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Subject Title Unit Plan Designed by

Science Unit 1 Becoming A Scientist C. Guanajuato

Grade Time Frame

15 Instructional Days 5

Stage 1 Desired Results

Established Goals
What content standards and program- or mission-related goal(s) will this unit address? What habits of mind and cross-disciplinary goal(s) for example, 21st century skills, core competencies 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 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. UNDERSTANDINGS Students will understand that U1 Humans are natural born scientists, because U2 Formal scientific inquiry is a way of thinking about and investigating the world that has specific characteristics, such as

TN State Standards SPI(s) Inq.1 Select an investigation that could be used to answer a specific question.

Meaning ESSENTIAL QUESTIONS Students will keep considering

Q1 What makes me a natural born scientist? Q2 How do I as a scientist formally ask and answer questions? Q3 What factors affect plant growth?

Science and Engineering Practices Asking Questions and Defining Problems Planning and Carrying out Investigations Constructing Explanations and Designing Solutions

Disciplinary Core Ideas Defining and Delimiting Engineering Problems Developing Possible Solutions Optimizing the Design Solution

U3 Living things have requirements to stay alive and grow, such as What specifically do you want students to understand? What inferences should they make? 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... 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.

What thought-provoking questions will foster inquiry, meaning making, and transfer? What is something interesting you observe? How or why is it happening? How can you find out? Why does it matter?

Crosscutting Concepts

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

Common Core State Standards Connections: ELA/Literacy RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (3-5-ETS12) RI.5.1 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (3-5-ETS1-2) RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS12) W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (3-5-ETS1-1),(3-5-ETS1-3) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (3-5-ETS1-1),(3-5ETS1-3) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3) Mathematics 3.OA Operations and Algebraic Thinking (3-ETS11),(3-ETS1-2) MP.2 Reason abstractly and quantitatively. (3-5ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3) MP.4 Model with mathematics. (3-5-ETS1-1),(3-5ETS1-2),(3-5-ETS1-3)

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.
What facts and basic concepts should students know and be able to recall? The purpose and key features of a science notebook (detailed in Teaching Science with Interactive Notebooks) 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. The components of a scientific observation (qualitative/quantitative) The purpose and format for a testable question and hypothesis.

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 discrete skills and processes should students be able to use?
5.ETS.ED [Experimental Design] Plan and carry out fair tests in which variables are controlled. 5.ETS.ED.1 Explore different scientific phenomena by asking questions. o 5.ETS.ED.1.1 Write a detailed and descriptive observation that includes qualitative and quantitative measures, including measurements and sketches. 5.ETS.ED.2 Identify whether a question is a testable question. 5.ETS.ED.3 Write a testable question in the proper format, How will [one variable I change] affect [the outcome of what is measured]? 5.ETS.ED.4 Recognize the variables that need to be controlled in order for the experiment to be considered fair.

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 measure, such as a thermometer, graduated cylinder, beaker, ruler (metric), timer, and pan balance (scale).


Use appropriate tools strategically. (3-5ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)


Operations and Algebraic Thinking (3-ETS11),(3-ETS1-2)

Common scientific tools and what they measure. 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 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. Other (Personal and Social Perspectives) 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. Causes of environmental degradation and resource depletion vary from region to region and country to country.

5.ETS.ST.2 Select and use the appropriate tools, with guidance, to investigate a specific question. o 5.ETS.ST.2.1 Identify dimensions, such as length, width, height, speed, acceleration, temperature, volume, and record the units of measure associated with a scientific tool, such 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.1 Maintain a science notebook that includes observations, questions, hypotheses, procedure, materials, data, diagrams, and explanations. 5.ETS.DA.2 Identify the key parts of a table, graph or diagram. 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.
5.ETS.EC.1 Draw a conclusion based on findings from multiple investigations of similar phenomena. 5.ETS.EC.2 Compare the results of an investigation with what scientists already accept about this question. 5.ETS.EC.3 Effectively communicate the results gathered from an investigation in written, visual and/or verbal formats. o 5.ETS.EC.3.1 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations. o 5.ETS.EC.3.2 Recognize 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
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?

Detailed and accurate observations Clear and formatted articulation of a testable question and hypothesis Clear articulation of the procedures and materials needed to conduct the experiment Highly organized and labeled data 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

Students will show that they really understand by evidence of 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, 1. 2. 3. 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. Science Notebook: organizing, maintaining and recording evidence of scientific work and thinking about what is investigated. 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 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?

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

Whats the goal for (or type of) each learning event: Meaning, Acquisition, Transfer W - Ensure that students understand WHERE the unit is headed, and WHY. H - HOOK students in the beginning and HOLD their attention throughout. E - EQUIP students with necessary experiences, tools, knowledge, and knowhow to meet performance goals. R - Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. E - Build in opportunities for students to EVALUATE progress and self-assess. T - Be TAILORED to reflect individual talents, interests, styles, and needs. O - Be ORGANIZED to optimize deep understanding as opposed to superficial coverage.

What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions? Students will create a cover page and contribute to collaborative Pre-Assessment anchor charts with respect to their views on what science is and who/what/how/why scientists do what they do.
Learning Events Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan? Does the learning plan reflect principles of learning and best practices? Is there tight alignment with Stages 1 and 2? Is the plan likely to be engaging and effective for all students?

Progress Monitoring

Student success at transfer, meaning, and acquisition depends upon

How will you monitor students progress toward acquisition, meaning, and transfer, during lesson events? What are potential rough spots and student misunderstandings? How will students get the feedback they need?

M (W, H)

A (E)


M, A, T (E, O)


M, A, T (E,O)


M, A, T (H, O, R)


M, T (H)


Portraits of Science and Scientist: What is science? What is a scientist? What do they do? Why? How?; A you a scientist? Why or why not? Science Notebook Introduction & Set-up 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 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? 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? 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? 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).

Science notebook organization and work Daily feedback on Do Now (Sparkers), Exit Slips, Quizzes on concepts, skills, and vocabulary Lab Write-up and performance task work Daily responses to questioning and discourse

A (O)

7. 8. 9.


T (T)

12. 13.

M, A (H, E, E2)


M, T

15. 16. 17. 18.

M, T M, T M, T (R, E2)

Planning the Experiment: Materials and Procedures Performing the Experiment 1: Lab Procedures prep and performance Performing the Class Experiment 2 (Observations and Raw Data Collection Set Up); Brainstorming a testable question for an independent experiment with plants Performing the Class Experiment 3 (Observations and Measurement; Conducting Research); Experimental design for an independent experiment with plants Performing the Class Experiment 4 (Observations and Measurement; Conducting Research); Experimental design and prep for an independent experiment with plants Performing the Class Experiment 5 (Observations and Measurement); Performing an independent experiment Day 1 Graphing Data and Analysis; Independent Experiment Observations and Measurements Day 2 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 Class Experiment Lab Write-Up; Independent Experiment Observations and Measurements Day 4 Class Experiment Lab Write-Up; Independent Experiment Observations and Measurements Day 5 Performance Task Work; Assessment/Reflection 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?)