UNIT TWO: CITIZEN SCIENCE

August 31- October 30, 2020

I. RESEARCH

1. Analyzing a Journal Article

• How To Read A Journal Article.docx

◦ Notes on How to Read a Journal Article.docx

2..Dissect journal articles according to parts. Can you identify: the discipline?; the “Bam” Statement?; the subject’s relationship to the larger community?; the sections of Methods, Results, Discussion, Conclusion?; Limitations?; Future research?; and THESIS STATEMENT? (not in this order)

▪ Toth et al Science 2012.pdf

3. Identify journals from databases that are in your area of topic (discipline)

4. Identify parts of the scientific method in each journal type

5. Differentiate parts and methods of journals due to discipline

6. Using Google Scholar to find papers:

• How to find an acceptable journal article

• Identify a seminal paper

7. How to write a Thesis Statement and introduction

• -Goldenberg Chapter 4: Write a Thesis Statement and Title (pgs. 65-76)

• -Creswell Part II; Section 5; The Introduction (pg 95-110)

• -Creswell Part II; Section 6; The Purpose Statement (pg 111-128)

• -Babbie Part I Chapter 2: Two Logical Systems Revisited (pgs 44-52); Deductive Theory Construction (pgs 53-55); and Inductive Theory Construction (pgs 56-57)

II. OUTSIDE

1. BIOMES & HABITATS

2. WATER PPT

3. SOIL PPT:

1. Obtain 5 journal articles that apply to your specific research topic (2 seminal papers), use the school’s subscriptions to obtain papers, if still not possible- write the author!

2. Write a Null Hypothesis

Submit both of these via email in this format: Null Hypothesis/5 journals

3. Write initial paragraph using the links below

• Science Laboratory Research Format SEE HOME PAGE

• Science Laboratory Research Format Worksheet. SEE HOME PAGE

4. READ AS you and classmates will evaluate their research design and theory based on:

- Creswell Part I: Section 1: The Selection of Research Design (pg 3-22)

- Babbie Chapter 1: Pure and Applied Research (pg 25); Chapter 4: The Purposes of Research (pgs 91-94);

-How to Design a Research Project (pgs 112-119)

-Goldenberg Chapter 1: Choose a Topic (pgs 7-22), focus specifically on Page 10 outline

1. TURN IT IN

• Upload your literature Review into TURN IT IN. If any section of plagiarism comes up more than half a sentence you need to revise that sentence to be in your own words. I WILL BE CHECKING FOR PLAGIARISM. Bibliography does not count towards plagiarism. Make account here:

  • • CLASS ID: 22783863

    • Enrollment Key: JERFSA

• TURN IT IN can also help with spelling and grammar. There are different menus.

3. PEER REVIEWS OF LIT REVIEW: UPLOAD HERE

4. COMPLETED LITERATURE REVIEW SUBMIT HERE

5. Read, Watch Report

• https://www.newyorker.com/magazine/2020/05/25/the-rogue-experimenters?utm_source=facebook&utm_medium=social&utm_campaign=onsite-share&utm_brand=the-new-yorker&utm_social-type=earned&fbclid=IwAR1-pFHDZBXEwvIYemurkTLKZ3UvheZtYYRhviUUoByAtLe0ydYig92M4LA (article)

Define a problem based on a specific body of knowledge, for example:

• biology

• chemistry

• physics

• earth/space science

Do the following:

1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).

2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships

between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent

observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).

3. Examine books and other sources of information to see what is already known,

4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models).

GENERAL NOTES

In addition to the course related benchmarks, this course requires additional science content that must include benchmarks from at least one other Body of Knowledge. The

additional benchmarks must include rigor appropriate for Level 3 courses. Laboratory investigations that include the use of scientific inquiry, research, measurement, problem

solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations.

Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

Instructional Practices

Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:

1. Ensuring wide reading from complex text that varies in length.

2. Making close reading and rereading of texts central to lessons.

3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.

4. Emphasizing students supporting answers based upon evidence from the text.

5. Providing extensive research and writing opportunities (claims and evidence).

SC.912.N.1.1: Plan investigations, (Design and evaluate a scientific investigation).

6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including setup, calibration, technique, maintenance, and storage).

7. Pose answers, explanations, or descriptions of events,

8. Generate explanations that explicate or describe natural phenomena (inferences),

9. Use appropriate evidence and reasoning to justify these explanations to others,

10. Communicate results of scientific investigations, and

11. Evaluate the merits of the explanations produced by others.

For Students in Grades 11-12

LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks analyze the specific results based on explanations in the text.

LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

LAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. Florida Standards Connections for Mathematical Practices

MAFS.K12.MP.1: Make sense of problems and persevere in solving them.

MAFS.K12.MP.2: Reason abstractly and quantitatively.

MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.]

MAFS.K12.MP.4: Model with mathematics.

MAFS.K12.MP.5: Use appropriate tools strategically.

MAFS.K12.MP.6: Attend to precision.

MAFS.K12.MP.7: Look for and make use of structure.

MAFS.K12.MP.8: Look for and express regularity in repeated reasoning