can reproduce their own kind using )*+. ,. Organisms adapt to changes in their environments. Learning Goals: 1. -ractice scientific inquiry skills. 2. +pply prior knowledge of the characteristics of living things to an investigation of a living organism. ". Observe an animal, note its behavior, and formulate questions about observations. $. .dentify a testable question and formulate a hypothesis about its answer. %. )esign and carry out an e/periment to test the hypothesis. '. 0ollect, organi&e, and analy&e data. (. )raw a conclusion based on data. ,. 0ommunicate results. Subject Area Grade Level 1rade 2evel3 14 th 1rade Sub5ect +rea3 6iology 7opic3 Scientific 8ethod State Academic Standards Drexel School of Education EDUC 514 Page 1 of 7 EDUC 514: Methods of Teaching Science 5E Lesson Design: Cricket Behavior Investigation (Specify state and grade range) PA Common Core Biology Standards Standard 3.1.B.A1: )escribe the common characteristics of life. Assessment Ancor 6.O.+.13 6asic 6iological -rinciples Ancor !escriptor 6.O.+.1.13 9/plain the characteristics common to all organisms. Eligi"le Content 6.O.+.1.1.13 )escribe the characteristics of life shared by all prokaryotic and eukaryotic organisms. Standard 3.1.B.B#: 0ompare and contrast scientific theories. :now that both direct and indirect observations are used by scientists to study the natural world and universe. .dentify questions and concepts that guide scientific investigations. ;ormulate and revise e/planations and models using logic and evidence. <ecogni&e and analy&e alternative e/planations and models. 9/plain the importance of accuracy and precision in making valid measurements. 9/amine the status of e/isting theories. 9valuate e/perimental information for relevance and adherence to science processes. =udge that conclusions are consistent and logical with e/perimental conditions. .nterpret results of e/perimental research to predict new information, propose additional investigable questions, or advance a solution. 0ommunicate and defend a scientific argument. Eligi"le Content Drexel School of Education EDUC 514 Page 2 of 7 EDUC 514: Methods of Teaching Science 5E Lesson Design: Cricket Behavior Investigation B$%.B.3.3.1: )istinguish among the scientific terms3 hypothesis, inference, law, theory, principle, fact, and observation. Anticipated Learning Outcomes +t the end of this unit, students will be able to3 1. 9/plain what common characteristics of life all organisms share. 2. 0orrectly use the scientific process in order to design and conduct an e/periment to investigate animal behavior. Level(s) of Critical Thought (loom) Students &ill: 1. Observe cricket behavior. '(no&ledge) 2. 1enerate questions based on their observations. 'Compreension) ". .dentify a question to investigate through an e/periment. $. )esign and conduct an e/periment. 'Syntesis) a. .dentify a testable question and b. ;ormulate a hypothesis about its answer 'Compreension). c. .dentify the variables >9/perimental and control?. 'Compreension) d. 0ollect, organi&e, and analy&e data 'Analysis). e. 8ake a conclusion about cricket behavior based on their results 'Syntesis). f. 0ommunicate results 'Compreension). g. 9valuate e/perimental design >7he limitations and weaknesses are discussed and suggestions are made as to how to limit or eliminate them? 'E*aluation) %. )esign and present scientific posters to communicate the results of their investigations 'Syntesis). Drexel School of Education EDUC 514 Page 3 of 7 EDUC 514: Methods of Teaching Science 5E Lesson Design: Cricket Behavior Investigation Content Summary Students will apply the ( characteristics of living organisms >maintenance and repair@ growth and development@ organi&ation@ reproduction@ response to the environment@ use of energy@ adaptation to the environment? to cricket behavior in order to use the scientific process to design and conduct a controlled scientific investigation. Students will learn the steps of the scientific process, including collecting observations, asking questions, forming hypotheses, making predictions, confirming predictions, drawing conclusions, and communicating results. Students will be able to make observations, ask questions about their observations, propose a possible answer to their question by creating a hypothesis, design a controlled e/periment by creating a control and e/perimental group and manipulating dependent and independent variables, collect and analy&e data, draw conclusions from their data, and communicate their results and conclusions. !roposed Assessments !iagnostic: '+e,uired) Students will complete the : and ! sections of a :!2 chart about the scientific method as a A)o *owB activity at the start of the unit. -ormati*e: '+e,uired) Students will be assessed on their task during class. Students will receive a classwork grade based on the following criteria3 while conducting the procedure, the student is onCtask, tidy, respectful of others, mindful of safety, and leaves the area clean. Students will selfCassess their effort, behavior, and contribution to group work as well peer assess that of their group members using a criterionCbased grading rubric. 