Science 5 Unit 1 Becoming a Scientist Updated July 6 2012

7/31/2019 Science 5 Unit 1 Becoming a Scientist Updated July 6 2012

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Unit Cover Page

Unit Title: Unit 1 Becoming a Scientist Grade Level: 5th

Subject: Science Time Frame: 24 Instructional Days (July 30 Aug 31)

Navigation:Stage 1 . Resources . 2 GRASPS . PT Blueprint . 3 WHERETO . CalendarStrand(s) Addressed:

Primary: Engineering, Technology and Applications of Science [ETS]Scientific Inquiryo Experimental Design [ED], Use of Scientific Tools [ST], Data Analysis [DA],

Explanation and Communication of Results [EC]

Secondary: Life Science [LS] Structures of Lifeo Cells [C], Matter and Energy in Ecosystems [MEE]

Designed by: Christopher A. Guanajuato

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

The science program in the fifth grade is designed to lay the foundation for understandingscientific phenomena by providing hands on experiences. At the same time, students develop

the scientific inquiry skills of observing, experimenting, predicting, hypothesizing, measuring,

interpreting and recording data through a wide variety of activities. The application of these

skills through investigations will enrich and enhance the learning of science content leading to a

greater understanding of the content and the ability to make connections between concepts

and the real world.

This unit is designed to introduce the basic skills needed to conduct scientific inquiry. These

include: the ability to make detailed observations and conduct basic research; the ability to

identify questions and science concepts that guide investigations; the development of good

experimental design; the use of appropriate tools and procedures for gathering data andanalyzing and interpreting results; the proper use of mathematics; the development of

explanations and descriptions based on evidence; and the communication of scientific

procedures and explanations. In addition, students must learn to analyze the validity of data and

address validity in their experimental design. These skills will be systematically taught through

simple activities, building to guided investigations, and resulting in inquiry experiences.

Specifically, students will be guided through three investigations dealing with observable

characteristics of plants. Students will investigate structures of seeds and plants and learn how

some of the structures function in growth and survival. In a guided classroom lab, students set

up a controlled experiment to test the effect of salinity on four kinds of plants. They monitor

growth of the seed into plants and determine the plants tolerance for salt. In the culminatingperformance task, they will develop questions and conduct research on determining the range

of water tolerance for early growth of four kinds of plants: corn, pea, barley, and radish for

planting, growing and harvesting. Students will be asked to develop and implement a controlled

scientific experiment and report on their findings in a scientific report. The conclusion developed

in their report will be used to inform their writing of a scholarly article for a school publication

that contributes discussions about plants, analyze evidence and synthesize ideas about plants

and how to best grow them.


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Life Science [LS]

5.LS.C.1Distinguish between the basic structure and function of plant and animal cells. 5.LS.C.1.1 Identify and label the major parts of plant and animal cells, including mitochondria, cell wall, cell

membrane, nucleus, vacuole, cytoplasm, and chloroplast.

5.LS.MEE.2 Design and construct a model to describe the interactions of systems within an ecosystem in terms ofthe flow of energy, cycling of matter, and the conditions for a healthy ecosystem.

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5.LS.MEE.2.2 Identify the cell structure, chloroplasts, that enable plants to conduct photosynthesis . 5.LS.MEE.2.3 Identify photosynthesis as the food manufacturing process in plants. 5.LS.MEE.2.6Use models to describe how decomposition eventually restores (recycles) some materials back to the

soil for plants to use.

What understandings are desired?

To meet the established goals, students will need to understand that

Scientists use different kinds of investigations and tools to develop explanations byusing evidence and knowledge. [ETS]

Organisms have basic needs and can survive only in environments in which theirneeds can be met. [LS]

What essential questions will be considered?

To understand, students will need to consider such questions as

How are scientific questions developed and answered? [ETS] How does a change in any one environmental factor affect an organisms growth

and/or survival? [LS]

What key knowledge and skills will students acquire as a result of this unit?

