Unit 1 Biology: Scientific Thinking: Your best pathway to understanding the worldWebsite: mrsolson.com(this is where you will

(this is your schedule it tells you what we do in class each day, homework assigned and what’s due) watch your screencasts, and find schedules & outlines)

Reading – Chapter 1 (For most assignments you will use the book, additional videos and screencasts will supplement the book)

Date / Due Today / In Class / Homework assigned / Learning Objectives
Practice And Cross Cutting Concept / Disciplinary Core Ideas & Goals
Day 1
∞8-18
Th / Get syllabus, schedule, outline & lab safety contract
Learn how to use screencasts and the website?
Get your textbook
Scientific/Biological literacy PPT /
  1. Read 1.1 & 1.2
  2. Answer outline questions 1.1 & 1.2
  3. Get syllabus and lab safety contract signed
/ Cross Cutting Concept
⧠Patterns
Science Practice:
⧠Ask questions
And Cross Cutting Concept / ⧠I can explain the importance of scientific & biological literacy in relation to living in today’s world
Day 2
8-22
M / ⧠Signed Syllabus
⧠Signed Lab safety contract
⧠Outline 1.1 and 1.2 / Scientific literacy is necessary-TEDx
Read section 1.3 in class and complete 1.3 on outline (outline exemplars)
Government agencies Jigsaw
Causation vs. correlation cartoon
VIDEO- The danger of mixing up causality and correlation
Exit ticket: Correlation and causation activity. /
  1. Read 1.4
  2. Answer outline questions 1.4
  3. Complete online lab safety quiz at mrsolson.com
/ Cross Cutting Concept
⧠Patterns
⧠Cause & effect
Science Practice:
Seeing how others
⧠Ask questions
⧠Plan and carry out investigations
⧠Analyze and interpret data
⧠Construct explanations
⧠Engage in arguments from evidence / ⧠I can define the terms correlation and causation. As well as them in readings and advertisements.
⧠I know that correlation does not necessarily indicate causation.
⧠I can distinguish scientific thinking (empirical) from alternative ways of thinking (superstitions).
⧠I can identify the National Institute of Health, Center for Disease Control, & Food and Drug Administration as three important sources for biology research.
Day 3
8-24
W / ⧠Online safety quiz
⧠Outline Part 1.3 and 1.4 / The Vaccine War
Credibility - Lancet Article - Autism and MMR Vaccine /
  1. Read 1.5-1.9
  2. Answer outline questions 1.5-1.9
/ Cross Cutting Concept
⧠Patterns
⧠Cause & effect
⧠Scale, proportion & quantity
Science Practice:
Seeing how others
⧠Ask questions
⧠Plan and carry out investigations
⧠Analyze and interpret data
⧠Construct explanations
Engage in arguments from evidence / ⧠I can list and describe characteristics of credibleresources and non-credible resources.
Day 4
8-29
M / ⧠Outline Part 1.5-1.9 / Inquiry cube
Introto the Science Practices
Connections to the Scientific Method
The strange case of the Beriberi using “experimental design” document
1.12 THIS IS HOW WE DO IT: Is arthroscopic surgery for arthritis of the knee beneficial? /
  1. Read 1.11
  2. Answer outline questions 1.11
  3. Finish Beriberi
/ Cross Cutting Concept
⧠Patterns
⧠Cause & effect
Science Practice:
Seeing how other:s
⧠Ask questions
⧠Plan and carry out investigations
⧠Analyze and interpret data
⧠Construct explanations
⧠Engage in arguments from evidence / ⧠I can define what an observation is and can write/verbalize examples
⧠I can define treatment and identify it in my own and example experiments
⧠I can define experimental group and identify the it in my own and example experiments
⧠I can define control group and identify it in my own and example experiments
⧠I can define variables (independent, dependent and standardizing) and identify them in my own and example experiments
Day 5
8-31
W / ⧠Outline Part 1.11
⧠Beriberi / Quiz #1: 1.1-1.11
Who makxs a Group a Succxss
Follow the leader: the termite lab (day 1)
Design and experiment to test your hypothesis /
  1. Termite research packet
  2. Read 1.13 & 1.14
