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Scientific Inquiry Unit

Page history last edited by Christen Engelking 11 years, 11 months ago

Section I: Identifying Standards, Level of Application and Central Theme (See Appendix Section I)

Common Core

UNIT THEME: Section I A:What is the Essential Question in the Theme?

"How do scientist conduct investigations"

___ ELA

___ Math

___ Social Science

_X_ Science

___ Technical

Section I B: Identifying Standards: What content standards does this unit address? From the Curriculum Web list all common core and NET standards below that this unit will address:

Common Core Standards: See Common Core Science Standards

Key Ideas and Details

RST.6-8.1:

Cite specific textual evidence to support analysis of science and technical texts.

RST.6-8.2:

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RST.6-8.3:

Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical tasks.

Craft and Structure

RST.6-8.4:

Determine the meaning of symbols, key terms and other domain-specific words and phrases as they are used in specific scientific or technical context relevant to grades 6-8 texts and topics.

Integration of Knowledge and Ideas

RST.6-8.7:

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph or table).

RST.6-8.9:

Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic.

Range of Reading and Level of Text Complexity

RST.6-8.10:

By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

NET Standards: See Appendix II B for NET Standards

1. Creativity and Innovation

1.d: Identify trends and forecast possibilities

2. Communication and Collaboration

2.a: Interact, collaborate and polish with peers, experts or others employing a variety of digital environments and media

2.b: Communicate information and ideas effectively multiple audiences using a variety of media and formats.

3. Research and Information Fluency

3.a: Plan strategies to guide inquiry

3.b: Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media

3.d: Process data and report results

4. Critical Thinking, Problem Solving and Decision Making

4.a: identify and define authentic problems and significant questions for investigation

4.b: Plan and manage activities to develop a solution or complete a project

Section I C: Define the instructional purpose for the unit of study in terms of relevance to real life applications.

Students will learn the diverse ways in which scientists develop knowledge and understanding of the natural world and provide explanations based on evidence derived from their work.

Section II: Complexity of Learning Task (See Appendix Section II)

Section II A: Identifying the level of complexity for each task as matched to common core and NET standards.
Identify Depth of Knowledge	Identify the learning task that the students will be experience.
1 Awareness(Recall/Memorize) 2 Comprehension 3 Application(Demonstrate Understanding) 4 Analyze/Hypothesize 5 Synthesize/Process Information/Investigate 6. Evaluation (Make Connections)	Lab Safety Establish the steps in the Scientific Method Observations Testable Questions Identifying Variables Writing a Hypothesis Statement Writing Procedures Collecting Data Interpreting Graphs and Data Tables Drawing Conclusions Writing a Lab Report Science Fair Project
Identify Level of Application
Quadrant A: Acquisition Quadrant B: Application Quadrant C: Assimilation Quadrant D: Adaptation

(See Appendix II B for NET Standards)
Section II C: Determine key vocabulary words and how they will be taught
Determine key vocabulary words		Determine Methods of Presentation
Tier 1 Words Tier 2 Words Analyze Bar Graph Conclusion Direct Relationship Experiment Interpret Intervals Line Graph Mean (Average) Measurable Model Observation SI System of Measurement Stopwatch Theory Thermometer Validity Variable Volume x – Axis y – Axis Tier 3 Words Beaker Bias Constant Control Group Data Data Table Degrees Celsius Dependent Variable (Scientific) Evidence Experimental Group Experimental Procedure Graduated Cylinder gram (g) Hypothesis Independent Variable Inverse Relationship Liter (L) Mass meter (m) Meter Stick Qualitative Data Quantitative Data Repeated Trials Spring Scale Testable Question Triple Beam Balance		Connect to Prior Knowledge Share Metacognitive Strategies Active Engagement Create a Word Rich Environment Apply Strategies Across Curriculum Teach Strategies for Independence Mnemonics