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  Subject Science Grade 15 Instructional Days   Title Unit 1 – Becoming A Scientist
 

Subject

Science

Grade

15 Instructional Days

 

Title

Unit 1 Becoming A Scientist

Time Frame

5

 

Unit Plan Designed by

 

C. Guanajuato

 

Stage 1 Desired Results

Established Goals

 

Transfer

What content standards and program- or mission-related goal(s) will this unit address?

Students will be able to independently use their learning to…

T1 plan and carry out a scientific investigation to answer a testable question.

 

What habits of mind and cross-disciplinary goal(s) for example, 21 st century skills, core competencieswill this unit address?

What kinds of long-term independent accomplishments are desired?

 

T2 transform informal observations and inferences used to explain phenomena into more formal investigations to test a hypothesis.

TN State Standards SPI(s) Inq.1 Select an investigation that

could be used to answer a specific question.

 

Meaning

UNDERSTANDINGS Students will understand that…

ESSENTIAL QUESTIONS Students will keep considering…

U1 Humans are natural born scientists, because

Q1 What makes me a natural born scientist?

 
  U2 Formal scientific investigation has specific characteristics, such as… Q2 How do I as a

U2 Formal scientific investigation has specific characteristics, such as…

Q2 How do I as a scientist formally ask and answer questions?

U3 Living things have requirements to stay alive and grow, such as…

Q3 What factors affect plant growth?

Science and Engineering Practices

Asking Questions and Defining Problems

What specifically do you want students to understand? What inferences should they make?

What thought-provoking questions will foster inquiry, meaning making, and transfer?

Planning and Carrying out Investigations

The process for identifying and using specific strategies to ask and answer questions, such as using senses for observation, connections to prior knowledge, reasoning, inferences, research, and the use of a science notebook for learning

What is something interesting you observe?

Constructing Explanations and Designing Solutions

How or why is it happening? How can you find out?

Disciplinary Core Ideas

Defining and Delimiting Engineering Problems

Why does it matter?

 

Developing Possible Solutions

Stronger explanations for observed phenomena can be determined, and verified, by following specific steps, a defined method, for planning and carrying out an investigation in order to answer a testable question.

 

Optimizing the Design Solution

Crosscutting Concepts

Influence of Science, Engineering, and Technology on Society and the Natural World

 
  Acquisition Students will know… Students will be skilled at… K1 the structure and function
 

Acquisition

Students will know…

Students will be skilled at…

K1 the structure and function of a science notebook. K2 the strategy of thinking critically through a written/visual constructed response. K3 the characteristics of a detailed observation K4 the meaning of an inference. K5 the difference between a question that is testable and one that is not. K6 the steps of the scientific method to plan, conduct, and communicate the results of an investigation. K7 understanding the scientific process of problem solving has direct implications for what matters in ones own life.

S1 organizing and maintaining a science notebook for learning. S2 developing scientific thinking through a written and visual constructed response protocol. S3 making detailed observations. S4 making inferences from observations connected to prior knowledge. S5 asking questions that are testable. S6 planning, conducting, and communicating the results of an investigation. S7 reflect on how new comprehension of phenomena has any significance in ones own life.

What facts and basic concepts should students know and be able to recall?

What discrete skills and processes should students be able to use?

The purpose and key features of a science notebook (detailed in Teaching Science with Interactive Notebooks)

5.ETS.ED [Experimental Design] Plan and carry out fair tests in which variables are controlled….

5.ETS.ED.1Explore different scientific phenomena by asking questions.

 

o

5.ETS.ED.1.1Write a detailed and descriptive observation that includes qualitative and

The purpose and structure of a constructed response.

The scientific method is a formal process scientists practice to design and conduct controlled experiments to develop explanations about specific questions about the natural world.

Key terms related to scientific inquiry[Vocabulary terms include, but are not limited to, the words in blue in skills section.

quantitative measures, including measurements and sketches.

5.ETS.ED.2Identify whether a question is a testable question.

5.ETS.ED.3Write a testable question in the proper format, “How will [one variable I change] affect [the outcome of what is measured]?”

5.ETS.ED.4Recognize the variables that need to be controlled in order for the experiment to be considered fair.

The components of a scientific observation (qualitative/quantitative)

5.ETS.ST [Use of Scientific Tools] Select tools and procedures needed to conduct a simple experiment.

5.ETS.ST.1 Identify common scientific tools and what they

The purpose and format for a testable question and hypothesis.

measure, such as a thermometer, graduated cylinder,

Common scientific tools and what they

beaker,

ruler (metric), timer, and pan balance (scale).

5.ETS.ST.2Select and use the appropriate tools, with

 
  measure . guidance , to investigate a specific question.   o 5.ETS.ST.2.1 — Identify
 

measure.

guidance, to investigate a specific question.

