| | ||
|
What is valid scientific evidence, how is it collected and reported? What is the role of existing scientific knowledge and or technology in building new ideas? How does society benefit from scientific advances?
|
||
3. Student Learning Map
- Topic:Scientific Thought and Process
- Subject(s):Science
- Days:149
- Grade(s):11, 12
Key Learning:
Scientists construct explanations based on well-reasoned, logical arguments built upon multiple lines of valid scientific evidence using what they already know as a foundation.
Unit Essential Question(s):
Concept: Scientific Thought Understand the difference between "scientific understandings" and beliefs. Know that an investigation can be conducted without manipulating variables (i.e. dissections, observations, models, case studies). An experiment has controls, variables and constants that must be maintained to explore an asked question. Understand that scientific knowledge is acquired in many different ways so the nature of scienitific inquiry should be referred to as scientific processes or the methods of science rather than the scientific method.
Concept: Scientific Processes Demonstrate the use of controls, variables, and constants. Make sure the different types of variables are explored (dependent/responding and independent/manipulating). Apply various methods of collection, organization and analysis of data (i.e. data tables, charts, diagrams, cycles, webs, graphs, calculations, observations, drawings, flow charts). Demonstrate the value of repetition to develop and clearly communicate accurate conclusions for peer review and publication.
Concept: Theories and Laws Understand the difference between theories (explaining the how or why) and laws (explaining the nature of something). Understand that theories change due to new information or new ways of thinking. Know that a scientific law can exist without a preexisting theory (i.e. gravity). Know that theories and laws can change with new information (sometimes from the advancement of technology) or new ways of thinking. Know that theories are debated at the peer review (scientific publications) level.
Lesson Essential Question(s):Lesson Essential Question(s):Lesson Essential Question(s):Vocabulary:experiment, habits of mind, hypothesis, investigation, misconception (preconceived notion), observation, repetition, research, scientific method, trial
Concept: Replication and Peer Review Provide various examples differentiating between repeated trials (repetition) or duplicated (replication) scientific studies. Demonstrate truthful, responsible reporting of scientific findings. Participate in peer review of student conducted investigations and experiments. Understand that conflicting theories require time and further replication to develop credibility within the scientific community.
Concept: Models and Technology Define the usefulness of models (i.e. computer models, molecular models, diagrams). Know that there are benefits to using models. Compare the technologies of different time periods. Understand that technology is not limited to computer hardware and includes items such as laboratory apparatus, simple machines and everyday gagdets.
Concept: Scientists Impact Society Identify current public concerns/issues and describe what scientists are doing to resolve them. Read and identify cause(s) and effect(s) in real-world articles relating to public issues.
Lesson Essential Question(s):Why is peer review essential to the truthful, responsible reporting and publishing of scientific findings? (ET)
Lesson Essential Question(s):How do existing technologies add to the advancement of scientific knowledge and the need to develop new technologies? (ET)
Lesson Essential Question(s):
Additional Information:
The nature of science concepts above should be integrated into the Chemistry student learning maps throughout the school year. The nature of science is 25% of the FCAT and is critical for our students understanding of what science entails. These skills are also essential for success in college preparatory courses, advanced placement courses and on college entrance exams. Completion of formal laboratory reports is expected. A minimum of 18 laboratory experiments or investigations must be completed per course. texbook, teacher created, student conducted, virtual lab experiments or investigations, lab apparatus/equipment, manipulatives, technology, models, scientific magazines, internet, software programs, etc.
Resources:
Extending Thinking Lesson:
1. Why is scientific thinking a necessary part of science?2. What are the components of scientific thought?3. What is the difference between a scientific experiment and a scientific investigation?4. How are scientific investigations and experiments conducted?5. What roles do variables, controls and constants play in an experiment or investigation?6. How are collection, organization and analysis of data essential to the scientific process?7. How is varied, organized data used to draw a conclusion and communicate results?8. What is the significance of repetition?9. What is the difference between scientific theory and scientific law?10. How does new data/information lead to the formation of or revision of theories?11. Under what conditions might scientific laws change?12. What role does peer review play in the development or revision of scientific theory?13. What is the difference between repetition and replication?14. Why is peer review essential to the truthful, responsible reporting and publishing of scientific findings?15. What happens when new or revised theories conflict with current scientific beliefs?16. What can a scientific model look like?17. What purposes do models serve in scientific studies?18. How do existing technologies add to the advancement of scientific knowledge and the need to develop new technologies?19. What responsibilities do scientists have in relation to public issues?20. How do scientists promote scientific literacy?