Embedded Files
Week 1 Agenda
Week 1 Agenda
Links to Each Day in Week 1
Links to Each Day in Week 1
Day 1: What is Science?
Day 1: What is Science?
Learning Goals:
Students will be able to define science and give examples of the variety of fields in science.
Students should be able to differentiate what is science theory compared to non-scientific.
Week's Focus: Scientific Investigation
Week's Focus: Scientific Investigation
Big Question: What is Science?
What is Science?
What is Science?
Science is a branch of knowledge and the systematic study of the universe and all it encompasses - one that is based upon facts, observation, and experimentation.
Science explains how things occur in the natural world by investigating and collecting evidence to draw results and formulate reasoning.
Preparation
Preparation
Day 1 - Before the Day Begins:
Print a class set of the Warm-Up
Print a class set of the Doodle Notes & Show What you Know
Print a class set of the Scientists in Our Midst (only pages 4 & 5)
CLARIFICATION: On Page 4 - Students will not choose 10 scientists! They will only choose 3 for Part A.
Print a class set of the exit ticket for all students
Write the definition for Science on the board --> "Science is the systematic study of structure and behavior of the physical and natural world through observation, experimentation, and the testing of theories against the evidence obtained."
Have the Day 1 Google Slide presentation on present mode on the television screen (Share Screen, Extended Display, etc.)
Optional: Supplementary resources have been provided at the end of the "Tasks for the Day". Please, feel free to utilize any of the extra resources to replace a daily task or add to the daily tasks.
Tasks for the Day
Tasks for the Day
Tasks for Day 1:
Tasks for Day 1:
1) Warm Up: What is Science (Est. 10-15 minutes)
2) Notes: What is Science Doodle Notes + Show What you Know (Est. 20-25 minutes)
3) Activity: Scientists in our Midst - Science Fields and Careers Exploration. Complete Part A: Choosing 3 scientists, then complete Part B: Scientist Poster. If time permits, students should be able to complete both Part A and B, but if the class is running out of time, exclude Part B from the activity. (Est. 30-45 minutes)
4) Optional: Exit Ticket: (Slide 1) Explain what science is in 2-5 sentences. (Est. 10 minutes)
(Total Estimated Time: Minimum 70 minutes to Maximum 105 minutes)
Supplementary Materials:
Supplementary Materials:
Resources & Materials
Resources & Materials
Grading Recommendations
Grading Recommendations
Have students hold onto their warm-ups.
Evaluate the student's exit tickets and separate them into the following categories: Not Yet Met Expectations , Nearly Met Expectations, and Met Expectations.
Not Yet Met Expectations = The student shows no evidence or no clear answer to what science is.
Nearly Met Expectations = The student has some knowledge of what science is, but lacks evidence or elaboration.
Met Expectations = The Student has a clear understanding of what science is with evidence and elaboration.
Evaluate the "Scientists in Our Midst" by completion (C) or not completed (NC)
NGSS
NGSS
Analyzing and Interpreting Data
Analyzing and interpreting data progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques Of data and error analysis.
- Analyzing and interpreting data to provide evidence for phenomena.
Day 2: How do scientists design an investigation?
Day 2: How do scientists design an investigation?
Learning Goals:
Students will be able to explain the systematic sequence in scientific investigation and engineer design.
Week's Focus: Scientific Investigation
Week's Focus: Scientific Investigation
Essential Question: How do scientists design an investigation?
A scientific experiment is an ordered investigation that attempts to support or reject a hypothesis. So its primary purpose is to test whether someone's prediction is correct.
To fit in with the scientific method, experiments have to be relevant to the questions, hypotheses, observations, analyses, and conclusions of the investigation. Experiments are designed so that they support or refute a hypothesis and give results in terms of measurable, objective data. An experiment must be repeatable by other scientists so that it holds up in peer review.
Preparation
Preparation
Day 2 - Before the Day Begins:
Prepare ~10 sets of the "Scientific Method Picture Cards"
Print a class set of the Scientific Method Worksheet
Print enough for groups of 2-3 of pages 10-14 of the Toilet Paper Investigation Report
Review the Toilet Paper Investigation Presentation slides and review Slides 1-12 with the class before the actual investigation slides (13-27).
Optional: Supplementary resources have been provided at the end of the "Tasks for the Day". Please, feel free to utilize any of the extra resources to replace a daily task or add to the daily tasks.
