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Unit Cover Page
Unit Title: Unit 1 Becoming a Scientist Grade Level: 5th
Subject: Science Time Frame: 25 Instructional Days
Strand(s) Addressed: (Aug 1 Sep 6)
Primary: Engineering, Technology and Applications of Science [ETS]Scientific Inquiry
o Experimental Design [ED], Use of Scientific Tools [ST], Data Analysis [DA],
Explanation and Communication of Results [EC]
Secondary: Life Science [LS] Structures of Life
o Cells [C], Matter and Energy in Ecosystems [MEE]
Designed by: Christopher A. Guanajuato
Brief Summary of Unit (including curricular context and unit goal(s):
The science program in the fifth grade is designed to lay the foundation for understanding
scientific phenomena by providing hands on experiences. At the same time, students develop
the scientific inquiry skills of observing, experimenting, predicting, hypothesizing, measuring,
interpreting and recording data through a wide variety of activities. The application of these
skills through investigations will enrich and enhance the learning of science content leading to
a greater understanding of the content and the ability to make connections between concepts
and the real world.
This unit is designed to introduce the basic skills needed to conduct scientific inquiry. These
include: the ability to make detailed observations and conduct basic research; the ability to
identify questions and science concepts that guide investigations; the development of good
experimental design; the use of appropriate tools and procedures for gathering data and
analyzing and interpreting results; the proper use of mathematics; the development of
explanations and descriptions based on evidence; and the communication of scientific
procedures and explanations. In addition, students must learn to analyze the validity of data
and address validity in their experimental design. These skills will be systematically taught
through simple activities, building to guided investigations, and resulting in inquiry
experiences.
Specifically, students will be guided through two sequential investigations dealing with
observable characteristics of organisms. Students will observe, compare, categorize, and care
for a selection of organisms, and in so doing they learn to identify properties of plants and to
sort and group organisms on the basis of observable properties. Students will investigate
structures of the organisms and learn how some of the structures function in growth and
survival. In the culminating performance task, they will develop questions and conduct
research on ideal conditions for planting, growing and harvesting a plant of choice. Students
will be asked to develop and implement a controlled scientific experiment and report on their
findings in a scientific report. The conclusion developed in their report will be used to inform
their writing of a scholarly article for a school publication that contributes discussions about
plants, analyze evidence and synthesize ideas about plants and how to best grow them.
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What understandings are desired?
What essential questions will be considered?
What key knowledge and skills will students acquire as a result of this unit?
To meet the established goals, students will need to understand that Scientists use different kinds of investigations and tools to develop explanations by
using evidence and knowledge. [ETS]
Organisms have basic needs and can survive only in environments in which their
needs can be met. [LS]
To understand, students will need to consider such questions as How are scientific questions developed and answered? [ETS]
How does a change in any one environmental factor affect an organisms growth
and/or survival? [LS]
5.LS.C.1Distinguish between the basic structure and function of plant and animal cells.
5.LS.C.1.1 Identify and label the major parts of plant and animal cells, including mitochondria, cell wall, cell
membrane, nucleus, vacuole, cytoplasm, and chloroplast.
5.LS.MEE.2 Design and construct a model to describe the interactions of systems within an ecosystem in terms of
the flow of energy, cycling of matter, and the conditions for a healthy ecosystem.5.11
5.LS.MEE.2.2 Identify the cell structure, chloroplasts , that enable plants to conduct photosynthesis .
5.LS.MEE.2.3 Identify photosynthesis as the food manufacturing process in plants.
5.LS.MEE.2.6Use models to describe how decomposition eventually restores (recycles) some materials back to the
soil for plants to use.
Students will know
Engineering, Technology, and Applications of Science [ETS]Scientific Inquiry
The scientific method is a step-by-step process scientists practice to design and
conduct controlled experiments to develop explanations about specific questions
about the natural world.
Key terms related to scientific inquiry [Vocabulary terms include, but are not limited
to, the words in blue in the Established Goals section]
The components of a scientific observation.
