Planning Guide

Creating Learner-Focused
Schools

 

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

 

LU Title: Curiosity Does Not Kill The Cat: student based research

Author(s): Karen C. Hall

Grade Level: 7-9

School Address: Beaver River Central, Artz Rd, Beaver Falls, NY 13305

Subject Area: Science

School Phone/Fax: 315-346-1211

 

CONTENT KNOWLEDGE

Declarative

Procedural
  • Use of scientific method to solve problems
  • Create a hypothesis, materials list and procedure that will fit the format, "What is the effect of (blank) on (blank)?"
  • Relationship between the physiological behavior of chosen organism and what is causing it (ex. pulse rate increased due to need for O2)
  • Create charts and graphs of collected data
  • Scientific data is based on research that has a large amount of required redundancy for reliable results
  • Integration of spreadsheet and word processing to create a Laboratory Write-up
 
  • Write a conclusion based on correlation of research and data
 
  • Oral presentation of procedure, data and conclusion using PowerPoint and desktop projector

 

ESSENTIAL QUESTIONS

 

INITIATING ACTIVITY

 Teacher will list on the blackboard the titles of the lab experiments that were performed throughout the year. Students will work in groups of three, entering into a data chart the identify of the organism, the physiological response and the units tested. Then the student groups will create another data chart that answers "How many different ways could you test a guinea pig, a dandelion, and your brother (or sister)?". Create a data chart in your group that lists the organism, what you could measure, and how you could change that measurement (ex. make them run 2 laps to test respiration rate). We will compare charts after 15 minutes.

The students will choose the organism and response of the organism using these charts as a springboard for ideas.

 

Connection to State Learning Standards

Content Area: Science

Level: Intermediate

Benchmarks: SI#2 Write a present formal research proposals for testing explanations of common phenomena/design and conduct a scientific investigation SI#3 use charts and graphs to organize data related to research

 

Benchmarks: #1 Know and use equipment and software to create presentations #2 Know that correct data entry will affect accuracy of information displayed

Standard: MST 1 Use scientific inquiry to pose questions, and seek answers

 

Standard: MST 2 Access, generate, process and transfer information using appropriate technologies

 

Unit Theme:

Student based Research

Standard: MST 4 Understand and apply scientific concepts pertaining to the living environment

 

Standard: ELA 1 Students will read, write, listen and speak for information and understanding

Benchmarks: LE#5 Organisms maintain a dynamic equilibrium that sustains life

 

Benchmarks: #1 Gather and use information from different sources, use new knowledge to extend prior knowledge #2 Produce oral and written reports, organize information according to an identifiable structure

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

 How to use the Scientific Method to solve a hypothesis

Relationship between body function and the physiological response of the organism they are testing

Scientific data is based on research that has a large amount of required redundancy for reliable results

Laboratory Write Up Template

Research using Internet and other Library Resources

Video

Prior Knowledge, Brainstorming, Independent Practice

KWL, Graphic Organizer

Before During After Listening Guide

The students have used the Lab template all year. Working in groups of 3 students will brainstorm (using prior knowledge) the parts of the template, and how each should be presented (list, sequential numbering, paragraph, etc).

Students will create a KWL chart for their organism, outlining what they Know about the response they are measuring (i.e. heart rate), what they Want to know-why the organism is responding as it is (i.e. pulse increases with exercise), and what they Learned will be filled in after completing the graphic organizer.

The graphic organizer will be a teacher created worksheet that has space for summarization of information gathered, along with reference citation information.

Students will predict what they think will happen in the video. During the video they will answer questions to the Listening Guide, **

 **and after the video will summarize reasons for the discrepancies between the two.

The humorous video will demonstrate the need for redundancy of data points to determine relevancy, and the use of math in science research.

 

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 Choose a living organism and variable to test

Create a hypothesis, material list and procedure

Create data chart and graph of information

Integration of Spreadsheet into the Word Processing Document

Create a conclusion based on the data they have collected, and the research they have done

Present an oral presentation that includes the procedure, data, and conclusions

RETHINK, REFINE, ASK QUESTIONS AND REVISE

Prior Knowledge

Template worksheet, Advanced Organizer (Calendar time line)

Flowchart Manual, Guided Practice, Evidence Form

Modeling, Guided Practice

Framed Paragraphs, Prior Knowledge, Graphic Organizer for Research Summary

PowerPoint Flowchart manual

Verbal encouragement

See Initiating Activity

Students will use their Laboratory Write up template to create a hypothesis that asks, "What is the effect of (blank) on (blank)?". The student fills in the blank with their choice. They then determine the list of needed materials and create a procedure, which is a numbered, sequenced set of steps they will use to do the lab.

