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Understanding by Design
29. Briefly discuss with students everything they have learned during the unit, allowing them to state what they have learned
and know about scientific investigation, creating a concept map as a whole group.
30. Individually, students will complete a Frayer Model that shows everything they know about scientific investigation
(Rutherford, 2008, p. 18).
31. Working in cooperative groups, based on learning abilities, students will create oobleck mixture and record the
investigation process, step-by-step, as well as discuss properties of the mixture (Danyali, 2014).
32. Have students rotate around the room, in pairs, to different centers that focus on investigation of static electricity with
balloons, light bulbs, and salt & pepper, focusing on all components of scientific investigation (Calhoun, 2012; Bilgrami,
2014; Richardson, 2014).
33. Students will create two basic line graphs based on the homework assignment they completed, recording outside
temperatures for one week. They will individually create one graph for C and the other for F, getting in pairs after to
compare graphs and data.
34. In the same pairs students were in when they planted the seeds, have students measure height of the plants and draw a
conclusion of which grew tallest, comparing that information to their predictions.
35. Have students create a bar or line graph, as well as draw pictures showing growth of seeds over time.
36. Students will complete a RAFT activity, writing a four-paragraph letter to a confused friend explaining each component of
scientific investigation (Rutherford, 2008, p. 135).
37. Students will be given back their warm-ups from the unit and they will reflect on their answers to the essential questions,
determining if the answers changed as the unit progressed and a deeper understanding was gained.
38. Have students present culminating projects (GRASPS) to the class, allowing time after each presentation for peers to
provide constructive feedback or ask questions.
39. Conclude the unit with a student self-reflection on the culminating project of both the experiment they planned and
conducted, as well as the display they created.
40. Have each student complete a 3,2,1 on the unit, writing the 3 most important concepts they learned, 2 favorite parts of the
unit, and 1 way they will use the understanding gained from the unit outside of the classroom (Rutherford, 2008, p. 114).
Consider the WHERETO elements. You must include enough instruction for 20 lessons.
1 2 3 4 5
1. Hook students with a 4. Have students begin 7. Students will complete 10. Students will conduct 12. Have students begin
discussion of scientists and weekly warm-up answering foldable on components of experiment to blow up a weekly entrance tickets.
investigations. an essential question. investigation. balloon using baking soda 13. Working independently,
2. Introduce essential 5. Students read and 8. Students will plant and vinegar or create a students will make
questions, unit goals, and discuss certain section of different seeds with a baking soda powered boat, predictions, use
culminating assessment. article about components of partner and record focusing on components of classification, and create
3. Have students begin daily scientific investigation, predictions about which investigation. bar graph about M&Ms.
science journal. sharing in Jigsaw groups. plant will grow fastest and 11. Students pair up with 14. Whole group will create
6. Present short lesson on how tall. group who did the other bar graph with data from
components of scientific 9. Students will complete experiment to discuss findings of all students.
investigation and graphing. weekly exit ticket. findings.
6 7 8 9 10
15. Present short lesson on 17. Give students quiz on 19. Working in cooperative 20. In small groups, 23. Students will finish
scientific instruments. scientific investigation and groups, students will students will complete data assignments on the solar
16. Working with a partner, instruments. research planets and table about planets by system and share models,
students will appropriately 18. Students grade own classify them, lastly placing researching. stories, or paper with class,
experiment with quizzes and reflect on the pictures of the planets in 21. Working independently along with interesting facts
instruments. answers that were incorrect. order, discussing findings or with a group, students learned.
with group. will create either a physical
model of the solar system,
write a story, or write a short
paper.
22. Have students turn in
science journals to be
checked for understanding
bi-weekly.
11 12 13 14 15
24. In groups, students will 27. Have students complete 29. Briefly discuss with 31. Working in cooperative 32. Students will rotate
conduct experiment relating a Venn diagram comparing students everything they groups, students will create around the room to three
to density, compared with and contrasting have learned during the oobleck mixture and record different centers focused on
heaviness of planets by independent and dependent unit, creating a concept map the investigation process, static electricity, focusing on
comparing density of a variables. as a whole group activity. as well as discuss all components of scientific
beach ball filled with water 28. Working in cooperative 30. Individually, students will properties of the mixture. investigation
and others filled with other groups, students will complete a Frayer Model on
substances. conduct experiment with everything they know about
25. As whole group, chemical reaction, focusing scientific investigation.
measure the plants, on the variables and
allowing students to write manipulating them to see
down a new prediction, if how the results change, as
desired. well as observation and
26. Assign students data collection.
homework to record outside
temperatures for a week in
C and F.
