G5+Sci+U1+-+The+Nature+of+Science

**Unit 1**: The Nature of Science

**Enduring Understanding:** There are many processes to understanding the world around you and they all begin with a change in thinking.

**Essential Question:** What is the process for exploring a natural environment?

**NYS Standards:** S1.1a,b,c- Formulate questions of scientific inquiry with the aid of references appropriate for guiding the search for explanations of everyday observations. S2.1d, S3.1a,b- Employ tools to gather, analyze, and interpret data. S1.2a, S2.1b,c, S2.2b,c,d,e, S2.3b,c- Identify questions and formulate hypothesis; design and conduct scientific investigations to answer those questions.

**EfS Standards:** **B2~** Demonstrate individual and collective respect for themselves and the commons **B6~** Demonstrate their awareness of human choices and their consequences, using their own choices as exemplars **C3~** Be able to step back and see the big picture **C19~** Understand and operate knowing that one person’s gain is interdependent with everyone’s gain – one player’s folly can lead to folly for all. **C27~** Track existing causal relations {feedback loops} within the system and over time **E4~** Research healthy commons locally and/ or globally and compare and contrast the various ways people use, protect and care for them **G12~** Practice and continuously improve their work **G15~** Exhibit the drive to discover new territory

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 9px;">**Performance Task/ Culminating Project:** <span style="color: #244061; font-family: Verdana,Geneva,sans-serif; font-size: 9px;">The EPA has requested that you as a scientist create an Environmental Experimentation Presentation that documents how humans can have a positive impact on their environment. If they are convinced by your visual and oral presentation, your report will be published in their monthly newsletter.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"># || 1. Observe and ask questions 2. form a hypothesis 3. plan an investigation4. conduct the investigation5. draw conclusion and write report || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"># ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">**Objectives/KBAD** ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">**Lesson 1****SWBAT** understand how tools are used to make better observations.
 * 1) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> KWL~ Knowledge of tools, uses, purposes
 * 2) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Identify scientific tools
 * 3) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> The various uses of the tools
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">**Lesson 2****SWBAT** understand how an investigation differs from an experiment.
 * 1) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Review previous day’s work
 * 2) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Explain what an inquiry is (thoughts)
 * 3) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Explain what an experiment is (testing)
 * 4) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Explain what an investigation is (researching)
 * 5) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Compare and contrast experimentation and investigation ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">**Lesson 3****SWBAT** identify and use the steps in the scientific method.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">**Lesson 4****SWBAT** create questions about everyday observations that can be tested in an experiment.
 * 1) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Make a prediction
 * 2) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Creation of a formula
 * 3) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Explanation of what a theory is
 * 4) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Formation of a hypothesis ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">**Lesson 5****SWBAT** complete an experiment using scientific tools.
 * 1) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">Use scientific tools (graduated cylinder, microscope, magnifying glass, etc.)
 * 2) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">Select variables to measure (water levels, plant growth, etc.)
 * 3) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">Record observations (record observations in a journal or log sheet)
 * 4) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">Come up with a finding or conclusion
 * 5) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">[[file: 2.0 Experiment .doc]] ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">**Lesson 6****SWBAT** Understand the different types of soil and the important role that composting can play
 * 1) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Learn about different soil types
 * 2) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Introduction to the concept of composting
 * 3) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Begin class composting bins
 * 4) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">[[file:Composting for Sustainability.pptx]] ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">**Lesson 7****SWBAT** design a presentation that documents their process and results. (pre-presentation to prepare for the final presentation)
 * 1) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> KWL~ Power point
 * 2) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Create chart
 * 3) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Include data (maybe composting)
 * 4) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Have information display as a PowerPoint presentation. ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">**Lesson 8****SWBAT** design a presentation that documents their process and results (now for final project).
 * 1) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Compare compost soil to store bought soil
 * 2) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Test according to senses (sight, smell, feel)
 * 3) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Look at soil under microscope (compare and contrast)
 * 4) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Test other aspects of the soil ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">**Lesson 9****SWBAT** design a presentation that documents their process and results.
 * 1) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> Continued from previous lesson

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 9px;">**Ongoing activities:**


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 9px;">Kick-off composting
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 9px;">Planting
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 9px;">Charting and graphing data

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">Unit Matrix <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">Unit Benchmark (Checklist) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;"> <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">Project Rubric <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">


 * (What the students should take away~ ** they have the power to understand and improve the world by thinking, questioning and testing **(they have an impact)**