Students will know

Engineering, Technology, and Applications of Science [ETS]Scientific Inquiry

The scientific method is a step-by-step process scientists practice to design and conductcontrolled experiments to develop explanations about specific questions about the

natural world.

Key terms related to scientific inquiry [Vocabulary terms include, but are not limitedto, the words in blue in the Established Goals section]

The components of a scientific observation. The purpose and format for a testable question and hypothesis. Common scientific tools and what they measure. Raw data must be organized in the form tables or graphs. Conclusions must be based on evidence, with consideration of possible differences in

interpretation and experimental error.


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Life Science [LS] Structures of Life

Organisms have basic needs and can survive only in environments in which their needscan be met.

Each plant and animal has different structures that serve different functions in growth,survival, and reproduction.

Plants and animals have life cycles. The details of this cycle are different for differentorganisms.

Plants and animals closely resemble their parents, and many characteristics of anorganism are inherited from their parents.

Other (Personal and Social Perspectives)

Resources are things that we get from the living and nonliving environment to meethuman needs.

Some environmental changes occur slowly, and other occur rapidly.

Causes of environmental degradation and resource depletion vary from region to regionand country to country.

Origin of Seeds Investigation Students conduct a seed hunt by opening fresh fruit and locating the

seeds. They describe and compare seed properties. Students examine and sort a selection of seeds

bean, pea, sunflower, and corn. They investigate the effect water has on the seeds by setting up seed

sprouters and observing and recording changes over a week. Students systemically find out how much

water lima beans soak up in a day.

Seeds are found in the plant part called a fruit. Different kinds of fruits have different kinds and numbers of seeds. Seeds have a variety of properties. Seeds undergo changes in the presence of water. A seed is an organism, a living thing. A seed contains the embryo plant and stores food and water.

Seeds of Life Investigation Students dissect seeds to discover their structures. They will investigate

the effect of light on germinated seeds and compare the development of two groups of complex

plants monocots and dicots. (5 sessions)

Seeds contain the dormant, living embryo of a plant. Germination is the onset of growth and differentiation in plant seeds. The cotyledon is the primary source of energy for seed germination.

Growing FurtherInvestigation Students examine germinated seeds to determine similarities and

differences in the way the organisms grow. They set up a hydroponic garden to observe the life cycle of

a bean plant.


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Germinationis the onset of a seeds growth. Plants need water, light, and nutrients to grow. The life cycle is the process of a seed growing into a mature plant, which in turn

produces seeds. The fruit of the plant develops from the flower.

Salt of The EarthLab Students are guided in setting up a controlled experiment to test the effect of

salinity on four kinds of plants. They monitor growth of the seeds into plants and determine the plants

tolerance for salt. They will organize data and describe results; compare data from different kinds of

plants; and relate the difference in growth to the factor of salinity.

Organisms have ranges oftolerance for environmental factors. Plants have different tolerances for salt. In a controlled experiment, one variable is manipulated while all others are kept the

same.

Water ToleranceLab Students set up and monitor an experiment to determine the range of water

tolerance for early growth of four kinds of plants: corn, pea, barley, and radish. They will conduct a plant

experiment to determine range of water tolerance; organize data and communicate results; and relate

differences in growth to the factor of water.

Organisms have ranges of tolerance for environmental factors. Optimum conditions are those most favorable to an organisms survival, growth, and

reproduction.

Students will be able to

Engineering, Technology and Applications of Science [ETS]Scientific Inquiry and Life Science

[LS]

Understand that scientists use different kinds of investigations and tools to developexplanations using evidence and knowledge.

Organize and maintain scientific investigation work in a Science Notebook. Write detailed scientific observations.

o Write descriptions and/or draw diagrams of a sequence of steps, events, orobservations of changes over time.

Origin of Seeds Investigation

Estimate numbers of seeds. Describe and sort seeds in terms of properties. Compare and record the number and properties of seeds from a variety

of fruits.

Seeds of Life Investigation

Dissect seeds to discover their structures.Growing Further Investigation


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Grow plants hydroponically and observe the life cycle changes over time. Record information systematically for later analysis. Observe and sort seedlings by properties of germination. Compare germination in different types of seeds.

Apply mathematics in the context of science.o Employ appropriate tools to gather data such as measures of length, weight,

temperature, and liquid volume.

Conduct basic research by developing a KWL chart.o Acquire vocabulary associated with scientific inquiry and life science.o Gain experience with organisms various types of plants.o Develop an attitude of respect and understanding for life.

Identify questions based on careful observations of phenomena and information.o Ask questions of others to clarify ideas or request evidence.o Develop at least one specific question so that it can be answered through the

design and conduction of a scientific investigation.

Make predictions based on patterns of observation and information gathered (ratherthan guessing).

o Develop at least one specific hypothesis that is confirmed or rejected afterconducting a scientific investigation.

Apply scientific thinking processes to conduct investigations and build explanations:observing, communicating, comparing, organizing, and relating.

o Organize and analyze data from experiments and investigations with plants toconstruct reasonable explanations.

Seeds of Life Investigation

Investigate the effect of light on germinated seeds. Compare the development of two groups of complex plantsmonocots

and dicots.

Growing Further Investigation

Investigate the effect of water on seeds.Salt of the Earth Lab

Conduct a plant experiment to determine range of tolerance for salt. Organize data and describe results. Compare data from different kinds of plants. Relate the difference in growth to the factor of salinity.

Performance Task:Water Tolerance Labo Conduct a systemic investigation.

Conduct a plant experiment to determine range of water tolerance. Organize data and communicate results. Relate differences in growth to the factor of water.

o Analyze alternative explanations and predictions. Exercise language, math, and social studies skills in the context of life science

investigations to communicate investigations and explanations.
http://lhsfoss.org/scope/folio/html/Environments/1.htmlhttp://lhsfoss.org/scope/folio/html/Environments/1.html


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Curricular and Instructional Resources

LEAD Science 5 Curriculum Development Site

Investigations & Correlated FOSS Modules

[3-4: Structure of Life Module]

Origin Seeds

Growing Further

[MS: Diversity of Life Module]

Seeds of Life(5 sessions)

Labs & Correlated FOSS Modules

[5-6:Environments Module]

Salt of the Earth

Water Tolerance

FOSSweb Interactive activities

FOSS Middle School Science Notebooks (reference)

Interactive Science with Interactive Notebooks

The 5 E Learning Cycle Model Inquiry Approach

Friends of LEAD Community Garden
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Stage 2Determine Acceptable Evidence

What evidence will show that students understand?

Performance Task

Green Grub: The Science of Growing Your Own Food and BeyondStudents develop a scholarly

article for a school newsletter that informs the students, staff, and parents and potentially

outside organizations of the value of growing your own food and propose what type of seed

would grow best with respect to water tolerance. In this statement, students provide

information about the type of seed and its life cycle, the best time and conditions for

germination, maintenance, and harvesting time. Students must support this description with

the results of their own scientific investigation and propose new questions and/or insights

related to the science of plants.

Goal:

Your task is to write a scholarly article for our first LEAD Science Times publication. The goal is to teach the general community, LEAD students, parents, and staff about

how we can grow our own food and even plan for our own garden.

The problem or challenge is that we live in a fast paced world, where we relyincreasingly on fast and/or processed food that is not always the healthiest option.

Maintaining a garden is difficult, back-breaking work. How can we grow our own food,

which is nutritious and healthy, while at the same time learn, educate, exercise, have

fun, and even make money and/or address health/hunger issues? What role can

gardening take in promoting and sustaining healthy communities? In addition, there are

environmental factors, such as temperature and water tolerance that we must take intoconsideration when deciding what seeds to plant in a particular season and climate.

The obstacles to overcome are that we lack the general resources and knowledge togrow our own food. Most people also do not have the time, so how can we present the

simplest and most efficient way to grow our favorite herbs, fruits and /or veggies? We

will need to learn and apply the scientific method to develop the knowledge and skills to

best answer these questions.

Role:

You are a scientist (naturalist/botanist), researcher, writer, artist/illustrator and/oreducator.

You have been asked to address the problem of learning to grow our own food todecrease our dependence on fast and/or processed foods.

Your job is to learn as much as possible about what makes plants grow successfully bymaking observations, conducting research and a simple experiment to answer a specific

question about how to best grow a plant of your choice.


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Audience:

Your clients are organizations that may consider a grant to award you money to buy theresources you need to continue your plant experiments and/or to develop a garden at

your school, community, or at home. The target audience is the general LEAD community, including parents, staff, and

students, as well as outside organizations that support our cause.

You need to convince the general LEAD community and outside organizations that youpossess the knowledge and skills to use science to grow your own food and that you

merit their support in the form of volunteer time and/or monetary

donation/sponsorship.

Situation:

The context you find yourself in is a situation with few resources and a general lack ofknowledge and skills to grow our own food that is nutritious and healthy.

The challenge involves dealing with understanding information and developing theobservation and scientific skills to learn how to best grow our own food and then to

effectively communicate and convince our audience that we merit support in helping us

develop our own community and/or home garden.

Product, Performance, and Purpose:

You need to develop detailed observations and research to design and conduct a simpleplant experiment in order to communicate your findings through a written science

report.

You will create a scholarlynews article in order to communicate how we can best growour own food based on scientific evidence.

Standards and Criteria for Success:

Your performance needs to demonstrate that you can conduct a simple scientificexperiment and communicate your findings about how to best grow a plant of choice.

Your work will be judged by select LEAD Academy community members, including afamily member, peer, and/or staff.

Your product must meet the following standards: I cano Select an investigation that could be used to answer a specific question.o Select and use tools and procedures needed to conduct a simple experiment.o Recordraw data into a given table, graph, or diagram.o Draw a conclusion supported by evidence.

A successful result will be a scholarly article that describes the purpose, results andsignificance of your scientific investigation.


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Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Quizzes and Investigations (Labs) on vocabulary and process skills (standards/benchmarks) Questioning/Prompts

o Explanation: What is science? How are scientific questions answered?o Interpretation: Why/where does using the scientific method matter?o Application: How and where can you use the knowledge gained in a scientific

investigation?

o Perspective: Is there adequate evidence to support your conclusion?o Empathy: What may be some of the challenges for people in different situations or

parts of the world to growing their own food?

o Self-Knowledge: After conducting your scientific investigation, what new questions doyou have? What can you improve on to become a better scientist? If caught in a

situation where you needed to grow your own food, what would you do?

Science Notebooko Notes and Labso Scientific Report

Homework Assignments Participation by contributing and responding to peer feedback/questions

Student Self-Assessment and Reflection:

Self-Assess their article, The Science of Growing Plants against a rubric and feedback/evaluation Reflect: Questioning/Prompts [above]


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Performance Task Blueprint

What understandings and goals will be assessed through this task?

Students will plan and conduct a simple experiment by applying the scientific method.

What criteria are implied in the standards and understandings regardless of the task

specifics? What qualities must student work demonstrate to signify that standards were met?

An understanding of the steps of the scientific method and key vocabulary A viable testable question and hypothesis in the recommended format Accurate use of measuring tools Accurate recording and organization of observations and data Interpretation of data and recognition of experimental errors Communication of results that reference research and supported by evidence/data

Through what authentic performance task will students demonstrate understanding?

Task Overview:

Since we have been learning about plants and the scientific method, you are developing the knowledge

and skills to conduct your own experiments and discover knowledge that can be used to make a

difference. Using your observations and research on plants, choose one specific type of plant you think

would be useful to know how to grow in a garden. Your goal is to plan and conduct a simple scientific

experiment to learn about how to best grow this plant. You will then share your findings in our first

publication of LEAD Science Times, which will be used to educate and reach out to LEAD Academy

families, staff, and students, as well as outside organizations about the benefits of growing your own food.