The Advanced Organizer is a timeline that students will follow for due dates for each part of the project.

The students will receive a teacher created flowchart to use a s a manual for the Spreadsheet program (MS Works). This will be used to collect data into (sloppy copy), enter gathered data into the spreadsheet and create a line graph (less ink used!). The data chart must have a title, grid lines, and units. The graph must have a Title, labeled axis, units and be plotted correctly.

The Evidence Form must be signed by a parent to ensure that the student working on this at home is collecting their own data.

**

 **The teacher will demonstrate integration of software using the Desktop Projector, and give the students time at the computer to work.

The students will have a Framed Paragraphs outline to create the conclusion (in use throughout the year). Paragraph one restates the hypothesis, paragraph two outlines the high and low points of the data, and paragraph three tells why the organism responded as it did. The third paragraph will integrate the data with the research.

Students will integrate the word processing document, spreadsheet chart and graph into a PowerPoint presentation. The presentation will be given to their peers using the Desktop Projector.

Students will be constantly encouraged to ask questions that can be answered with a YES or NO by the teacher, so they can rethink, refine, and revise their final product.

 

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 Relationship between the data they collected and the physiological response of the organisms body (i.e. increased pulse rate is due to bodies need for more oxygen, so heart pumps faster)

Technology Integration

Forming a conclusion based on data collected, research and an analysis of their data validity

 Comparing

  • Classifying

 Inductive Reasoning

  • Deductive Reasoning
  • Error Analysis
  • Analyzing Perspectives
  • Constructing Support

 Abstracting

  • Other:

 Deductive Reasoning

 Comparing

 Classifying

 Inductive Reasoning

 Error Analysis

 The student will use the data and the research collected to determine WHY the organism changed (i.e. higher respiration rate after running than before running), and identify why the organisms body had the response (ex. Needed more oxygen for muscle functioning).

Students will see the similarities and differences between software packages. This will allow them to move and share information from file to file.

Students will write a conclusion based on data and research. Students will discuss possible areas of experimental error.

 

Planning Guide

  

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.
 

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

Element #1

Element #2

Element #3

Element #4

Element #5

Elements

Scale

 Written Lab Report

Hypothesis and Procedure

Conclusion

Data and Graphs

Oral Presentation

Weights

1

1

1

1

1

Report is neat, no spelling or grammar errors, data and graphs imported into word document, all parts present, handed in on time

Hypothesis follows format in template, procedure is complete and sequenced numerically, includes # days steps will be repeated

 Restates hypothesis, uses data to discuss response, evidence of research to explain response, conclusions valid

Data and graphs (D+G) complete, organized, accurate, presented with titles, labels, gridlines and units; Collected more than enough data to solve problems, evidence form present

 Speaks clearly and to the audience while using the desktop projector and computer files, data and graphs imported into PowerPoint from spreadsheet, minimum 6 slides with options applied (ex. background, transition, effect, legible text, clip art, word art)

Report is neat, few spelling and grammar errors, data and graphs imported into word document, all parts present

Hypothesis follows format, procedure includes most steps and is sequenced numerically, includes # days steps will be repeated

Restate hypothesis, uses data to discuss response, research present but incomplete, conclusions valid

D+G complete, organized, accurate, may be missing 1 or 2 criteria; Collected just enough data to solve problem

Speaks clearly and audibly, presents using desktop projector, data and graphs imported from spreadsheet, minimum 6 slides, may be missing 1-2 options

 Report is not neat, more than 3 spelling or grammar errors, one part of lab is missing, data and graphs not imported into word document

Hypothesis present, in any format. Procedure is missing 1-2 sequenced steps, does not include # days data will be collected

Restate hypothesis, data sketchy, research present but incomplete, conclusions incomplete or not based on data

D+G incomplete, inaccurate, or confusing presentation; Collection is not sufficient to solve the problem

Audibly difficult to understand; data and or graph missing; PowerPoint used but missing 3 or more options

Report is late, has more than 5 spelling or grammar errors, more than 1 part missing

Hypothesis present but not clearly stated; Procedure missing more than 2 sequenced steps, contains too many errors to follow experiment

Hypothesis and or data not given, conclusions incorrect and do not reflect data

D+G do not represent experiment and do not solve problem; Zero if no evidence form signed/submitted

Audibly difficult to understand, data and graphs not present, PowerPoint presentation confusing with little or no options used; Report is late

 NOTE: Rubric or other performance assessment instruments may be used.

 

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4

Score Point 3

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Score Point 2

Score Point 1

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Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Unit Schedule/Time Plan:

Written Overview: