Design Topic: SCIENCE SKILLS Subject(s): BIOLOGY Grade(s): 10th Designer(s) CHERYL MASSENGALE

STAGE 1 – DESIRED RESULTS

Unit Title: SCIENTIFIC METHOD
Established Goals:
Scientists usually follow simple steps in order to solve a problem. Students will learn to identify and work through these steps as they experience lab exercises. One major goal of this unit is to have students write a formal lab report about an experiment
Understandings: Students will understand that…
·  The scientific method must be followed so that results are reproducible and verifiable
·  Properly conducting and documenting science experiments is essential to solving problems, making inferences and drawing conclusions / Essential Questions:
1.  Why is the scientific method used?
2.  Can you design an experiment using the scientific method?
3.  How do you use scientific method in your life?
Students will know:
·  Steps of scientific method
·  Make observations
/ Students will be able to:
·  Infer data
·  Analyze data
·  Draw conclusions
·  The difference between experimental & control groups

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:
·  Create instructions for how to build a peanut butter and jelly sandwich / Other Evidence:
·  Lab report following district rubric
Key Criteria:
·  Graph data observed
·  Write a lab report

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
·  Hook students at the beginning of the unit by showing Uses of the scientific method in everyday (Activity: Lights Go Out In The House)
·  All students will know where they are headed in the unit, why they are headed there, and how they will be evaluated by listing all steps of the scientific method and explain.
·  Students will be equipped with the needed skills and knowledge by writing a lab report and a recipe (peanut butter and jelly sandwich)
·  Students will self-evaluate their growing skills, knowledge, and understanding throughout the unit by writing and critiquing each other on lab report

1

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)