unit 1 becoming a scientist 2013 - 2014
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7/28/2019 Unit 1 Becoming a Scientist 2013 - 2014
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Subject Science Grade 15 Instructional Days
Title Unit 1 Becoming A Scientist Time Frame 5
Unit Plan Designed by C. Guanajuato
Stage 1
Desired ResultsEstablished 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?
TN State Standards SPI(s)
Inq.1 Select an investigation that
could be used to answer a specific
question.
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
Crosscutting Concepts
Influence of Science, Engineering, and
Technology on Society and the Natural
World
Transfer
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.
Meaning
UNDERSTANDINGS
Students will understand thatESSENTIAL QUESTIONS
Students will keep considering
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
U3 Living things have requirements to stay alive and
grow, such as
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?
What specifically do you want students to understand?
What inferences should they make?
What thought-provoking questions will foster inquiry,
meaning making, and transfer?
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 is something interesting you observe?
How or why is it happening? How can you find out?
Why does it matter?
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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-ETS1-
2)
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-ETS1-
2)
W.5.7
Conduct short research projects that useseveral 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),(3-5-
ETS1-3)
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-ETS1-
1),(3-ETS1-2)
MP.2 Reason abstractly and quantitatively. (3-5-
ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
MP.4 Model with mathematics. (3-5-ETS1-1),(3-5-
ETS1-2),(3-5-ETS1-3)
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 problemsolving has direct implications for what matters in
ones own life.
S1 organizing and maintaining a science notebook forlearning.
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 phenomenahas 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 inTeaching Science with
Interactive Notebooks)
The purpose and structure of a constructed
response.
The scientific method is a formal process
scientists practice to design and conductcontrolled 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.
5.ETS.ED [Experimental Design] Plan and carry out fairtests 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 andquantitative measures, including measurementsand sketches.
5.ETS.ED.2 Identify whether a question is a testablequestion.
5.ETS.ED.3 Write a testable question in the proper
format, How will [one variable I change] affect [theoutcome 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 andprocedures 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).
http://www.corestandards.org/ELA-Literacy/RI/5http://www.corestandards.org/ELA-Literacy/RI/5http://www.corestandards.org/ELA-Literacy/RI/5http://www.corestandards.org/ELA-Literacy/RI/5http://www.corestandards.org/ELA-Literacy/RI/5http://www.corestandards.org/ELA-Literacy/RI/5http://www.corestandards.org/ELA-Literacy/W/5http://www.corestandards.org/ELA-Literacy/W/5http://www.corestandards.org/ELA-Literacy/W/5http://www.corestandards.org/ELA-Literacy/W/5http://www.corestandards.org/ELA-Literacy/W/5http://www.corestandards.org/ELA-Literacy/W/5http://www.corestandards.org/Math/Content/3/OAhttp://www.corestandards.org/Math/Practice/MP2http://www.corestandards.org/Math/Practice/MP2http://www.corestandards.org/Math/Practice/MP4http://www.corestandards.org/Math/Practice/MP4https://sites.google.com/a/cameroncollegeprep.org/ccp-science/home/curriculum/the-scientific-method/science-notebookhttps://sites.google.com/a/cameroncollegeprep.org/ccp-science/home/curriculum/the-scientific-method/science-notebookhttps://sites.google.com/a/cameroncollegeprep.org/ccp-science/home/curriculum/the-scientific-method/science-notebookhttps://sites.google.com/a/cameroncollegeprep.org/ccp-science/home/curriculum/the-scientific-method/science-notebookhttps://sites.google.com/a/cameroncollegeprep.org/ccp-science/home/curriculum/the-scientific-method/science-notebookhttps://sites.google.com/a/cameroncollegeprep.org/ccp-science/home/curriculum/the-scientific-method/science-notebookhttp://www.corestandards.org/Math/Practice/MP4http://www.corestandards.org/Math/Practice/MP2http://www.corestandards.org/Math/Content/3/OAhttp://www.corestandards.org/ELA-Literacy/W/5http://www.corestandards.org/ELA-Literacy/W/5http://www.corestandards.org/ELA-Literacy/W/5http://www.corestandards.org/ELA-Literacy/RI/5http://www.corestandards.org/ELA-Literacy/RI/5http://www.corestandards.org/ELA-Literacy/RI/5 -
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MP.5 Use appropriate tools strategically. (3-5-
ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
3-
5.OA
Operations and Algebraic Thinking (3-ETS1-
1),(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 stagefor 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, withguidance, to investigate a specific question.
o 5.ETS.ST.2.1 Identify dimensions, such aslength, width, height, speed, acceleration,temperature, volume, and record the units ofmeasure associated with a scientific tool, suchas Fahrenheit and Celsius for temperature; litersfor volume of liquid; the Newton for unit offorce, grams for mass; milliseconds/ seconds/minutes/hours for time.
5.ETS.DA [Data Analysis] Recordraw data into a giventable, graph, ordiagram. 5.ETS.DA.1 Maintain 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 ordiagram.
5.ETS.DA.3Interpret 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/orverbal formats.
o 5.ETS.EC.3.1 Identify and interpret simple
patterns of evidence to communicate thefindings of multiple investigations.
o 5.ETS.EC.3.2 Recognize a faultyinterpretation of data that is due to experimentalerror.
o 5.ETS.EC.3.3 Recognize that people mayinterpret the same results in different ways.
http://www.corestandards.org/Math/Practice/MP5http://www.corestandards.org/Math/Practice/MP5http://www.corestandards.org/Math/Content/3/OAhttp://www.corestandards.org/Math/Content/3/OAhttp://www.corestandards.org/Math/Content/3/OAhttp://www.corestandards.org/Math/Content/3/OAhttp://www.corestandards.org/Math/Practice/MP5 -
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Stage 2 - Evidence
Evaluative Criteria PERFORMANCE TASK(S)How will students demonstrate their understanding (meaning-making and transfer) through complex performance?
Students will show that they really understand by evidence of
What criteria will be used in each assessment to
evaluate attainment of the desired results? 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 andresearch, as well as what was
learned based on analysis/
interpretation of results
Convincing visual and/or writtenargument about the importance/
purpose of growing plants and
the best methods for growing
them
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. 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.
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
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 1Regardless of the format of the assessment,
what qualities are most important?OTHER EVIDENCEWhat 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
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Stage 3 Learning Plan
CodeWhats 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 know-
how 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
anchor charts with respect to their views on what science is andwho/what/how/why scientists do what they do.
Pre-Assessment
Progress Monitoring
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?
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?
Student success at transfer, meaning, and acquisition depends upon
M (W, H)
A (E)
M, A, T (E, O)
M, A, T (E,O)
M, A, T (H, O, R)
M, T (H)
1. 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
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
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?
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?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?
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).
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
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A (O)
T (T)
M, A (H, E, E2)
M, T
M, T
M, T
M, T (R, E2)
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
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
14. Drawing a Conclusion; Was our hypothesis accepted or rejected? How do
you know? What does this result mean? What errors could haveinfluenced 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
16. Class Experiment Lab Write-Up; Independent Experiment Observations
and Measurements Day 5
17. Performance Task Work; Assessment/Reflection
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?)
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