Science 5 Unit 1 Becoming a Scientist 062012

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Unit Cover Page

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

Subject: Science Time Frame: 25 Instructional Days

Strand(s) Addressed: (Aug 1 Sep 6)

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

o Experimental Design [ED], Use of Scientific Tools [ST], Data Analysis [DA],

Explanation and Communication of Results [EC]

Secondary: Life Science [LS] Structures of Life

o 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 understanding

scientific 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 and

analyzing 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 two sequential investigations dealing with

observable characteristics of organisms. Students will observe, compare, categorize, and care

for a selection of organisms, and in so doing they learn to identify properties of plants and to

sort and group organisms on the basis of observable properties. Students will investigate

structures of the organisms and learn how some of the structures function in growth and

survival. In the culminating performance task, they will develop questions and conduct

research on ideal conditions for planting, growing and harvesting a plant of choice. 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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What understandings are desired?

What essential questions will be considered?

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

To meet the established goals, students will need to understand that Scientists use different kinds of investigations and tools to develop explanations by

using evidence and knowledge. [ETS]

Organisms have basic needs and can survive only in environments in which their

needs can be met. [LS]

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]

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 of

the flow of energy, cycling of matter, and the conditions for a healthy ecosystem.5.11

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.

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

conduct controlled experiments to develop explanations about specific questions

about the natural world.

Key terms related to scientific inquiry [Vocabulary terms include, but are not limited

to, 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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Students will know (Continued)

Life Science [LS] Structures of Life

Organisms have basic needs and can survive only in environments in which their needs

can 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 different

organisms.

Plants and animals closely resemble their parents, and many characteristics of an

organism are inherited from their parents.

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

seeds. They scribe and compare seed properties. Students examine and sort a selection of seedsbean, 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.

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.

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.


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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 develop

explanations 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, or

observations 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.

Growing Further Investigation

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, both plants and animals.

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 (rather

than guessing).

o Develop at least one specific hypothesis that is confirmed or rejected after

conducting a scientific investigation.
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

Students will be able to (Continued)

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 and

animals to construct reasonable explanations.

o Analyze alternative explanations and predictions.

Growing Further Investigation

Investigate the effect of water on seeds.

Performance Task

o Conduct a systemic investigation.

Exercise language, math, and social studies skills in the context of life science

investigations to communicate investigations and explanations.

FOSS (Full Option Science System) Structures of Life Module Matrix (Grade 4)

FOSSweb Interactive activities

FOSS Middle School Science Notebooks

The 5 E Learning Cycle Model Inquiry Approach
http://lhsfoss.org/scope/folio/html/StructuresofLife/1.htmlhttp://lhsfoss.org/scope/folio/html/StructuresofLife/1.htmlhttp://lhsfoss.org/scope/folio/html/StructuresofLife/1.htmlhttp://lhsfoss.org/scope/folio/html/StructuresofLife/1.htmlhttp://www.fossweb.com/http://www.fossweb.com/https://docs.google.com/a/leadacademy.org/viewer?url=http://www.fossweb.com/modulesMS/pdfs/MS_Science_Notebook_Folio.pdfhttps://docs.google.com/a/leadacademy.org/viewer?url=http://www.fossweb.com/modulesMS/pdfs/MS_Science_Notebook_Folio.pdfhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttps://docs.google.com/a/leadacademy.org/viewer?url=http://www.fossweb.com/modulesMS/pdfs/MS_Science_Notebook_Folio.pdfhttp://www.fossweb.com/http://lhsfoss.org/scope/folio/html/StructuresofLife/1.html


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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,

when, where, why and how they would plant and harvest a plant of choice. 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 rely

increasingly 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?

The obstacles to overcome are that we lack the general resources and knowledge to

grow 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/or

educator.

You have been asked to address the problem of learning to grow our own food to

decrease our dependence on fast and/or processed foods.

Your job is to learn as much as possible about what makes plants grow successfully by

making 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

the resources 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 you

possess 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 of

knowledge and skills to grow our own food that is nutritious and healthy.