You will use your scientific report to help you write a scholarly article in which you will explain the purposeand results of your experiment, and persuade your audience why this topic is important and how they can

help.

What student products and performances will provide evidence of desired understandings?

Scientific Report Scholarly Article Reflection responses Responses to Peer/Audience Feedback

By what criteria will student products and performances be evaluated?

Scientific report meets performance benchmarks and guidelines Scholarly Article effectively communicates the purpose, results, and the significance of the results

of a scientific investigation

At least one articulate response to peer/audience feedback to consider new questions andpossible answers to those questions.


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Stage 3Plan Learning Experiences and Instruction

Where Hooking/holding Engage Rethink/revise/refine Evaluate Tailored Organized [WHERETO]:

1.

Begin with an entry object, event, myth buster, mystery, challenge, problem/issue, or provocativequestion (How do you know anything is true?) to engage students in considering the process of how

one comes to know anything. [H]

2. Introduce the unit and essential questions. [W]a. Directly state the rationale, benefits, goals and schedule of the unit.b. Post and discuss essential questions.c. Diagnosis: Invite students to generate questions; Use K-W-L to have students identify things

they want to learn and what they already know; Students create a visual organizer to reveal

their initial knowledge and understandings; Check for possible misconceptions.

d. Ask students to identify personal goals.3. Discuss the culminating unit performance tasks (Green Grub: The Science of Growing Your Own Food

and Beyond). [W] [H]

a. Present the culminating performance task requirements.b. Review scoring rubrics.c. Show models and exemplars for expected products and performances.d. Involve students in identifying preliminary evaluation criteria.

4. Science Notebook setup and overview of the scientific method. Note: Key vocabulary terms areintroduced as needed by the various learning activities and performance tasks. [O]

5. Present scientific investigation and process skills (Part I)Origin of Seeds [E]a. Conduct a seed hunt by opening fresh fruit and locating the seeds.b. Describe and compare seed properties.c. Examine and sort a selection of seeds bean, pea, sunflower, and corn.d. Investigate the effect water has on the seeds by setting up seed sprouters and observing and

recording changes over a week.e. Systemically find out how much water lima beans soak up in a day.f. Read Science Stories folio: Seeds Are Everywhere; The Most Important Seedby Barbara

McClintock.

g. Language Extension: Think about plant idioms.h. Math Extensions: Problem of the week; Estimate the mass of multiple seeds.i. Social Studies and Art Extensions: Research fruits in grocery stores; make seed art.j. Science Extensions: Research seed dispersal; plant seeds in soil; hold a sprout taste test.k. Home/School Connection: Look for seeds at home. Draw or collect and describe the seeds,

identifying their similarities and differences.

6. Present scientific investigation and process skills (Part II)Seeds of Life[E] (5 sessions)a. Lab-technique videosb. Reading: Seeds and Rootsc. Extensions: Grow monocots and dicots; pull a few weeds

7. Present scientific investigation and process skills (Part III)Growing Further[E]a. Set up a hydroponic garden to observe the life cycle of a bean plant.b. Examine germinated seeds to determine similarities and differences in the way the organisms

grow.

c. Read Science Stories folio: Hydro-growing; Seeding Space.d. Language Extensions: Keep journals of the growth of plants; Play concentration with life-cycle


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pictures.

e. Math Extension: Problem of the week.f. Social Studies Extension: Research staple crops around the world.g. Science Extensions in connection to thePerformance Task: Take home hydroponics; Explore

other conditions for plant growth; Compare plants grown in soil; Develop a testable question

and hypothesis.

h. Home/School Connection: Look around their neighborhood for plants and observe thedifferent plant structures.

