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Overview
and Background: Unit: Science As Inquiry |
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Name: Amy Schroeder |
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Cheney
Middle School : Grades 7-8 |
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Title: |
Science as Inquiry |
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Topics: |
Scientific
investigation |
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Time Frame: |
Throughout the year |
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Start Date: |
- |
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Other Designers: |
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Summary: |
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Print Materials Needed: Science textbook |
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Resources: |
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Resource Attachments: |
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Internet Resource Links: |
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Notes: |
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Stage 1: Identify Desired Results |
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State: |
KS |
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Title: |
Science |
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Standard(s): |
Kansas state science standards |
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Understandings: Answers can be attained
through investigations. |
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Essential Questions: What is scientific inquiry? How do you use scientific inquiry to find the answers to
problems? Did this design work? How could this investigation/experiment be improved? |
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Knowledge and Skills: |
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K: Students
will know: q Scientific
inquiry is a way to find the answers to problems. q How to
perform a scientific investigation. q Performing
multiple trials validates an investigation. S: Students
will be able to: q Design an
effective investigation. q Conduct
an investigation. q Record
observations dealing with their investigation. q Identify
variables in their investigation. q Analyze
data. q Determine
if their design measured what it was supposed to. q Devise a
list of questions that were raised as a result of their investigation. |
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Stage 2: Determine Acceptable Evidence |
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Assessment Summary: Students will work in small cooperative teams to
design and conduct a scientific investigation. Students will design an experiment based on a question that can
be tested EX. Are there certain factors that will allow plants to
grow better than others? (amount of water, amount of sunlight, fertilizer,
etc.) |
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Student Directions: 1.
Students will form groups of 3-4. 2.
Students will come up with a problem that they think will affect
plant growth. 3.
Students will devise a hypothesis about their problem. 4.
Check with the teacher to make sure hypothesis is
testable. 5.
Design an experiment to test that hypothesis. 6.
Check with the teacher to make sure experiment goes with
their hypothesis. 7.
Conduct the experiment. 8.
Collect data and make observations. 9.
Repeat the experiment. 10.
Analyze data by making graphs, charts, etc. 11.
Analyze the effectiveness of the investigation. |
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Rubric: |
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Other assessment evidence to be collected: Lab
reports Graphs/charts |
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Stage 3: Plan Learning Experiences and
Instruction |
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Learning Activities: What
sequence of teaching and learning experiences will be used? 1. Hook: Brainstorm
a list of ideas that they think can be answered by performing a scientific
investigation. Have a discussion to
determine which ideas can be answered and which ideas cannot be answered
using scientific investigations. 2.
Overview and Expectation: Discuss the steps to scientific
investigations. Share essential
questions. Go over investigation
procedure and expectations with the students.
3. Teaching Activities, Assessments & Rethinking
opportunities in order: Students will
break into small groups and come up with a variable they would like to test. Check and
get teachers okay. Develop a
hypothesis. Check and get teachers
okay. Design an
experiment that will test their hypothesis.
Check with the teacher to make sure the hypothesis and experiment are
related. Conduct the
experiment and collect all the necessary data. Repeat the
experiment to show validity. Compile all the
data into charts, graphs, etc. Analyze the
data. Was the hypothesis
supported/not supported? Did this
design work? Was the question
answered? How could this experiment
be improved? What other questions
could be investigated? |
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