Tasks for the Day
Tasks for the Day
Tasks for Day 2:
Tasks for Day 2:
1) Warm Up: Scientific Method Picture Remediation (Est. 15 minutes)
Have students attempt to rearrange the cards from the "Scientific Method Picture Cards" sets in the correct sequence. Allow them to work on it independently or in groups of 2-3 for 5 minutes. Then, review the results.
2) Notes: Scientific Method Worksheet (Est. 15 minutes)
Complete the Scientific Method Worksheet to set the foundation of expectations to follow before the Toilet Paper Investigation.
3) Investigation: Toilet Paper Roll (Est. 40 minutes)
Conclude the rest of the class period to complete the Toilet Paper Testing Investigation (Begins on Slide 13). Information on how to lead the investigation can be found below and in this link starting at page 4.
Review the presentation slides with the class with the example of laundry detergent. Then, have students complete the investigation to answer the big question "Which Brand of Toilet Paper Should I Buy??" which emcompasses the question #1 "Which Toilet Paper Absorbs the Most Water?" and question #2 "Which toilet paper has the best wet strength?".
Three types of toilet paper squares labeled A, B, and C, Dropper pipettes, Graduated cylinders, Beakers, Small weights or coins
If the students struggle with ideas for experiments, here are some examples:
Experiment 1:
Experiment 1:
Students add drops of water to the center of the toilet paper which is on the table and count how many drops are needed before the water reaches the edges of the paper. One student holds the toilet paper and the other student adds drops of water to the square until water starts to drip on the floor/table. Students add a certain volume of water to a beaker and add the square of toilet paper to the water. They take out the toilet paper and measure how much water is left.
Experiment 2:
Experiment 2:
A certain volume of water is added to the paper (we are measuring wet strength) and while one student holds the toilet paper, the other student adds small weights or coins until the toilet paper breaks and the weights/coins fall on the floor. A certain volume of water is added to the paper and while one student holds the toilet paper, the other student drops pennies one at a time onto the paper until the paper breaks. Depending on how much time you have, you may want to have students complete one trial (instead of three) and then collect class data.
Supplementary Materials:
Supplementary Materials:
Resources & Materials
Resources & Materials
Grading Recommendations
Grading Recommendations
Observe and take note which students may need to be scaffold after the warm-up. Make sure you touch base during the Toilet Paper Investigation to the groups who struggled to place the cards in the correct order to reteach.
Grade the "Scientific Method Review" worksheet by completion (C) or not completed (NC)
Evaluate the students' performance and participation during the Toilet Paper Investigation. Grade their lab report as followed:
Not Yet Met Expectations = The student shows no evidence or no clear understanding of how to design and execute an investigation.
Nearly Met Expectations = The student has some knowledge of what the scientific method is and what an investigation consists of.
Met Expectations = The Student has a clear understanding of the scientific method is and how to design, execute, collect data and reason predictions.
NGSS
NGSS
Analyzing and Interpreting Data
Analyzing and interpreting data progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques Of data and error analysis.
- Analyzing and interpreting data to provide evidence for phenomena.
Day 3: What is the evidence in an investigation?
Day 3: What is the evidence in an investigation?
Learning Goals:
Students will be able to cite evidence from collected data and create graphical representations.
Week's Focus: Scientific Investigation
Week's Focus: Scientific Investigation
Essential Question: What is the evidence in an investigation?
A scientific experiment data is collected. There are 2 types of data: Quantitative Data and Qualitative Data.
Both types of data are considered EVIDENCE in the investigation.
Scientists use the data (evidence) to infer or formulate reasoning to their claims and justification to hypothesis.
Qualitative data is data that observes the qualities of an experiment and is non numerical
Quantitative data is data that can be quantified or measured numerically
Preparation
Preparation
Day 3 - Before the Day Begins:
Review and print a class set of the Types of Graphs & Graphing ONLY PAGES 13 and 14 activity/lesson.
Review and print a class set of the Fruit Snack Data Analysis activity.
Make sure there are paper towels and soap stocked to ensure students wash their hands before working with the fruit snacks during the Fruit Snack Data Analysis activity.
Tasks for the Day
Tasks for the Day
Tasks for Day 3:
Tasks for Day 3:
1) Types of Graphs & Graphing: Go over the Day 3 presentation slides with the class before beginning the worksheet. Students will learn how to graph data in 4 different representations. (Est. 25 minutes)
2) Fruit Snack Data Analysis Activity: Students will independently record quantitative and qualitative data from a mini fruit snack pack and graph into 2 different displays. (Est. 50 minutes)
Supplementary Materials:
Supplementary Materials:
Resources & Materials
Resources & Materials
Grading Recommendations
Grading Recommendations
Grade the Types of Graphs and Graphing by completing (C) or not completed (NC)
Evaluate the student's Fruit Snack Data Analysis and separate them into the following categories: Not Yet Met Expectations , Nearly Met Expectations, and Met Expectations.