 

o

5.ETS.ST.2.1Identify dimensions, such as length, width, height, speed, acceleration, temperature, volume, and record the units of measure associated with a scientific tool, such

Raw data must be organized in a visual manner, such as tables or graphs in order to set the stage for analysis.

Conclusions must be based on evidence, with consideration of possible differences in interpretation and experimental error. Life Science [LS]Structures of Life

Organisms have basic needs and can survive only in environments in which their needs can be met.

Each plant and animal has different structures

as Fahrenheit and Celsius for temperature; liters for volume of liquid; the Newton for unit of force, grams for mass; milliseconds/ seconds/ minutes/hours for time.

5.ETS.DA [Data Analysis] Record raw data into a given table, graph, or diagram.

5.ETS.DA.1Maintain a science notebook that includes observations, questions, hypotheses, procedure, materials, data, diagrams, and explanations.

5.ETS.DA.2Identify the key parts of a table, graph or

diagram.

that serve different functions in growth, survival, and reproduction.

Plants and animals have life cycles. The details of this cycle are different for different organisms.

Plants and animals closely resemble their parents, and many characteristics of an organism are inherited from their parents.

5.ETS.DA.3 Interpret the results of a set of recorded data.

5.ETS.EC [Explanation and Communication of Results]Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.

Other (Personal and Social Perspectives)

5.ETS.EC.1Draw a conclusion based on findings from multiple investigations of similar phenomena.

Resources are things that we get from the living and nonliving environment to meet human needs.

Some environmental changes occur slowly, and others occur rapidly.

5.ETS.EC.2Compare the results of an investigation with what scientists already accept about this question.

5.ETS.EC.3Effectively communicate the results gathered from an investigation in written, visual and/or verbal formats.

o

5.ETS.EC.3.1Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.

Causes of environmental degradation and resource depletion vary from region to region and country to country.

o

5.ETS.EC.3.2Recognize a faulty interpretation of data that is due to experimental error.

o

5.ETS.EC.3.3 Recognize that people may interpret the same results in different ways.

  Stage 2 - Evidence   Evaluative Criteria PERFORMANCE TASK(S) What criteria will be used
 

Stage 2 - Evidence

 

Evaluative Criteria

PERFORMANCE TASK(S)

What criteria will be used in each assessment to evaluate attainment of the desired results?

How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

Students will show that they really understand by evidence of

Detailed and accurate observations

Their ability to transfer all their discrete learning about navigating the scientific process of problem solving to answer a testable question about what affects plant growth. For example,

Clear and formatted articulation of a testable question and hypothesis

1. Lab Report: making detailed observations and inferences about plant growth and answering a question using a specific scientific process with the guidance of a teacher.

Clear articulation of the procedures and materials needed to conduct the experiment

Highly organized and labeled data

2. Science Notebook: organizing, maintaining and recording evidence of scientific work and thinking about what is investigated.

3. Poster or Article: Interpret the results of an independent scientific investigation, using a formal scientific process, to inform the community about what affects plant growth and why it matters (i.e., make recommendations for the importance and best methods of growing plants for specific purposes on school grounds, at home, and/or other public urban space.

Dimension(s)/Facet(s) of Understanding Explaining, Interpreting, Applying, and Self-Understanding

Clear articulation about what is known from prior knowledge and research, as well as what was learned based on analysis/ interpretation of results

Convincing visual and/or written argument about the importance/ purpose of growing plants and the best methods for growing them

Goal: Discover what affects plant growth to help yourself and/or your community better understand the importance/purpose and best methods for growing plants at home, school, or other public urban spaces. Role: You are a young scientist who will independently verify your hypothesis to a testable question about what affects plant growth. Audience: Your audience is the school community (students, parents, and teachers) Situation: How can we beautify our surroundings, while at the same time make our environment more beneficial to us and other living things? Performance: Create a poster or write an article that communicates your findings from your scientific investigation and justify your recommendations for the importance and best methods of growing plants for specific purposes on school grounds, at home, and/or other public urban space. Standards: Refer to Evaluative Criteria and K/S from Stage 1

Regardless of the format of the assessment, what qualities are most important?

OTHER EVIDENCE

What other evidence will you collect to determine whether Stage 1 goals where achieved?

