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Design Topic: Scientific Investigation, Reasoning, and Logic Subject: Science Grade: 4th grade Designer: Sonya Swartzentruber

Understanding by Design

Unit Cover Page

Unit Title: Investigation Nation Grade Levels: 4th Grade

Topic/Subject Areas: Science and Investigation

Key Words: investigation, logic, reasoning, data, graphing, measure, classify

Designed By: Sonya Swartzentruber Time Frame: 4 weeks

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):


This unit focuses on both planning and conducting scientific investigations, which
will help students understand scientific reasoning, logic, and the nature of science. The
primary goals include helping students reach the point where they understand the various
components necessary to conduct an investigation, how to classify objects, collect data,
and create various graphs. There will be various forms of instruction throughout the unit,
using both whole and small group activities.
In the culminating performance task, students will plan and conduct their own
scientific investigation at home and create a poster that displays all the components of
investigation included in their experiments. The unit will conclude with students
presenting their posters to the class and offering constructive feedback to peers. Students
will write a reflection about their experiments, displays, and the unit.

Unit design status: X Completed template pages stages 1, 2, 3


Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1


Design Topic: Scientific Investigation, Reasoning, and Logic Subject: Science Grade: 4th grade Designer: Sonya Swartzentruber

STAGE 1 DESIRED RESULTS

Unit Title: Investigation Nation

Established Goals: 4.1 The student will demonstrate


STAGE 2 ASSESSMENT an understanding EVIDENCE of scientific reasoning, logic, and the
Performance Tasks:by planning and conducting investigations STAGE 3Other
nature of science inEvidence:
LEARNING which:PLAN
a)
Summary
GRASPS of Activity
distinctions
Learning
areand
Activities:
Students
made
will conduct a science Warm-up once a week, thoroughly answer an
(listexperiment
by number that here thenamong
incorporates complete observations,
the week-by-week
these components
conclusions,
of planning inferences
calendar
essential
and prediction;
below
question. using the same information)
objects investigation:
b) scientific or events arehypothesis, classified prediction,
and arranged according to characteristics or properties
1. independent
Begin with an entry question
variable, dependent (You will be a scientist forthe Homework
variables, next few weeks! record What temperature
steps do scientistsoutside intake Celsius
in conducting
c) appropriate
investigations instruments
and are
experiments?) selected
to hook and used
students to
intomeasure and
considering length,
Fahrenheit
how mass,
every volume,
investigationsday for
areaand
week. temperature
conducted. in
constants, and a conclusion. Students will also
metric
2. create
Introduce units; poster display for a scientific
Essential
a colorful Questions, unit goals, and discuss Graphing create two basic line graphs with data Key
the culminating unit performance task (GRASPS). Note:
vocabulary
research is introduced
corporation, throughout
which are will selected the unit.
show theirand used to measure collected of outside temperatures, one graph in
d) appropriate
3. findings.
As an ongoing instruments
activity, students record and reflect upon what elapsed
they learn time;by
daily, addinginaFahrenheit
new journal entry to their
Celsius and the other graph
e) predictions
science journals. and inferences are made, and conclusions are drawn based on data from a variety of
4. RAFTStudentsActivity
will complete
Studentsawill write aweekly,
warm-up four- thoroughly answering Multiple one Choice
of theQuiz components
essential questions.of scientific
sources;
5. paragraph
Students will letterbetoplaced
a confused friend
in jigsaw discussing
groups to readthe and share investigation
sections of differentand scientific
articlesinstruments
that discuss the important
independent
componentsofofand
f) components dependent
scientific
scientific variables
investigation.
investigation They arewillidentified;
(Scientific Weekly
Method, 2014; Designing
Reviews science, students2014; turn inIdentify, 2015).
science notebooks
6. explain
Present each
lesson component
about the in various
great detail. Studentsof scientific investigation and introduce graphing, with examples.
components
g) willconstants
also considerin anone experimental
experiment situation are identified; to be checked every other week for understanding
7. Students will complete a foldablethat on thewasvarious
already components of scientific investigation by recording definitions and
hypotheses
h) conducted in are
the developed
classroom and
drawing a picture for each component, to referas cause
write oneand effect
back tothroughout
relationships;Venn Diagramthe unit. compare and contrast differences
8. paragraph
Students about
will pair theup data
and they
plant collected
a different seed than other between
