Strand: Characteristics of Science -- Habits of Mind
S.ChS.1 Science Inquiry: Questions & Design
The learner will evaluate the importance of curiosity, honesty, openness, and skepticism in science:
Exhibit the above traits in their own scientific activities
Recognize that different explanations often can be given for the same evidence
Explain that further understanding of scientific problems relies on the design and execution of new experiments which may reinforce or weaken opposing explanations.
S.ChS.2 Science Inquiry: Safety
The learner will use standard safety practices for all classroom laboratory and field investigations:
Follow correct procedures for use of scientific apparatus
Demonstrate appropriate technique in all laboratory situations
Follow correct protocol for identifying and reporting safety problems and violations
S.ChS.3 Science Inquiry: Lab Processes
The learner will identify and investigate problems scientifically.
Suggest reasonable hypotheses for identified problems
Develop procedures for solving scientific problems
Collect, organize and record appropriate data
Graphically compare and analyze data points and/or summary statistics
Develop reasonable conclusions based on data collected
Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information
The student uses technology to create, add, edit, and draw conclusions from information displayed in charts and graphs. (Examples might include using Graph Club, Excel, etc.)
S.ChS.4 Science Inquiry: Data Collection & Technology
The learner will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials
Develop and use systematic procedures for recording and organizing information
Use technology to produce tables and graphs
Use technology to develop, test, and revise experimental or mathematical models
The student connects cables to peripheral devices.
The student transfers usage skills of one type of software and hardware to another.
The student creates basic spreadsheets to organize and display information. (Examples might include using Excel, etc.)
The student selects and uses technology tools for data collection, analysis, presentation, collaboration and/or creativity to solve problems and make decisions.
S.ChS.5 Science Inquiry: Research & Analysis
The learner will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations
Trace the source on any large disparity between estimated and calculated answers to problems
Consider possible effects of measurement errors on calculations
Recognize the relationship between accuracy and precision
Express appropriate numbers of significant figures for calculated data, using scientific notation where appropriate
Solve scientific problems by substituting quantitative values, using dimensional analysis and/or simple algebraic formulas as appropriate
The student creates and enhances presentations and documents using appropriate elements and principals of design. (Examples might include repetition of a limited number of colors, fonts, or patterns, continuity of placement of elements, inclusion of images and sounds, etc.
S.ChS.6 Science Inquiry: Reporting & Reference
The learner will communicate scientific investigations and information clearly
Write clear, coherent laboratory reports related to scientific investigations
Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data
Use data as evidence to support scientific arguments and claims in written or oral presentations
Participate in group discussions of scientific investigations and current scientific issues
The student selects and uses appropriate software depending on the task.
The student combines or transfers information from different applications to prepare and present information to solve content related problems.
The student uses a word processing application to create and edit a document that contains text (words, phrases, and sentences) and images.
The student creates, modifies and edits documents using desktop publishing and word processing tools to integrate. (Examples include newsletters, flyers, calendars, cards, etc.)
Strand: Charcteristics of Science -- The Nature of Science
S.ChS.7 Science Inquiry: System Analysis & Reference
The learner will analyze how scientific knowledge is developed. Learners will recognize that:
The universe is a vast single system in which the basic principles are the same everywhere
Universal principles are discovered through observation and experimental verification
From time to time, major shifts occur in the scientific view of how the world works. More often, however, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. Major shifts in scientific views typically occur after the observation of a new phenomenon or an insightful interpretation of exisiting data by an individual or research group
Hypotheses often cause scientists to develop new experiments that produce additional data
Testing, revising, and occasionally rejecting new and old theories never ends
The student creates, manages and utilizes information using spreadsheet tools and applications.
S.ChS.8 Science Inquiry: Science Processes
The learner will understand important features of the process of scientific inquiry. The learner will apply the following to inquiry learning practices:
Scientific investigators control the conditions of their experiments in order to produce valuable data
Scientific researchers are expected to critically assess the quality of data including possible sources of bias in their investigations hypotheses, observations, data analysis, and interpretations
Scientists use practices such as peer review and publication to reinforce the integrity of scientific activity and reporting
The merit of a new theory is judged by how well scientific data are explained by the new theory
The ultimate goal of science is to develop an understanding of the natural universe which is free of biases
Science disciplines and traditions differ from one another in what is studied, techniques used, and outcomes sought.
The student plans, creates, and analyzes simple multimedia products collaboratively combining visual elements, sounds, and words to communicate concepts.
The student uses search strategies and navigational skills to locate and retrieve information on approved CCSD online resources.
S.ChS.9 Reading in Science
The learner will enhance reading in science by:
Reading in specific science areas: Read appropriate fraction of the total minimum of 25 grade-level appropriate books (or equivalent science articles or essays) per year from the science disciplines and participate in discussions related to curricular learning in all areas; Read both informational and fictional texts in a variety of genres and modes of discourse appropriate to the science course; Read technical texts related to the science subject areas.
Discussing books: Discuss messages and themes from books within the science are; Respond to a variety of texts in multiple modes of discourse; Relate messages and themes from one subject area to messages and themes in another area; Evaluate the merit of texts within science disciplines; Examine author's purpose in writing; Recognize the features of disciplinary texts.
Building vocabulary knowledge: Demonstrate an understanding of contextual vocabulary in science; Use content vocabulary in writing and speaking; Explore understanding of new words found in science.
Establishing context: Explore life experiences related to science content or characteristics of science; Discuss in both writing and speaking how certain words are subject area related; Determine strategies for finding content and contextual meaning for unknown words.
The student uses technology tools to research possible solutions to “real world” issues.
The student recognizes the appropriate use of Internet communication tools. (Examples might include web blogs, chat rooms, bulletin boards, etc.)
Students will analyze the nature of the relationships between structures and functions in living cells.
Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction.
Explain how enzymes function as catalysts.
Identify the function of the four major macromolecules (i.e. carbohydrates, proteins, lipids, nucleic acids).
Students will analyze how biological traits are passed on to successive generations.
Distinguish between DNA and RNA.
Explain the role of DNA in storing and transmitting cellular information.
Using Mendel's laws, explain the role of meiosis in reproductive variability.
Describe the relationships between changes in DNA and potential appearance of new traits including
Alterations during relication.
Mutagenic factors that can alter DNA.
High energy radiation (x-rays and ultraviolet)
Compare the advantages of sexual reproduction and asexual reproduction in different situations.
Examine the use of DNA technology in forensics, medicine, and agriculture.
Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.
Relate the complexity and organization of organisms to their ability for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organisms.
Examine the evolutionary basis of modern classification systems. (six kingdoms)
Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems.
Investigates the relationships among organisms, populations, communities, ecosystems, and biomes.
Explain the flow of matter and energy through ecosystems by
Arranging components of a food chain according to energy flow.
Comparing the quantity of energy in the steps of an energy pyramid.
Explaining the need for cycling of major nutrients (C, O, H, N, P).
Relate environmental conditions to successional changes in ecosystems.
Assess and explain human activities that influence and modify the environment such as global warming, population growth, pesticide use, and water and power consumption.
Relate plant adaptations, including tropisms, to the ability to survive stressful environmental conditions.
Relate animal adaptations, including behaviors, to the ability to survive stressful environmental conditions.
Students will evaluate the role of natural selection in the development of the theory of evolution.
Trace the history of the theory.
Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
Explain how fossil and biochemical evidence support the theory.
Relate natural selection to changes in organisms.
Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance).
The student uses brainstorming/webbing software in planning, organizing, and prewriting.
The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)
Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.
Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.
Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.