The purpose and format for a testable question and hypothesis.
Common scientific tools and what they measure.
Raw data must be organized in the form tables or graphs.
Conclusions must be based on evidence, with consideration of possible differences in
interpretation and experimental error.
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Students will know (Continued)
Life Science [LS] Structures of Life
Organisms have basic needs and can survive only in environments in which their needs
can be met.
Each plant and animal has different structures that serve different functions in growth,
survival, and reproduction.
Plants and animals have life cycles. The details of this cycle are different for different
organisms.
Plants and animals closely resemble their parents, and many characteristics of an
organism are inherited from their parents.
Origin of Seeds Investigation Students conduct a seed hunt by opening fresh fruit and locating the
seeds. They scribe and compare seed properties. Students examine and sort a selection of seedsbean, pea, sunflower, and corn. They investigate the effect water has on the seeds by setting up seed
sprouters and observing and recording changes over a week. Students systemically find out how much
water lima beans soak up in a day.
Seeds are found in the plant part called a fruit.
Different kinds of fruits have different kinds and numbers of seeds.
Seeds have a variety of properties.
Seeds undergo changes in the presence of water.
A seed is an organism, a living thing.
A seed contains the embryo plant and stores food and water.
Growing FurtherInvestigation Students examine germinated seeds to determine similarities and
differences in the way the organisms grow. They set up a hydroponic garden to observe the life cycle of
a bean plant.
Germinationis the onset of a seeds growth.
Plants need water, light, and nutrients to grow.
The life cycle is the process of a seed growing into a mature plant, which in turn
produces seeds.
The fruit of the plant develops from the flower.
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Students will be able to
Engineering, Technology and Applications of Science [ETS]Scientific Inquiry and Life
Science [LS]
Understand that scientists use different kinds of investigations and tools to develop
explanations using evidence and knowledge.
Organize and maintain scientific investigation work in a Science Notebook.
Write detailed scientific observations.
o Write descriptions and/or draw diagrams of a sequence of steps, events, or
observations of changes over time.
Origin of Seeds Investigation Estimate numbers of seeds.
Describe and sort seeds in terms of properties.
Compare and record the number and properties of seeds from a variety
of fruits.
Growing Further Investigation
Grow plants hydroponically and observe the life cycle changes over
time.
Record information systematically for later analysis.
Observe and sort seedlings by properties of germination. Compare germination in different types of seeds.
Apply mathematics in the context of science.
o Employ appropriate tools to gather data such as measures of length, weight,
temperature, and liquid volume.
Conduct basic research by developing a KWL chart.
o Acquire vocabulary associated with scientific inquiry and life science.
o Gain experience with organisms, both plants and animals.
o Develop an attitude of respect and understanding for life.
Identify questions based on careful observations of phenomena and information.
o Ask questions of others to clarify ideas or request evidence.
o Develop at least one specific question so that it can be answered through the
design and conduction of a scientific investigation.
Make predictions based on patterns of observation and information gathered (rather
than guessing).
o Develop at least one specific hypothesis that is confirmed or rejected after
conducting a scientific investigation.
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Curricular and Instructional Resources
Students will be able to (Continued)
Apply scientific thinking processes to conduct investigations and build explanations:
observing, communicating, comparing, organizing, and relating.
o Organize and analyze data from experiments and investigations with plants and
animals to construct reasonable explanations.
o Analyze alternative explanations and predictions.
Growing Further Investigation
Investigate the effect of water on seeds.
Performance Task
o Conduct a systemic investigation.
Exercise language, math, and social studies skills in the context of life science
investigations to communicate investigations and explanations.