groups, independent
recording and dependent
predictions about which variables
of the plants will grow
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
(Rutherford,
the fastest, 2008, p. 135). predictions on how tall eachplant
also recording will grow in
Homework three
use weeks.
correct tool to find length of 6
9. data
k) Each are communicated
student will completewith simple
a weekly exitgraphs,
ticket bypictures, written
minimumstatements,
writing a different of three
types
and numbers
questions
of items at home theyand stillrecord
have or three things they
findings;
still
(VDOE, 2010) want to know, with an optional box to fill out about anything still not understood that
create bar graph showing lengths of items in they need extra assistance with.
10. Students will conduct an experiment of either blowing up a ascending balloon using order baking soda and vinegar or creating a baking
soda powered boat, focusing on the components of investigation. Once students have chosen a center, they will be paired
up by learning abilities.
11. One group that conducted the balloon center will join a group that conducted the boat activity and discuss findings.
12. Students will begin weekly entrance tickets by reflecting on new understandings gained during the week, providing at
Understandings:
least four Students will understand that
different examples. Essential Questions:
Students will understand that to discover
13. Working independently, students will each be given a bag the world around Why is scientific
of M&Ms investigation
and will important?
make predictions about how many of each
them, it iscolor
vital are
to utilize
in the bag, arranging and classifying them, recording data, and creating a bar graph thattoshows
investigation as a tool. Why do scientists conduct investigations find how many of
Students will color
each understand
was in scientific
the bag. reasoning, logic, and the information?
nature
14.of Asscience.
a whole group, students will share findings from theM&M How can we and
activity use scientific
will createinvestigation
a bar graph outside using data of the
collected from
Students allwill understand that scientific investigation is a
students. classroom?
process
15. and thereaare
Present shortmany lessonstepson to take before
scientific coming and
instruments to specific
Which element of scientific investigation is the most
uses.
a conclusion.
16. Working with a partner, students will be given one of each of the scientific important? Why? instruments to appropriately experiment with in
Students thewill understand
classroom. that science
Students is basedhomework
are assigned on to find Why is it important
the length to change
of six different types the ofindependent
items at home, variables in those
recording
observational and experimental evidence.
findings, and creating a bar graph showing those lengths in ascending order. investigations?
17. Give students a multiple-choice quiz on the components Why do we collect
of scientific data in and
investigation scientific
scientificinvestigations?
instruments.Why is
it important?
18. Have students grade their own quizzes and write a couple sentences explaining why the answers to the questions they
Student Self-Assessment
answered wrong were and Reflection
not the best answer and another couple sentences about why the correct answer for those
Students
questions willwascomplete
the best ananswer.
entrance ticket every Friday to reflect on new understandings they gained during the
19.week,
Working in cooperative
providing at least four groups, students
different will briefly research all the planets and classify them by their properties, using cut
examples.
Students out
will pictures
know: and name cards of the planets, lastly placing pictures
Students willofbetheable
planets
to: inquestions
order and discussing findings with their
Students
groups
will complete an exit ticket every Wednesday, writing
(Sequencing, 2012).
a minimum of three they still have or
Students will know that scientific reasoning, logic, and the Students will be able to plan a scientific investigation.
three
20.of In
nature things
small groups,
science they
are a part still want
students to know,
will use
of scientific with an optional box
several resources to complete
investigations. to fill out about
Studentsawill data anything
betable
able about they
to conduct still do not
characteristics
a scientific understand and
ofinvestigation.
planets, using both
Studentsneed
books extra
will know assistance
and the what Internet with.
elements (The areplanets,
incorporated 2012).in a Students will be able to collect and record data.
21.Students
scientific Working will
investigation. add a new journal
independently or with entry
a group,every class, recording
students will create and
Students reflecting
either a physical
will be ableupon towhat
model they
of
classify the learned
andsolar thatobjects
system,
arrange day.
writeora story that
Students discusses
will knowfacts which about the solartosystem,
instruments use for or write a shortevents
measuring paper basedabout iton(The theirplanets,
characteristics2012). or properties.

