August 12 - August 16

August 18 - August 23

August 26-August 30

SUBJECT TO CHANGE BASED ON CLASSROOM EXPERIENCES

1. Intro Powerpoint

• Slides 14-20 (6 min)

• Slides 21-25 (17 min)

2. Module 1.2 THE PROCESS OF SCIENCE (text pgs 24-40) YOU MUST DOWNLOAD TO SEE EVERY PAGE

• How to annotate: https://docs.google.com/document/d/1UA7EGz1GpEOKPr3S5dh2WIJKXcZvgIAA0BT5jBqeL4k/edit?usp=sharing

3. WORKBOOK :KEY SKILLS in Science 

4. Librarian visit to determine science databases for primary source research

5. BINGO SHEET: https://images.app.goo.gl/3MK7BPetSJ78hM8NA

1. GROUP ACTIVITIES:  (Breakout rooms if not in class)

   • 1. • FIND THE TRUTH ABOUT DIHYDROGEN MONOXIDE: 

          1. • http://www.dhmo.org/

             • http://descy.50megs.com/descy/webcred/webcred/dhmo.html 

             • http://www.armory.com/~crisper/DHMO/ 

   • Evaluate this site:  https://zapatopi.net/treeoctopus

   •  Evaluating Info: https://umd.instructure.com/courses/1082806/pages/module-1-home

   • Experimental Errors: http://www.digipac.ca/chemical/sigfigs/experimental_errors.htm

2. Pick-a-topic GROUP Activity

   • Groups determine on a surficial basis the social, economic, political, environmental, and human health components of each "wicked" problem faced today (https://www.stonybrook.edu/commcms/wicked-problem/about/What-is-a-wicked-problem)

   • Display and discuss so entire group can intelligently explain/describe the problem (you may not be able to solve it) . The objective is to explain it to the class.  Do your best.

   • RUBRIC

3. Valid Source Activity (in ppt)

4. Natural Resource Game (in ppt)

   • Tragedy of the Commons

5. ELECTRONIC TRAGEDY OF THE COMMONS GAME: https://www.ecoocean.de/the-game/

6. Natural Resource Bingo: 

   • https://www.calacademy.org/educators/lesson-plans/natural-resources-bingo

   • RESEARCH SIRS (Primary Sources)

7. Scientific Method

   • Rubric, Worksheet, & Format:  SEE HOME PAGE

   • Research Errors Worksheet (Find the errors!)

   • Experimental design variables

   • Error Types in Experimentation. 

8. ALCOHOL DEMO

9. Begin Project Idea Brainstorm

10. EXAMPLES OF LABS AND PAPERS: HOME PAGE

1. Watch video and read article.  Provide a brief summary of each video and tell how they relate to the topics discussed in class (1) https://www.youtube.com/watch?v=Qw6uXh9yM54  (6 minutes long)  (2) https://drive.google.com/file/d/1qGXdRk3xlMrcL1-A4AtLmsyDzaSddYqj/view?usp=drive_link

2.  Submit your project ideas to Google Classroom and make an appointment to discuss viability of said project

3.  PERFECTED thesis, 5 sources, and bibliography (SEE HOME PAGE FOR EXAMPLES)

4. READ WRITE REPORT

• https://www.youtube.com/watch?v=pYPgi1oUqXA   (2 min) Tyson on Bias

• http://www.ted.com/talks/ben_goldacre_battling_bad_science  (14 min) how media affects Science

• https://youtu.be/YvtCLceNf30   (12 minutes) History of Science

• https://www.ted.com/talks/beau_lotto_amy_o_toole_science_is_for_everyone_kids_included?language=en (15 minutes) Kids in Science

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VOCABULARY

Observation              Controlled Experiment             Independent Variable      Dependent Variable    

 Control Group          Pseudo Science                         Inference                            Data            

Scientific Theory     Primary Source                         Secondary Source             Tertiary Source    

Bias                             Stimulus                                      Response                           Laymen                        

Baconian Method     Scientific Method                       Literature Review            Methods and Materials      

Results                        Graph                                           Thesis/Hypothesis          Discussion                     

Conclusion                 Peer Review                                Deductive Reasoning      Inductive Reasoning          

:

SC.912.L.17.20:   Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. 

Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and 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). 

SC.912.N.1.1:  

5. 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 set-up, 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. 

SC.912.N.1.2: Describe and explain what characterizes science and its methods.

SC.912.N.1.3: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

SC.912.N.1.4: Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 

SC.912.N.1.5: Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. 

SC 912 N1.6. : Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

SC.912.N.1.7: Recognize the role of creativity in constructing scientific questions, methods and explanations. 

SC 912. N.2.1: Identify what is science, what clearly is not science, and what Identify what is scien superficially resembles science (but fails to meet the criteria for science). 

SC.912.N.2.2: Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. 

          SC 912 N 23: Identify examples of pseudoscience (such as astrology, phrenology) in Society. 

SC.912.N.2.4:  Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. 

SC 912 N2.5: Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. 

SC.912.N.3.1: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. 

         SC.912.N.3.5:  Describe the function of models in science, and identify the wide range of models used           in science. 

SC.912.N.4.1: Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. 

SC912.N.4.2: : Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.