7hese scores >selfC and peerC assessment? will factor into their task grade. Summati*e: '+e,uired) Students will be assessed based on their final product of a poster and oral presentation. Students will create a poster that summari&es their e/periment. 7he poster must include3 a title, names of students in group, the hypothesis, stepCbyCstep procedure, data >including both qualitative Drexel School of Education EDUC 514 Page 4 of 7 EDUC 514: Methods of Teaching Science 5E Lesson Design: Cricket Behavior Investigation and quantitative data?, calculations#interpretations, conclusion, and evaluation of e/periment. Students will present their poster to the class. 7eacher will use a criterionCbased rubric to assess the degree to which the studentsD met the lessonDs ob5ectives. Lesson Activities ("ngage) !A. 1 )o *ow3 students will individually take $ minutes to respond to the question, Awhat makes something aliveB Students will then work in their groups to observe crickets for % minutes and write % observations. Lesson Activities ("#plore) !A. 1 Students will watch $Cminute video entitled, A.ntroduction to the 0haracteristics of 2ifeB found at3 https3##www.youtube.com#watch vE5u/2uoCsH'8 7eacher will ask for studentsD reactions and responses to video. 7eacher will then introduce the unit, outlining big ideas, essential questions, ob5ectives, learning tasks and goals, learning activities, and assessments. Lesson Activities ("#plain) !A. 1 7eacher will use a -owerpoint -resentation to give direct instruction about the characteristics of living things and the scientific process, which will delineate proper e/perimental design. )ay 1 will focus on the steps of observation and asking questions. Lesson Activities ("laborate) !A. 1 Students will work in groups of $ to make observations about crickets and to develop a research question based on their observations. Lesson Activities ("valuate) !A. 1 Students will write their observations and research question to submit to teacher for feedback and approval. Drexel School of Education EDUC 514 Page 5 of 7 EDUC 514: Methods of Teaching Science 5E Lesson Design: Cricket Behavior Investigation Students will be assessed on their performance during classCwork >see <ubric3 7ask?. Students will selfCassess their effort, behavior, and contribution to group work as well peer assess that of their group members using a criterionCbased grading rubric. 7hese scores >selfC and peerC assessment? will factor into their task grade. Technology Smart 6oard -ro5ector 2aptop with -owerpoint and access to internet >Fou7ube? Accommodations Students will be placed in heterogenous groups based on reading abilities, current level of performance, and status as e/ceptional learner >special education, gifted, 922?. 2esson incorporates multiple intelligences and learning styles. +u"ric: /as0 11 points # points 3 points /as0 'in 2 class &or0) !hile conducting the procedure, the student is on task, tidy, respectful of others, mindful of safety, and leaves the area clean. !hile conducting the procedure, the student is mostly tidy, sometimes offC task and needs reminders or cues to remain onCtask, sometimes respectful of others, sometimes mindful of safety, and leaves the area clean only after being reminded. !hile conducting the procedure, the student is frequently offCtask even with teacher reminders and cues, untidy, not respectful of others, not mindful of safety, and leaves the area messy even after being reminded. Drexel School of Education EDUC 514 Page 6 of 7 EDUC 514: Methods of Teaching Science 5E Lesson Design: Cricket Behavior Investigation !ay Lesson /opic Acti*ity Assessment 1 .ntro to Scientific 8ethod3 Observation and +sking Guestions Hideo )irect .nstruction Observe crickets, formulate a research question :!2 0hart >)iagnostic?
7ask I .nC0lass !ork >;ormative? .dentifying a <esearch Guestion >;ormative? 2 ;ormulating a Hypothesis Hypothesis >;ormative? " 9/perimental )esign3 0ontrol and 9/perimental 1roups and )ependent and .ndependent Hariables 0ontrol and 9/perimental 1roups and )ependent and .ndependent Hariables >;ormative? $ )ata 0ollection )ata 0ollection >;ormative? % )ata +nalysis ' )rawing 0onclusions and 9/periment 9valuation 0onclusion and 9valuation >;ormative? ( -oster )esign -oster >Summative? , -oster -resentations -oster and Oral -resentation >Summative? Drexel School of Education EDUC 514 Page 7 of 7