Not Yet Met Expectations = The student shows no evidence or little understanding of how to analyze and graph data.
Nearly Met Expectations = The student has some knowledge of how to analyze and graph data statistically.
Met Expectations = The Student has a clear understanding of how to analyze and graph d ata statistically and elaborate their findings.
NGSS
NGSS
Analyzing and Interpreting Data
Analyzing and interpreting data progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques Of data and error analysis.
- Analyzing and interpreting data to provide evidence for phenomena.
Day 4: What does C.E.R. stand for?
Day 4: What does C.E.R. stand for?
Learning Goals:
Students will be able to design a scientific investigation, collect data, and conclude their findings in a CER Report.
Week's Focus: Scientific Investigation
Week's Focus: Scientific Investigation
Essential Question: What does CER Stand for?
In order to execute a scientific investigation, the scientist must follow the foundational methods that help guide them to answer the initial question proposed.
Before experiments, a CLAIM is made which is a statement answering the question. Then, the experiment is completed and DATA is collected as EVIDENCE!
We have learned that evidence is quantitative and qualitative AND evidence is the data collected.
Once we have evidence, we can justify our claim with Reasoning. This requires critical, logical, and inquire thinking skills.
Having students practice writing following the C.E.R. format will help them be able to elaborate their explanations with evidence to support their claims.
Preparation
Preparation
Day 4 - Before the Day Begins:
Review and share the CER template to help guide students during the activities.
Print a class set of CER Tables Worksheet 2 per page
Review the Day 4 Presentation Slides
Print a class set of the Scientific Explanation Template (Page 4)
Share the CER Quiz (Link to Quiz) via Google Classroom or email to students
Tasks for the Day
Tasks for the Day
Tasks for Day 4:
Tasks for Day 4:
1) Investigation Review: Present slides 1-20 as a review to remediate expectations in science investigation (Est. 15 minutes)
2) CER Practice: Have students practice CER writing by guiding them (Slides 21-33) through 4 examples (Est. 20 minutes)
3) Are Cats Fluids?: Have students complete the finalCER demonstration "Are Cats Fluids" independently (Slides 34-43) (Est. 20 minutes)
4) CER Quiz: To check and evaluate student understanding, have the students take the short quiz for analysis. (Est. 10 minutes)
Supplementary Materials:
Supplementary Materials:
Resources & Materials
Resources & Materials
Grading Recommendations
Grading Recommendations
Have students hold onto their warm-ups.
Evaluate the student's exit tickets and separate them into the following categories: Not Yet Met Expectations , Nearly Met Expectations, and Met Expectations.
Not Yet Met Expectations = The student shows no evidence or no clear answer to what science is.
Nearly Met Expectations = The student has some knowledge of what science is, but lacks evidence or elaboration.
Met Expectations = The Student has a clear understanding of what science is with evidence and elaboration.
Evaluate the "Scientists in Our Midst" by completion (C) or not completed (NC)
NGSS
NGSS
Analyzing and Interpreting Data
Analyzing and interpreting data progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
- Analyzing and interpreting data to provide evidence for phenomena.
Day 5: What is Science?
Day 5: What is Science?
Evaluating the Big Question in Week 1
Evaluating the Big Question in Week 1
Learning Goals:
Students will be able to apply and explain the use of scientific investigation and engineer design process to design a balloon car with given criterias and limitations. They will make a claim in regards to what will help their balloon car travel the furthest. Then, they will design and test their balloon car prototype while collecting data to help explain their reasoning to conclude their C.E.R. report. (real-world application)
Week's Focus: Scientific Investigation
Week's Focus: Scientific Investigation
Big Question: What is Science?
It is time to evaluate students and check to see if they have an understanding of what science is.
Science explains how things occur through repeated experimentation, Science is completely factual and data driven when formulating a reasoning to any claim or explanation.
How will they answer the question?
By doing SCIENCE and applying all the concepts learned throughout the week!