FOSS (Full Option Science System) Structures of Life Module Matrix (Grade 4)
FOSSweb Interactive activities
FOSS Middle School Science Notebooks
The 5 E Learning Cycle Model Inquiry Approach
http://lhsfoss.org/scope/folio/html/StructuresofLife/1.htmlhttp://lhsfoss.org/scope/folio/html/StructuresofLife/1.htmlhttp://lhsfoss.org/scope/folio/html/StructuresofLife/1.htmlhttp://lhsfoss.org/scope/folio/html/StructuresofLife/1.htmlhttp://www.fossweb.com/http://www.fossweb.com/https://docs.google.com/a/leadacademy.org/viewer?url=http://www.fossweb.com/modulesMS/pdfs/MS_Science_Notebook_Folio.pdfhttps://docs.google.com/a/leadacademy.org/viewer?url=http://www.fossweb.com/modulesMS/pdfs/MS_Science_Notebook_Folio.pdfhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttps://docs.google.com/a/leadacademy.org/viewer?url=http://www.fossweb.com/modulesMS/pdfs/MS_Science_Notebook_Folio.pdfhttp://www.fossweb.com/http://lhsfoss.org/scope/folio/html/StructuresofLife/1.html -
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Stage 2Determine Acceptable Evidence
What evidence will show that students understand?
Performance Task
Green Grub: The Science of Growing Your Own Food and BeyondStudents develop a
scholarly article for a school newsletter that informs the students, staff, and parents and
potentially outside organizations of the value of growing your own food and propose what,
when, where, why and how they would plant and harvest a plant of choice. In this statement,
students provide information about the type of seed and its life cycle, the best time and
conditions for germination, maintenance, and harvesting time. Students must support this
description with the results of their own scientific investigation and propose new questions
and/or insights related to the science of plants.
Goal:
Your task is to write a scholarly article for our first LEAD Science Times publication.
The goal is to teach the general community, LEAD students, parents, and staff about
how we can grow our own food and even plan for our own garden.
The problem or challenge is that we live in a fast paced world, where we rely
increasingly on fast and/or processed food that is not always the healthiest option.
Maintaining a garden is difficult, back-breaking work. How can we grow our own food,
which is nutritious and healthy, while at the same time learn, educate, exercise, have
fun, and even make money and/or address health/hunger issues? What role can
gardening take in promoting and sustaining healthy communities?
The obstacles to overcome are that we lack the general resources and knowledge to
grow our own food. Most people also do not have the time, so how can we present the
simplest and most efficient way to grow our favorite herbs, fruits and /or veggies? We
will need to learn and apply the scientific method to develop the knowledge and skills
to best answer these questions.
Role:
You are a scientist (naturalist/botanist), researcher, writer, artist/illustrator and/or
educator.
You have been asked to address the problem of learning to grow our own food to
decrease our dependence on fast and/or processed foods.
Your job is to learn as much as possible about what makes plants grow successfully by
making observations, conducting research and a simple experiment to answer a
specific question about how to best grow a plant of your choice.
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Audience:
Your clients are organizations that may consider a grant to award you money to buy
the resources you need to continue your plant experiments and/or to develop a
garden at your school, community, or at home.
The target audience is the general LEAD community, including parents, staff, and
students, as well as outside organizations that support our cause.
You need to convince the general LEAD community and outside organizations that you
possess the knowledge and skills to use science to grow your own food and that you
merit their support in the form of volunteer time and/or monetary
donation/sponsorship.
Situation:
The context you find yourself in is a situation with few resources and a general lack of
knowledge and skills to grow our own food that is nutritious and healthy.
The challenge involves dealing with understanding information and developing the
observation and scientific skills to learn how to best grow our own food and then to
effectively communicate and convince our audience that we merit support in helping
us develop our own community and/or home garden.
Product, Performance, and Purpose:
You need to develop detailed observations and research to design and conduct a
simple plant experiment in order to communicate your findings through a writtenscience report.
You will create a scholarlynews article in order to communicate how we can best
grow our own food based on scientific evidence.
Standards and Criteria for Success:
Your performance needs to demonstrate that you can conduct a simple scientific
experiment and communicate your findings about how to best grow a plant of choice.
Your work will be judged by select LEAD Academy community members, including a
family member, peer, and/or staff.
Your product must meet the following standards: I cano Select an investigation that could be used to answer a specific question.o Select and use tools and procedures needed to conduct a simple experiment.o Recordraw data into a given table, graph, or diagram.o Draw a conclusion supported by evidence.