8. Salt of the EarthLabObservations, Research, Testable Question and Hypothesis steps of thescientific method as the model lab for Performance Task [R]

a. Model Experiment Design components ofPerformance Taskwith a controlled experiment.[E2]

9. Water ToleranceLab Observations, Research, Testable Question and Hypothesis steps of thescientific method for Performance Task

a. Guide students in developing their own design and prepare for individual/collaborative teamexperiment as part of their Performance Task. [T]

b. Students undergo a revision process of their experimental design before being approved toconduct their experiment. [R]

10.Salt of the EarthLab Procedure, Materials, Data Collection, Data Analysis and Conclusion steps ofthe scientific method as the model lab for Performance Task;

a. Model conducting the Controlled Experiment component ofPerformance Taskbased on themodel experimental design. [E2]

11.Water ToleranceLab Procedure, Materials, Data Collection, Data Analysis and Conclusion steps ofthe scientific method as the model lab for Performance Task

a. Students conduct simple experiment independently/collaborative teams after at least 3revisions of experimental design. [T]

12.Salt of the EarthLab Model the writing of a scientific report component of the model experimentfor thePerformance Task; Quiz [E]13.Water ToleranceLab Model the writing of a scientific report component of the model experiment

for thePerformance Task

a. Students work on at least three drafts of scientific report. [R] [E2]14.Scholarly ArticlePerformance Task

a. Review the purpose and goals of Science Times publication and model writing a scholarlyarticle by adapting the Conclusion of the model scientific experiment report.

b. Model the scholarly article peer-review process. [E2]c. Students respond to one peer-review feedback based on rubric. [R]d. Design and production of Science Times publication (paper based and online [optional]).[H]e. Conclude the unit with student self-evaluation and reflection; Test. [E2] [R]


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Stage 3Plan Learning Experiences and Instruction Calendar

Day 1 Day 2 Day 3 Day 4 Day 5

Introduction Origin of Seeds Investigation & Observations

1. Hook Students with ProvocativeQuestion [H]

2. Introduce essential questions [W]3. Discuss the culminating unit

performance tasks (Green Grub: The

Science of Growing Your Own Food and

Beyond).

[W] [H]

4. Science Notebook setup and overview of the scientific method.5. Present scientific investigation and process skills (Part I)

Origin of Seeds [E]


Seeds of Life Investigation & Observations

Origin of Seeds Observations

6. Present scientific investigation and process skills (Part II)Seeds of Life[E]


Growing Further Observations

Growing Further InvestigationSalt of the Earth Lab Experiment Design Focus

Water Tolerance Lab Experiment Design Focus

7. Present scientific investigation andprocess skills (Part III)Growing

Further[E]; quiz

8. Salt of the EarthLabObservations, Research, TestableQuestion and Hypothesis steps of the scientific method

as the model lab for Performance Task; [R]

9. Water ToleranceLab Observations, Research, TestableQuestion and Hypothesis steps of the scientific method

for Performance Task


Salt of the Earth Lab Experiment FocusWater Tolerance Lab Experiment Focus

10.Salt of the EarthLab Procedure, Materials, Data Collection, Data Analysis and Conclusion steps ofthe scientific method as the model lab for Performance Task; quiz

11.Water ToleranceLab Procedure, Materials, Data Collection, Data Analysis and Conclusion steps ofthe scientific method as the model lab for Performance Task


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Day 21 Day 22 Day 23 Day 24

Salt of the Earth LabScientific ReportScholarly ArticlePerformance TaskWater Tolerance LabScientific Report

12.Salt of the EarthLab Model thewriting of a scientific report

component of the model

experiment for thePerformance

Task; Quiz [E]

13.Water ToleranceLab Model thewriting of a scientific report

component of the model

experiment for thePerformance

Task

14.Scholarly ArticlePerformance Taska. Review the purpose and goals of Science Times

publication and model writing a scholarly article

by adapting the Conclusion of the model

scientific experiment report.

b. Model the scholarly article peer-review process.[E2]

c. Students respond to one peer-review feedbackbased on rubric. [R]

d. Design and production of Science Timespublication (paper based and online[optional]).[H]

e. Conclude the unit with student self-evaluationand reflection; Test. [E2] [R]

Science 5 Unit 1 Becoming a Scientist Updated July 6 2012

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Transcript of Science 5 Unit 1 Becoming a Scientist Updated July 6 2012