UNIT DESIGN TEMPLATE* Unit Title: Introduction to Biology Grade Level(s):9 Course: Biology Department: Science Key Words: Biology, Reading, Content Area Reading Designed by: Tracey Flint, Betsy Godwin, Howard Knodle Time Frame: Two Weeks School: Maine South High School Date designed: Summer 2003 Link to State Standards: 1.B.3a Preview reading materials, make predictions and relate reading to information from other sources. 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings). 1.B.3d Read age-appropriate material with fluency and accuracy 11.A.4a Formulate hypotheses referencing prior research and knowledge. 11.A.4b Conduct controlled experiments or simulations to test hypotheses. 11.A.4c Collect, organize and analyze data accurately and precisely. 11.A.4e Formulate alternative hypotheses to explain unexpected results. Brief Summary of Unit (including curricular context and unit goals): In this unit students will engage students in basic scientific method and inquiry, learn about the characteristics of living things, as well as practice and understand methods and strategies that will help them read, comprehend, and think about biology in a critical way. * Adapted from Understanding By Design Model developed by Grant Wiggins and Jay Mc Tighe STAGE I: IDENTIFY DESIRED RESULTS What enduring understandings are desired? Students will understand: That reading a science textbook requires different strategies than reading a novel or textbook from a different course. Reading Study strategies helps organize and summarize the important concepts of the text. That science impacts our daily lives. That scientists use scientific methods to answer questions about the world we live in. What essential questions will guide and focus teaching / learning? How do the illustrations and graphics in the textbook help in understanding the concepts of the unit? What are the reading strategies for reading a science textbook? What are the different reading study strategies? How does science impact society? What are the scientific methods used by scientists? How are concept maps built? What key knowledge and skills will students acquire as a result of this unit? Students will know: Students will be able to: design a controlled experiment including Scientific Method developing a hypothesis, collect data, make Key terms of the scientific method: hypothesis, observations, interpret and analyze data, observation, data, experiment, conclusion, develop conclusion, note sources of error and theory, inference. recommend improvements. Key terms of experimental design: control, build a graph. independent variable, dependent variable. analyze and interpret a graph. The sequence for answering a scientific question. take notes using the Cornell Note strategy. Reading Study Strategies How to use the following reading study take notes using the Power Notes strategy. strategies: Cornell Notes, Power Notes, Concept Mapping, Think Aloud build a concept map for experimental design. use metacognition to explain their science thinking from a reading passage. identify scientific concepts in society today. Science and Society How science impacts society. explain strategies to use when reading a science textbook.. Science Textbook Reading Strategies What strategies to use when reading a science textbook. explain how a textbook image or illustration helps them to better understand a scientific Illustrations & Graphics concept. How to use graphics and illustrations to better understand the concepts of their textbook. What evidence will show that students understand? Performance Tasks: Scientific Method Students will: 1. design a controlled experiment including developing a hypothesis, collect data, make observations, interpret and analyze data, develop conclusion, note sources of error and recommend improvements. 2. build a graph. 3. analyze and interpret a graph. Reading Study Strategies 4. take notes using the Cornell Note strategy. 5. take notes using the Power Notes strategy. 6. build a concept map using a topic of their choosing. 7. build a concept map for experimental design. 8. explain to their partner(s) their thinking from a specified reading. Science and Society 9. brainstorm societal topics relating to science. Science Textbook Reading Strategies 10. compare and contrast reading for pleasure and reading a science textbook. Illustrations & Graphics 11. explain how a textbook image or illustration helps them to better understand a scientific concept. Other Evidence: Quizzes, Tests, Prompts, Work Samples (summarized): Collect a work sample of Cornell Notes. Collect a work sample of Power Notes. Collect a journal sample of a “Think Aloud”. Quiz on Scientific Methods. Quiz on Experimental Design. Unit test Unprompted Evidence: (observations, dialogues, etc.) Student Self-Assessment: Students discussing reading study Students compare their Cornell Notes or strategies with their peers. Power Notes to a teacher sample. Students compare their concept map to their peers. STAGE III: PLAN LEARNING EXPERIENCES AND INSTRUCTION What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Consider the W.H.E.R.E. elements, from the student’s perspective. W = Students know Where they are going, Why they are learning the content, What they already know, Where they might go astray, and What is required of them. H = How will they be Hooked into learning? E = How will they Explore / Experience key ideas? R = How will students Rehearse, Revise, and /or Refine their work? E = How will students Evaluate their own work? 1. Hand out objectives for the unit. (Where) 2. Brainstorm science related topics in society. (Why, H) 3. Discuss the difference between reading for fun and reading for biology. 4. Introduction to Power Notes. 5. Class Think Aloud using Power Notes to outline Characteristics of Living Things (pp 6-10) 6. Introduce Cornell Notes and model how to use this strategy. Have students read and take notes on Section 1.2 The Methods of Biology. 7. Worksheet: Questions that ask students to focus on illustrations and images from their previous reading and how they help to better understand the scientific concepts. 8. Reading quiz on Section 1.2 (Students use notes) 9. Have students discuss experimental design in groups. They will be given an advanced organizer of key terms and questions to guide and structure their discussion. 10. Hypothesis discussion and guided practice. 11. Design an experiment in cooperative groups using an advanced organizer. Each group will have a different topic. Turn in completed overhead transparency. Each group will show the class their experimental design. Classmates will assess each other. 12. Students will be introduced to observations and inferences. Students will make observations and inferences based on examples provided by the teacher. 13. Students will complete The Graph Detective during a Teacher led discussion. 14. Students will build a graph given data and a scenario. 15. Students will design and carry out a controlled experiment (Penny Lab – how many drops of liquid can a penny hold). Students will collect and interpret the data, build a graph, formulate a conclusion that is supported by the experimental data, and identify sources of error and recommend improvements. Students will turn in a Lab Report Write-up from the experiment. 16. Introduction to Concept Mapping (guidelines, purpose, format). Teacher will demonstrate these principles in class using Inspiration and a digital projector. 17. Students will build a concept map of their choosing (maximum 15 concepts) in the writing lab using Inspiration. 18. Students will concept map Experimental Design (Section 1.2) using Inspiration. 19. Students will read and take notes on Section 1.3 (pp, 21-25) using Power Notes. Students will turn these notes in as a work sample. 20. Students will read “The Plan to Fight Smallpox” from Teen Newsweek (Vol. 4, Issue 7 October 21, 2002) and discuss their scientific thinking with their partner in a “Think Aloud”. The question they will address is: Should every American be vaccinated against a potential Smallpox threat?