16 17 18 19 20
33. Students will create two 34. In pairs, students 36. Students will complete 38. Have students present 39. Conclude the unit with
basic line graphs based on measure height of the RAFT activity, explaining culminating projects to the student self-reflection on the
homework they did, creating plants grown at beginning of components of scientific class, allowing time after culminating project.
one in C and the other in unit and draw a conclusion investigation to a confused each presentation for peers 40. Have each student
F, getting in pairs after to of which grew tallest. friend. to provide constructive complete a 3,2,1 on the
compare graphs. 35. Have students create a 37. Students will be given feedback or ask questions. unit.
bar or line graph, as well as back their warm-ups from
draw pictures showing the unit and will reflect on
growth of seeds over time. the answers, determining if
the answers changed as
they gained more
understanding.
GRASPS Rubric
Pts. 3 2 1
__/3 Outstanding Good Work Needs Improvement
Required Science experiment includes all 6 Science experiment includes 5 Science experiment includes 4 or
components of scientific investigation. components of scientific investigation. fewer components of scientific
Elements Shows understanding of all 6 Shows understanding of 5 components investigation.
(Hypothesis, components of scientific investigation. of scientific investigation. Shows understanding of 4 or fewer
prediction, components of scientific investigation.
independent variable,
dependent variables,
constants, conclusion)
Poster includes 3 or more sentences Poster includes 3 or more sentences Poster includes 2 or fewer sentences
discussing each component of the discussing only some components of discussing each component of the
experiment. the experiment. experiment.
Thoroughness Sentences provide a lot of detail and Sentences provide some detail, Sentences provide little to no detail,
show evidence of thorough data showing little evidence of data showing no evidence of data collection
collection during the experiment. collection during the experiment. during the experiment.
Poster is organized, creative, and Poster has some organization, Poster shows very little to no
colorful. creativity, and color. organization or creativity and has little
Includes at least 4 pictures relating to Includes at least 3 pictures relating to color.
Organization & science experiment. science experiment. Includes at least 2 pictures relating to
Presentation Each section is clearly labeled in its Each section is clearly labeled in its science experiment.
own box. own box. Each section is not clearly labeled in
Easy to follow along with. Somewhat easy to follow along. its own box.
Difficult to follow along with.
Student put a lot of effort into both the Student put some effort into both the Student put very little effort into both
science experiment and poster. science experiment and poster. the science experiment and the poster.
The experiment and poster created by The experiment and poster created by The experiment and poster created by
Effort the student make it evident that the the student make it evident that the the student make it evident that the
student pushed himself to do his very student did not use all of his potential. student did not push himself or use all
best. of his potential.
Task Description: Students will conduct a science experiment that incorporates these components of scientific
investigation: hypothesis, prediction, independent variable, dependent variables, constants, and a conclusion. Students will
also create a colorful poster display for a scientific research corporation, which will show their findings.
References
Bilgrami, S. (2014, March 12). Make a balloon stick to the wall like "magic" Retrieved October 9,
http://www.sciencemadesimple.com/science_fair_experiment.html
Calhoun, M. (2012, October 10). Make your own electricity. Retrieved October 9, 2015, from
http://www.education.com/activity/article/Make_Electricity_fifth/
Calhoun, M. (2014, April 21). Foam it! Cause a chemical reaction. Retrieved October 4, 2015, from
http://www.education.com/activity/article/Foam_It_fifth/
Danyali, A. (2014, March 26). Oobleck science: Solid or liquid? Retrieved October 9, 2015, from
http://www.education.com/activity/article/Solid_Liquid_fifth/
Identify and control variables. (2015). Retrieved October 11, 2015, from
http://www.marlingtonlocal.org/5thGradeScience-Lesson1.aspx
Richardson, C. (2014, March 18). Separate salt and pepper with static electricity. Retrieved October 5,
Rutherford, P. (2008). Instruction for all students (2nd ed., p. 135). Alexandria, Virginia: Just ASK
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade4/earth_
patterns_cycles_changes/sess_4.7b.pdf
Science standards of learning for Virginia public schools: Grade four. (2010). Retrieved September 12,
6/stds_science4.pdf
http://www.sciencemadesimple.com/scientific_method.html
http://school.discoveryeducation.com/curriculumcenter/solarsystem/projectideas.html
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade4/earth_
patterns_cycles_changes/sess_4.7a.pdf