Next week assignment

Pacing
Date(s)
Traditional
4 days
09-01-09 to 09-04-09
Block
2 days
09-01-09 to 09-04-09
BODY OF KNOWLEDGE: Nature of Science

TOPIC II: The Practice of Science – The Scientific Method

NeXT Generation Sunshine State Standard(s)
(Field Tested 2011)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 1: The Practice of Science
SC.912.N.1.1
SC.912.N.1.3
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.1.7

Standard 2: The Characteristics of Scientific Knowledge
SC.912.N.2.2
SC.912.N.2.4
SC.912.N.2.5

Standard 3: The Role of Theories, Laws, Hypotheses, and Models
SC.912.N.3.1
SC.912.N.3.2
SC.912.N.3.3
SC.912.N.3.4
SC.912.N.3.5

Standard 4: Science and Society
SC.912.N.4.1

Standard 1: Formulating Questions
MA.912.S.1.2

Standard 2: Nonfiction
LA.910.2.2.3

Standard 4: Informative
LA.910.4.2.2
A. Scientific Method
1. Ask a Question
2. Research
3. Hypothesis
4. Experiment/Procedure
a. Variables
b. Control Group
c. Constants
5. Data Analysis
6. Conclusion

B. Measurements and Analysis
1. Accuracy vs. Precision
2. Error
3. Models

C. Acceptance of Scientific Ideas



Scientific Method components, such as independent and dependent variable, controls, appropriate number of trials, etc. should be integrated in activities throughout the year.
· List the steps used in a scientific method
· Compare and contrast experimental variables and controls
· Utilize the scientific method to solve real world problems and laboratory experiments
· Differentiate between accuracy and precision
· Calculate percent error
· Analyze how scientific thought changes as new information is collected



Core Text Book:
Skill Handbook (pp 928 - 931);
Chapter 1 (pp 11 - 19)

Vocabulary:
constant, control group, dependent variable, hypothesis, independent variable, model, observation, peer review, percent error, scientific method, theory, variable

Technology:
1. GIZMO (see p 5)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Scientific Method

Strategies: (see p 5)
o ELL:
o Enrichment
o SPED:

Assessment:
Formal and Authentic (see p 5)

Labs:
1. Discovery Lab: Scientific Communication (TX p 5)
2. MiniLab: How do soil and water absorb and release heat? (TX p 12)
3. Gak! Using the Scientific Method
4. Bikini Bottoms Scientific Method

Related Program: NA

NEXT GENERATION SUNSHINE STATE STANDARDS


THE NATURE OF SCIENCE BODY OF KNOWLEDGE

Standard 1: The Practice of Science
A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

BENCHMARK CODE
BENCHMARK

SC.912.N.1.1
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
1. pose questions about the natural world,
2. conduct systematic observations,
3. examine books and other sources of information to see what is already known,
4. review what is known in light of empirical evidence,
5. plan investigations,
6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),
7. pose answers, explanations, or descriptions of events,
8. generate explanations that explicate or describe natural phenomena (inferences),
9. use appropriate evidence and reasoning to justify these explanations to others,
10. communicate results of scientific investigations, and
11. evaluate the merits of the explanations produced by others.
Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.1.3
Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.Cognitive Complexity/Depth of Knowledge Rating: Low

SC.912.N.1.4

Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.1.5
Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.912.N.1.6

Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.912.N.1.7
Recognize the role of creativity in constructing scientific questions, methods and explanations.

Cognitive Complexity/Depth of Knowledge Rating: Low

Standard 2: The Characteristics of Scientific Knowledge
A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, religion.
B: Scientific knowledge is durable and robust, but open to change.
C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.

BENCHMARK CODE
BENCHMARK

SC.912.N.2.2
Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.2.4
Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.2.5
Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

Cognitive Complexity/Depth of Knowledge Rating: High


Standard 3: The Role of Theories, Laws, Hypotheses, and Models
The terms that describe examples of scientific knowledge, for example: "theory," "law," "hypothesis" and "model" have very specific meanings and functions within science.

BENCHMARK CODE
BENCHMARK

SC.912.N.3.1
Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.3.2
Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.912.N.3.3
Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.912.N.3.4
Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.3.5
Describe the function of models in science, and identify the wide range of models used in science.

Cognitive Complexity/Depth of Knowledge Rating: Moderate


Standard 4: Science and Society
As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.

BENCHMARK CODE
BENCHMARK

SC.912.N.4.1
Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
STATISTICS BODY OF KNOWLEDGE
Standard 1: Formulating Questions
Students learn to define appropriate questions for research, and to pose questions in a form that can be answered by collecting and analyzing data.
BENCHMARK CODE
BENCHMARK

MA.912.S.1.2

Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
LITERARY ANALYSIS BODY OF KNOWLEDGE
Standard 2: Nonfiction
The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.
BENCHMARK CODE
BENCHMARK
LA.910.2.2.3
Organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining).

Cognitive Complexity/Depth of Knowledge Rating: N/A

WRITING APPLICATION BODY OF KNOWLEDGE
Standard 2: Informative
The student develops and demonstrates technical writing that provides information related to real-world tasks.
BENCHMARK CODE
BENCHMARK
LA.910.4.2.2
The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information.

Cognitive Complexity/Depth of Knowledge Rating: N/A






TOPIC II
INSTRUCTIONAL TOOLS

Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.

Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo

Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.

Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of scientific method.

TOPIC II
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.N.1.1
Growing Plants
SC.912.N.1.1
Germination
















Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
09-01-09 to 09-04-09

Block:
09-01-09 to 09-04-09

Standard 1: The Practice of Science
SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
1. pose questions about the natural world,
2. conduct systematic observations,
3. examine books and other sources of information to see what is already known,
4. review what is known in light of empirical evidence,
5. plan investigations,
6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),
7. pose answers, explanations, or descriptions of events,
8. generate explanations that explicate or describe natural phenomena (inferences),
9. use appropriate evidence and reasoning to justify these explanations to others,
10. communicate results of scientific investigations, and
11. evaluate the merits of the explanations produced by others.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.Cognitive Complexity/Depth of Knowledge Rating: Low
SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations.

Cognitive Complexity/Depth of Knowledge Rating: Low

Standard 2: The Characteristics of Scientific Knowledge
SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

Cognitive Complexity/Depth of Knowledge Rating: High

Standard 3: The Role of Theories, Laws, Hypotheses, and Models
SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

Standard 4: Science and Society
SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

Standard 1: Formulating Questions
MA.912.S.1.2 Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

Standard 2: Nonfiction
LA.910.2.2.3 Organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining).

Cognitive Complexity/Depth of Knowledge Rating: N/A

Standard 4: Informative
LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information.

Cognitive Complexity/Depth of Knowledge Rating: N/A