A successful result will be a scholarly article that describes the purpose and results and
significance of your scientific investigation.
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Performance Task Blueprint
What understandings and goals will be assessed through this task?
What criteria are implied in the standards and understandings regardless of the task
specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understanding?
What student products and performances will provide evidence of desired understandings?
By what criteria will student products and performances be evaluated?
Students will plan and conduct a simple experiment by applying the scientific method.
An understanding of the steps of the scientific method and key vocabulary
A viable testable question and hypothesis in the recommended format
Accurate use of measuring tools
Accurate recording and organization of observations and data
Interpretation of data and recognition of experimental errors
Communication of results that reference research and supported by evidence/data
Task Overview:
Since we have been learning about plants and the scientific method, you are developing the knowledge
and skills to conduct your own experiments and discover knowledge that can be used to make a
difference. Using your observations and research on plants, choose one specific type of plant you think
would be useful to know how to grow in a garden. Your goal is to plan and conduct a simple scientific
experiment to learn about how to best grow this plant. You will then share your findings in our first
publication of LEAD Science Times, which will be used to educate and reach out to LEAD Academy
families, staff, and students, as well as outside organizations about the benefits of growing your own
food. You will use your scientific report to help you write a scholarly article in which you will explain
the purpose and results of your experiment, and persuade your audience why this topic is important
and how they can help.
Scientific Report
Scholarly Article
Reflection responses Responses to Peer/Audience Feedback
Scientific report meets performance benchmarks and guidelines
Scholarly Article effectively communicates the purpose, results, and the significance of the
results of a scientific investigation
At least one articulate response to peer/audience feedback to consider new questions and
possible answers to those questions.
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Stage 3Plan Learning Experiences and Instruction
Where Hooking/holding Engage Rethink/revise/refine Evaluate Tailored Organized [WHERETO]:
1. Begin with an entry object, event, myth buster, mystery, challenge, problem/issue, or provocative
question (How do you know anything is true?) to engage students in considering the process of
how one comes to know anything. [H]
2. Introduce the unit and essential questions. [W]
a. Directly state the rationale, benefits, goals and schedule of the unit.
b. Post and discuss essential questions.
c. Diagnosis: Invite students to generate questions; Use K-W-L to have students identify
things they want to learn and what they already know; Students create a visual organizer
to reveal their initial knowledge and understandings; Check for possible misconceptions.
d. Ask students to identify personal goals.
3. Discuss the culminating unit performance tasks (Green Grub: The Science of Growing Your Own
Food and Beyond). [W] [H]
a. Present the culminating performance task requirements.
b. Review scoring rubrics.
c. Show models and exemplars for expected products and performances.
d. Involve students in identifying preliminary evaluation criteria.
4. Science Notebook setup and overview of the scientific method. Note: Key vocabulary terms are
introduced as needed by the various learning activities and performance tasks. [O]
5. Present scientific investigation and process skills (Part I)Origin of Seeds [E]
a. Conduct a seed hunt by opening fresh fruit and locating the seeds.
b. Describe and compare seed properties.
c. Examine and sort a selection of seeds bean, pea, sunflower, and corn.
d. Investigate the effect water has on the seeds by setting up seed sprouters and observing
and recording changes over a week.
e. Systemically find out how much water lima beans soak up in a day.
f. Read Science Stories folio: Seeds Are Everywhere; The Most Important Seedby Barbara
McClintock.
g. Language Extension: Think about plant idioms.
h. Math Extensions: Problem of the week; Estimate the mass of multiple seeds.
i. Social Studies and Art Extensions: Research fruits in grocery stores; make seed art.
j. Science Extensions: Research seed dispersal; plant seeds in soil; hold a sprout taste test.
k. Home/School Connection: Look for seeds at home. Draw or collect and describe the seeds,
identifying their similarities and differences.