 

Students will show they have achieved Stage 1 goals by

Identification and reasoning behind the best experimental design for a testable question

Quizzes and Common Assessments on Benchmark Standards

Oral and/or written reflection to the essential questions, using scientific vocabulary in context

Science Notebook and Lab Report for evidence of applications of scientific processes and thinking

Stage 3 – Learning Plan Code What pre-assessments will you use to check student’s prior
Stage 3 – Learning Plan Code What pre-assessments will you use to check student’s prior
Stage 3 – Learning Plan
Code
What pre-assessments will you use to check student’s prior knowledge, skill levels, and potential misconceptions?
What’s the goal for (or type of) each learning
event: Meaning, Acquisition, Transfer
Students will create a cover page and contribute to collaborative
anchor charts with respect to their views on what science is and
Pre-Assessment
W
- Ensure that students understand WHERE
the unit is headed, and WHY.
who/what/how/why scientists do what they do.
Progress Monitoring
H
- HOOK students in the beginning and
HOLD their attention throughout.
Learning Events
E
- EQUIP students with necessary
experiences, tools, knowledge, and know-
how to meet performance goals.
 Are all three types of goals (acquisition, meaning, and transfer) addressed
in the learning plan?
R
- Provide students with numerous
opportunities to RETHINK big ideas,
REFLECT on progress, and REVISE their work.
 Does the learning plan reflect principles of learning and best practices?
 How will you monitor students’ progress toward
acquisition, meaning, and transfer, during
lesson events?
 Is there tight alignment with Stages 1 and 2?
E
- Build in opportunities for students to
EVALUATE progress and self-assess.
 Is the plan likely to be engaging and effective for all students?
 What are potential rough spots and student
misunderstandings?
T
- Be TAILORED to reflect individual talents,
interests, styles, and needs.
 How will students get the feedback they need?
O
- Be ORGANIZED to optimize deep
understanding as opposed to superficial
coverage.
Student success at transfer, meaning, and acquisition depends upon…
1. Portraits of Science and Scientist: What is science? What is a scientist?
Science notebook organization and work
M
(W, H)
What do they do? Why? How?; A you a scientist? Why or why not?
Science Notebook Introduction & Set-up
A (E)
2. Observations: What is it? Why do we do it? How do we do it in science?
[qualitative/quantitative] What do you observe? ; Science Notebook Set
continued
Daily feedback on Do Now (Sparkers), Exit Slips,
Quizzes on concepts, skills, and vocabulary
M,
A, T (E, O)
3. Testable/Non-Testable Questions: What are some problems in my life and
of my generation: What are they and how might we solve them? What
type of question might doing science help with? What is the role of my
observations?
Lab Write-up and performance task work
Daily responses to questioning and discourse
M,
A, T (E,O)
4. Inferences to Hypothesis: What is it? Why do we do it? How do we do it in
science? How do we draw from prior knowledge to make predictions?
[inductive/deductive reasoning]; How do we test our inferences?
M,
A, T (H, O, R)
5. Experimental Design: How might we test a hypothesis
(formally/informally)? Introduce: The problem of the urban landscape –
What are some problems that face people living in the city? Lead to the
problems that may arise from a lack of natural space (greenways, parks,
trees, gardens, etc.). Discuss the purposes and importance of having
natural space integrated in urban landscapes. How can we do it? Is it
worth pursuing?
M,
T (H)
6. Introduction to Performance Task: What affects plant growth? What do
you know, what do you want to know, how can we find out? Developing
an experimental design and controlling a factor (amount of sunlight).
A (O) 7. Planning the Experiment: Materials and Procedures  8. Performing the Experiment 1:

A (O)

7. Planning the Experiment: Materials and Procedures

8. Performing the Experiment 1: Lab Procedures prep and performance

9. Performing the Class Experiment 2 (Observations and Raw Data Collection Set Up); Brainstorming a testable question for an independent experiment with plants

10. Performing the Class Experiment 3 (Observations and Measurement; Conducting Research); Experimental design for an independent experiment with plants

11. Performing the Class Experiment 4 (Observations and Measurement; Conducting Research); Experimental design and prep for an independent experiment with plants

T (T)

12. Performing the Class Experiment 5 (Observations and Measurement); Performing an independent experiment Day 1

13. Graphing Data and Analysis; Independent Experiment Observations and Measurements Day 2

M, A (H, E, E2)

14. Drawing a Conclusion; Was our hypothesis accepted or rejected? How do you know? What does this result mean? What errors could have influenced the results? What can we recommend to our audience? Independent Experiment Observations and Measurements Day 3

15. Class Experiment Lab Write-Up; Independent Experiment Observations and Measurements Day 4

M, T

M, T

16. Class Experiment Lab Write-Up; Independent Experiment Observations and Measurements Day 5

M, T

17. Performance Task Work; Assessment/Reflection

M, T (R, E2)

18. Performance Task Debrief/Celebration; Introduction to Unit 2 Cells (What is life? How do you know something is alive? What are some of your favorite living things? How many different types of living things can you name? How would you categorize them?)