Undergo a Scientific Investigation - Designing a Balloon Car
State a CLAIM to the Balloon Car investigation
Design an Experiment & Identifying the Variables it
Build the Balloon Car Model (Engineer Design)
Analyzing Data and mathematically display evidence
Write a C.E.R. statement Elaborating the Investigation
Concluding "What is Science" short-answer assessment.
Summary of the Science Investigation
Summary of the Science Investigation
Students act as structural engineers and learn about forces and load distributions as they follow the steps of the engineering design process to design and build small-scale bridges using wooden tongue depressors and glue. Teams brainstorm ideas that meet the size and material design constraints and create prototype bridges of the most promising solutions.
They test their bridges to see how much weight they can hold until they break and then determine which have the highest strength-to-weight ratios. They examine the prototype failures to identify future improvements. This can be an Engineer Field Day Competition.
Preparation
Preparation
Day 5 - Before the Day Begins:
Set up the Materials for Each Group
Review the Teacher Slides Balloon Car" Presentation Slides
Prepare a designate area where the students can test their Balloon Cars
Lay out the tape measure so students can collect their data during testing
(Optional) Print out the Exit Ticket What is Science question (Slide 2)
Materials Suggested
❑ Power: Latex balloons
❑ Car body: 2 x 3 cardboard
❑ Wheels: plastic wheels
❑ Axles: metal
❑ Other materials: plastic straws, glue,
tape, binder clips, scissors, rubber bands
Materials for Each Group
1 balloon
2 x 3 cardboard
4 Wheels
2 Axles
2 Plastic Straws
4 Rubber Bands
3 Binder Clips
1 Yard Stick
Tasks for the Day
Tasks for the Day
Tasks for Day 5:
Tasks for Day 5:
1) Introduce the Balloon Car Challenge: Explain the expectations and criteria/constraints for their Balloon Car models. Have the students complete the "C" section in their C.E.R. report. Also, have the students complete sections #1-4 in the Balloon Car Mission report before handing them the materials to build their Balloon Car. (Est. 15 minutes)
2) Design the Balloon Car: Have students design their balloon cars from their design planned in #4 (Est. 35 minutes)
3) Test the Balloon Car & Collect Evidence: Have students test their balloon cars at the designated area you have created. Be sure to remind students to collect their data in the table provided in #5. (Est. 20 minutes)
4) Reflect & Share Evidence: Have students fill out the "E" section in their C.E.R. report. Then, have students answer the Reflect & Share questions at #5. Finally, have the students complete the "R" section in their C.E.R. report. (Est. 15 minutes)
4) (Optional) Test - What is Science?: Have students answer the Big Question as an Exit Ticket and assessment (Slide 2). (Est. 10 minutes)
Supplementary Materials:
Supplementary Materials:
Resources & Materials
Resources & Materials
Grading Recommendations
Grading Recommendations
Have students turn in their C.E.R. and Balloon Car Mission Reports
Evaluate the student's exit tickets and separate them into the following categories: Not Yet Met Expectations , Nearly Met Expectations, and Met Expectations.
Not Yet Met Expectations = The student shows no evidence or no clear answer to what science is.
Nearly Met Expectations = The student has some knowledge of what science is, but lacks evidence or elaboration.
Met Expectations = The Student has a clear understanding of what science is with evidence and elaboration.
Evaluate the C.E.R. report the same as the exit ticket by separating them into the following categories: Not Yet Met Expectations , Nearly Met Expectations, and Met Expectations.
Evaluate the Balloon Car Mission report by completion (C) or not completed (NC)
NGSS
NGSS
Analyzing and Interpreting Data
Analyzing and interpreting data progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques Of data and error analysis.
Forces and Interactions (MS-PS2-2)
THe motion of an object is determined by the sum of forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.
Engineer Connection (MS-ETS1-4)
Students experience the engineering design process to achieve effective designs, creating and testing prototype bridges to failure. They also experience the use of scale models in engineering to study how the forces and loads acting on bridges (or any structures) can result in damage. Also like real-world engineers, students analyze their bridge designs by calculating strength-to-weight ratios as a measure of structural efficiency.
Congratulations!
You Completed Week 1 in Summer School!
Students should now have an understanding of:
what science is by being able to define it,
design an experimental investigation,
identify the variables in an experiment,
make observations,
collect data (quantitative and qualitative),
use graphical representation to display data collected,
formulate reasoning by analyzing results from an experiment,
and share results by following the C.E.R. format.
What's Next?
Week 2 will cover the fundamentals of physical science. Now that students have an understanding of what science is, they will now explore how properties of substances identify and affect which state of matter it is in.
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