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WHERETO: (Continued)
6. Present scientific investigation and process skills (Part II)Growing Further[E]
a. Set up a hydroponic garden to observe the life cycle of a bean plant.
b. Examine germinated seeds to determine similarities and differences in the way the
organisms grow.
c. Read Science Stories folio: Hydro-growing; Seeding Space.
d. Language Extensions: Keep journals of the growth of plants; Play concentration with
life-cycle pictures.
e. Math Extension: Problem of the week.
f. Social Studies Extension: Research staple crops around the world.
g. Science Extensions in connection to thePerformance Task: Take home hydroponics;
Explore other conditions for plant growth; Compare plants grown in soil; Develop a
testable question and hypothesis.
h. Home/School Connection: Look around their neighborhood for plants and observe the
different plant structures.
7. Review and refine Observations, Research, Testable Question and Hypothesis step of the
scientific method for Performance Task; Quiz [R]
8. Model Experiment Design component ofPerformance Taskwith a controlled experiment of
Pinto Bean Seeds. [E2]
a. Guide students in developing their own design and prepare for individual/collaborative
team experiment. [T]
b. Students undergo a revision process of their experimental design before being
approved to conduct their experiment. [R]
9. Model conducting the Controlled Experiment component ofPerformance Taskbased on the
model experimental design. Quiz [E2]
a. Review Procedure, Materials, Data Collection, Data Analysis and Conclusion steps of
the scientific method.
b. Students conduct simple experiment independently/collaborative teams after at least
3 revisions of experimental design. [T]
10. Model the writing of a scientific report component of thePerformance Task.[E]
a. Students work on at least three drafts of scientific report. [R] [E2]
b. Review the purpose and goals of Science Times publication and model writing a scholarly
article by adapting the Conclusion of the model scientific experiment report.
11. Model the scholarly article peer-review process. [E2]
a. Students respond to one peer-review feedback based on rubric. [R]
12. Design and production of Science Times publication (paper based and online).[H]
13. Conclude the unit with student self-evaluation and reflection; Test. [E2] [R]
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Stage 3Plan Learning Experiences and Instruction Calendar
Day 1
1. Hook Studentswith
Provocative
Question [H]
2. Introduceessential
questions [W]
Day 2
3. Discuss theculminating unit
performance
tasks (Green
Grub: The
Science of
Growing Your
Own Food and
Beyond).
[W] [H]
Day 3
4. ScienceNotebook setup
and overview of
the scientific
method.
5. Presentscientific
investigation
and process
skills (Part I)
Origin of Seeds
[E]
Day 4
Origin of Seeds
Investigation
continued [E]
Day 5
Origin of Seeds
Investigation
continued [E]
Day 6
6. Presentscientific
investigation
and process
skills (Part II)
Growing
[E]Further
Day 7
Growing Further
Investigation
continued[E]
Day 8
Growing Further
Investigation
continued[E]
Day 9
7. Review andrefine
Observations,
Research,
Testable
Question and
Hypothesis step
of the scientific
method for
Performance
Task; Quiz [R]
Day 10
8. ModelExperiment
Design
component of
Performance
Taskwith a
controlled
experiment of
Pinto Bean
Seeds. [E2]
Day 11
Performance Task
Work Session
Day 12
Performance Task
Work Session
Day 13
9. ModelConducting the
Controlled
Experiment
component of
Performance
Task
Day 14
Performance Task
Work Session
Day 15
Performance Task
Work Session
Day 16
10. Model thewriting of a
scientific report
component of
the
Performance
Task.[E]
Day 17
Performance TaskWork Session
Day 18
Performance TaskWork Session
Day 19
11.Model thescholarly
article peer-
review
process. [E2]
Day 20
Performance TaskWork Session
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Day 21
12. Design and
production of
Science Times
publication
(paper based
and/or
online).[H]
Day 22
Performance Task
Work Session
Day 23
Performance
Task Work
Session
Day 24
Performance Task
Work Session
[Publishing
Celebration?]
Day 25
13.Conclude theunit with
student self-
evaluation and
reflection;
Test. [E2] [R]