length,
Students will be given back their warm ups at the end of the unit to reflect on their answers and determine if the
22.mass,
Havevolume,
studentstemperature,
turn in science andjournals
elapsedtotime. be checked every Students other will
week beforableunderstanding.
to create both bar and basic line
23.answers
Students Students changed
will know willthefinish asthe
theassignments
distinctions unitbetween
progressed. they were workinggraphs
observations, on about the solarthe
to display system. They willfrom
data collected share their models, stories, or
investigations.
Students
conclusions,papers will grade
with
inferences, the and their
class, own quizzes
along
prediction. and write
with interesting 1-2 they
facts sentences
learned.
Students explaining
will be why ablethe answers to independent
to manipulate the questionsvariables they
24.got
Students Inwill
groups,
wrongknow students
werethenot willbest
difference
the conduct
between
answer.an barexperiment,
and basic
Students willwhich
write relates to1-2
density
in an investigation.
another sentencesof planets,
discussingas compared
why the to the heaviness
correct answer of
line graphs.planets,
for by filling one
those questions wasbeach
the best ballanswer.
with water and others with other substances
Students will be able to and comparing
develop weights and
a hypothesis as adata.
causeNote:
Students Students
will know should use everybetween
the difference component of scientific investigation
independent and effecttorelationship.
conduct experiment (Solar System, 2013).
25.Students
As a whole
and dependent
will write a one page reflection about the GRASPS activity, discussing what they learned, how they think
group, have students measure the plants they started growing at the beginning of the unit, allowing them to
variables.
Studentsthey
use did,
willthe and
newwhat
know what
dataathey couldainvestigation
toscientific
create have
differentchanged
predictionor improved.
entails. about which plant will grow the highest by the end of the unit, if desired.
26. Assign students homework to record outside temperatures for a week in both C and F.
27. Have students complete a Venn diagram that compares and contrasts both independent and dependent variables.
28. Working in cooperative groups, students will conduct a science experiment where they create a chemical reaction that will
shoot foam out of the bottle and cause the bottle to warm up; have students focus on and manipulate variables to see
how the results change, as well as focus on observation and data collection (Calhoun, 2014).
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic: Scientific Investigation, Reasoning, and Logic Subject: Science Grade: 4th grade Designer: Sonya Swartzentruber

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).

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3


Design Topic: Scientific Investigation, Reasoning, and Logic Subject: Science Grade: 4th grade Designer: Sonya Swartzentruber

Stage 3 Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

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.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)


Design Topic: Scientific Investigation, Reasoning, and Logic Subject: Science Grade: 4th grade Designer: Sonya Swartzentruber

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.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)


Design Topic: Scientific Investigation, Reasoning, and Logic Subject: Science Grade: 4th grade Designer: Sonya Swartzentruber

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.

Total Points: ______ / Comments:


12

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)


Design Topic: Scientific Investigation, Reasoning, and Logic Subject: Science Grade: 4th grade Designer: Sonya Swartzentruber

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.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)


Design Topic: Scientific Investigation, Reasoning, and Logic Subject: Science Grade: 4th grade Designer: Sonya Swartzentruber

References

Bilgrami, S. (2014, March 12). Make a balloon stick to the wall like "magic" Retrieved October 9,

2015, from http://www.education.com/activity/article/balloon-science-charge-balloon-stick/

Designing science fair experiments. (2014). Retrieved October 2, 2015, from

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,

2015, from http://www.education.com/activity/article/separate-salt-pepper-static-electricity/

Rutherford, P. (2008). Instruction for all students (2nd ed., p. 135). Alexandria, Virginia: Just ASK

Publications & Professional Development.

Sequencing the planets. (2012). Retrieved October 3, 2015, from

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,

2015, from http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/k-

6/stds_science4.pdf

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)


Design Topic: Scientific Investigation, Reasoning, and Logic Subject: Science Grade: 4th grade Designer: Sonya Swartzentruber

Scientific Method. (2014). Retrieved October 2, 2015, from

http://www.sciencemadesimple.com/scientific_method.html

Solar System. (2013). Retrieved October 10, 2015, from

http://school.discoveryeducation.com/curriculumcenter/solarsystem/projectideas.html

The planets. (2012). Retrieved October 13, 2015, from

http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade4/earth_

patterns_cycles_changes/sess_4.7a.pdf

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

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