  3. Answer outline questions 1.13 & 1.14
/ Cross Cutting Concept
⧠Patterns
⧠Cause & effect
⧠Scale, proportion & quantity
Science Practice:
I will:
⧠Ask questions
⧠Plan and carry out investigations / ⧠I can design a lab to test a hypothesis using the scientific method.
Day 6
∞9-2
F / ⧠Outline Part 1.13 & 1.14 / From hypothesis to experiment
Hypothesis worksheet-From Bad to Best!
Recording Results: Data tables
Follow the leader: the termite lab (day 2): Poster presentations & critique /
  1. Redesign and be ready to retest your hypothesis
/ Cross Cutting Concept
⧠Patterns
⧠Cause & effect
Science Practice:
I will:
⧠Ask questions
⧠Plan and carry out investigations / ⧠I can define what a question is and can write/verbalize examples
⧠I can define what a testable prediction is and can write/verbalize examples
Day 7
9-7
W / ⧠Redesigned termite lab / Quiz #2: Hypotheses and data tables
Follow the leader: the termite lab (day 3): look at exemplar and make changes –redo lab
Extra Time: Start 1.15 & 1.16 /
  1. Read 1.15 & 1.16
  2. Answer outline questions 1.15 & 1.16
/ Cross Cutting Concept
⧠Patterns
⧠Cause & effect
Science Practice:
I will:
⧠Ask questions
⧠Plan and carry out investigations / ⧠I can re-design a lab to test a hypothesis using the scientific method.
Day 8
9-12
M / ⧠Outline Part 1.15 & 1.16 / Aww or Ouch: A Look into Metrics
Analyzing data: Transforming raw data
Graphing
Complete data analysis and graphing for the termite lab /
  1. Metrics, analyzing data and creating graphs worksheet
/ Cross Cutting Concept
⧠Patterns
⧠Cause & effect
Science Practice:
⧠Analyze and interpret data
⧠Using mathematics and computational thinking / ⧠I know data can be qualitative, quantitative, or ranked
⧠I can transform raw data to identify important features
Day 9
9-14
W / ⧠Metrics, analyzing data and creating graphs worksheet / Quiz #3:Analyzing & interpreting data & graphs
Don’t argue with me: a closer look at argumentation –Spider Goats
Write an argument for your experiment
Peer review of arguments and rewrite /
  1. Be sure that you had a peer and Mrs. Olson check out your argument.
  2. Study for your test!
/ Cross Cutting Concept
⧠Patterns
⧠Cause & effect
Science Practice:
⧠Constructing explanations
⧠Engaging in argument from evidence
⧠Obtaining, evaluating, and communicating information / ⧠I can use graphs to visualize data and identify trends.
⧠I can use a graph type appropriate to the type of data you have collected.
⧠I can summarize data and describe its basic features using statistics (e.g. mean, median and mode).
⧠I can use a statistic appropriate to the type of data and its distribution
⧠I know and can describe the 3 parts to an argument (claim, evidence, justification).
Day 10
9-16
F / Test Day 1: Multiple choice portion of the exam / Be sure to review the science practices! / All Science Practices and Cross Cutting Practices / All Disciplinary Core Ideas
Day 11
9-19
M / Test day 2: Lab practical portion of the exam / Rest and Relaxation…until the next unit  / All Science Practices and Cross Cutting Practices / All Disciplinary Core Ideas

Vocabulary –

FTC-Federal Trade Commission

NIH-National Institute of Health

FDA-Food & Drug Administration

CDC- Center for Disease Conttrol

Scientific literacy

Biological literacy

Superstition

Empirical

Causation

Correlation

Biology

Scientific Method

Blind experimental design

Double-blind experimental design

Prediction

Hypothesis

Null Hypothesis

Research

Observation

Critical experiment

Independent Variable

Experimental Group

Control Group

Placebo

Placebo effect

Positive correlation

Theory

Dependent Variable

Peer Review

Qualitative

Quantitative

Peer review

Collaboration

Skepticism

Communication

Statistics

Superstition

Sample size (N)

Mean

Line Graph

Pie chart

Scatter plot

Bar graph

Histogram

Percentage

Pattern/trend

Scientific argument

Line of best fit

Data

Treatment

Variable