The challenge involves dealing with understanding information and developing the

observation 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

simple plant experiment in order to communicate your findings through a writtenscience report.

You will create a scholarlynews article in order to communicate how we can best

grow our own food based on scientific evidence.

Standards and Criteria for Success:

Your performance needs to demonstrate that you can conduct a simple scientific

experiment 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 a

family 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 and results and

significance of your scientific investigation.


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Performance Task Blueprint

What understandings and goals will be assessed through this task?

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?

Through what authentic performance task will students demonstrate understanding?

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

By what criteria will student products and performances be evaluated?

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

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

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 purpose and results of your experiment, and persuade your audience why this topic is important

and how they can help.

Scientific Report

Scholarly Article

Reflection responses Responses to Peer/Audience Feedback

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 and

possible 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 provocative

question (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 are

introduced 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.


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WHERETO: (Continued)

6. Present scientific investigation and process skills (Part II)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 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 the

different plant structures.

7. Review and refine Observations, Research, Testable Question and Hypothesis step of the

scientific method for Performance Task; Quiz [R]

8. Model Experiment Design component ofPerformance Taskwith a controlled experiment of

Pinto Bean Seeds. [E2]

a. Guide students in developing their own design and prepare for individual/collaborative

team experiment. [T]

b. Students undergo a revision process of their experimental design before being

approved to conduct their experiment. [R]

9. Model conducting the Controlled Experiment component ofPerformance Taskbased on the

model experimental design. Quiz [E2]

a. Review Procedure, Materials, Data Collection, Data Analysis and Conclusion steps of

the scientific method.

b. Students conduct simple experiment independently/collaborative teams after at least

3 revisions of experimental design. [T]

10. Model the writing of a scientific report component of thePerformance Task.[E]

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

b. 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.

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

a. Students respond to one peer-review feedback based on rubric. [R]

12. Design and production of Science Times publication (paper based and online).[H]

13. 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

1. Hook Studentswith

Provocative

Question [H]

2. Introduceessential

questions [W]

Day 2

3. Discuss theculminating unit

performance

tasks (Green

Grub: The

Science of

Growing Your

Own Food and

Beyond).

[W] [H]

Day 3

4. ScienceNotebook setup

and overview of

the scientific

method.

5. Presentscientific

investigation

and process

skills (Part I)

Origin of Seeds

[E]

Day 4

Origin of Seeds

Investigation

continued [E]

Day 5

Origin of Seeds

Investigation

continued [E]

Day 6

6. Presentscientific

investigation

and process

skills (Part II)

Growing

[E]Further

Day 7

Growing Further

Investigation

continued[E]

Day 8

Growing Further

Investigation

continued[E]

Day 9

7. Review andrefine

Observations,

Research,

Testable

Question and

Hypothesis step

of the scientific

method for

Performance

Task; Quiz [R]

Day 10

8. ModelExperiment

Design

component of

Performance

Taskwith a

controlled

experiment of

Pinto Bean

Seeds. [E2]

Day 11

Performance Task

Work Session

Day 12

Performance Task

Work Session

Day 13

9. ModelConducting the

Controlled

Experiment

component of

Performance

Task

Day 14

Performance Task

Work Session

Day 15

Performance Task

Work Session

Day 16

10. Model thewriting of a

scientific report

component of

the

Performance

Task.[E]

Day 17

Performance TaskWork Session

Day 18


Day 19

11.Model thescholarly

article peer-

review

process. [E2]

Day 20



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Day 21

12. Design and

production of

Science Times

publication

(paper based

and/or

online).[H]

Day 22

Performance Task

Work Session

Day 23

Performance

Task Work

Session

Day 24

Performance Task

Work Session

[Publishing

Celebration?]

Day 25

13.Conclude theunit with

student self-

evaluation and

reflection;

Test. [E2] [R]

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Science 5 Unit 1 Becoming a Scientist 062012

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