CURRICULUM
DESIGN
MaryLou Clare
How We Learn About Life: Grade 7
(designed to follow Study of Integers: Math 7)
Commencement content standard from MST
Students will use mathematical analysis, scientific inquiry, and engineering
design, as appropriate, to pose questions, seek answers, and develop solutions.
(1)
Students
will understand mathematics and become mathematically confident by communicating
and reasoning mathematically, by applying mathematics in the real world
settings and by solving problems through the integrated study of number
systems, algebra, data analysis, probability and trigonometry. (3)
Students
will understand the relationships and common themes that connect mathematics,
science, and technology and apply the themes to these and other areas
of learning. (6)
Students
will apply the knowledge and thinking skills of mathematics, science,
and technology to address reallife problems and make informed decisions.
(7)
Benchmark
standards: Intermediate
Content standards (what I want students to know or be able to do) SCIENTIFIC
INQUIRY
The
central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing, creative process. (1) o Beyond the use of reasoning
and consensus, scientific inquiry involves the use of proposed explanations
involving the use of conventional techniques and procedures and usually
requiring considerable ingenuity. (1) o Observations made while testing
proposed explanations, when analyzed using conventional and invented methods,
provide new insight into phenomena. (1)
MATHEMATICAL
REASONING
Students use mathematical reasoning to analyze mathematical situations,
make conjectures, gather evidence' and construct an argument. (3)
MODELING/MULTIPLE
REPRESENTATION
Students use mathematical modeling/ multiple representation to provide
a means of presenting, interpreting, communicating, and connecting mathematical
information and relationships. (3)
MEASUREMENT
Students use measurement in both metric and English measure to provide
a major link between the abstractions of mathematics and the real world
in order to describe and compare objects and data. (3)
UNCERTAINTY
Students use ideas of uncertainty to illustrate that mathematics involves
more than exactness when dealing with everyday situations. (3)
PATTERNS/
FUNCTIONS
Students use patterns and functions to develop mathematical power, appreciate
the true beauty of mathematics, and construct generalizations that describe
patterns simply and efficiently. (3)
INTERCONNECTEDNESS/MODELS
Through systems thinking, people can recognize the commonalities that
exist among all systems and how parts of a system interrelate and combine
to perform specific functions. (6)
INTERDISCIPLINARY
PROBLEM SOLVING
The knowledge and skills of mathematics, science, and technology are used
together to make informed decisions and solve problems, especially those
relating to issues of science/technology/society, consumer decision making,
design, and inquiry into phenomenon. (7)
Performance
standards SCIENTIFIC INQUIRY
Formulate questions independently with the aid of references appropriate
for guiding the search for explanations for everyday observations. (1)
o develop, present, and defend formal research proposals for testing their
own explanations of common phenomena, including way of obtaining needed
observations and ways of conducting simple controlled experiment. (1)
o interpret the organized data to answer the research question or hypothesis
and to gain insight into the problem. (1)
MATHEMATICAL
REASONING
make conclusions based on inductive reasoning. (3)
MODELING/
MULTIPLE REPRESENTATION
use concrete materials and diagrams to describe the operation of real
world processes and systems. (3)
MEASUREMENT
estimate, make and use measurements in realworld situations. (3)
UNCERTAINTY
use estimation to solve problems for which exact answers are inappropriate.
(3)
PATTERNS/
FUNCTIONS
describe and represent pattems and functional relationships using tables,
charts and graphs, algebraic expressions, rules, and verbal descriptions.
(3)
INTERCONNECTEDNESS/MODEIS
Select an appropriate model to begin the search for answers or solutions
to a question or problem. (6)
INTERDISCIPLINARY
PROBLEM SOLVING
Describe and explain phenomena by designing and conducting investigations
involving systematic observations, accurate measurements, and the identification
and control of variables; by inquiring into relevant mathematical ideas
; and by using mathematical and technological tools and procedures to
assist in the investigation. (7)
Content
standards or outcomes ( unit constructs assessment)
 Know how
to explain the scientific method.
 Understand
the logic of the ways of research.
 Answer
text, quiz and test questions.
 Apply
the principles of research to solving a problem.
 Relate
the steps of the scientific method to an article in The New York Times
Science section published on Tuesdays or the Scientific American magazine
published monthly.
Performance
measures (unit outcome achievement& rubrics, instruments, activities)
 Perform
lab activities.
 Write
a lab report.
 Construct
a research project.
 State
a hypothesis.
 Prepare
an overview of hypothesis.
 Gollect,
organize and interpret data.
 Present
research inferences based upon data.
 Judge
information as being based in science.
Enabling
Activities
Demonstrations
require close observation recorded in journal with class as whole during
one class period
Lab
activities are done in groups of three so each student gets lots of manipulation
of equipment & supplies in each period of lab work.
Problem
solving is usually done in groups of four to get a wider range of ideas
to initiate a concept that may take a week or so to develop.
Scope
pairs are study buddies who review key concepts for three minutes together
after new material has been presented for nine minutes.
Research
takes anywhere from a week to a month to find an idea and four weeks of
collecting dataparent and family member mentoring is encouraged and welcomed.
Presentations
are alone or in twos where research is divided and each partner reports
on his or her part and the inferences are collaborative. Many projects
involve closely working with a family member. The presentation itself
is only a few minutes in duration.
#
Lab activities include each participant being responsible to be able to
explain to group what is going on after correcting any misconceptions
with me, knowing what step of the procedure they are on and understanding
what they are looking for
Problem
solving involves brainstorming and recording an approach to a problem
and attempting to illustrate method leading to solution with a diagram
and data that is labeled and tabled (put into a chart)
Research
follows the same process as what students study. Thought provoking applications
of terms learned are reinforced as part of the evaluation of the research
topic.
Presentations
occur at the front of a class arranged in a circle. Any items can be used
large demonstration table, blackboard, journal, student made props and
anything that students want to provide or use.
 Journal
keeping: actions from demonstrations and observations from labs
diagram
directions
question sessions
student reactions
parent reflections
writing and illustrating
 Modeling
of peer exemplars: lab reports
model
constructions
research projects
I Scientific Method:Way of Knowing
A What steps make up the scientific method?
B How did Van Helmont use scientific method?
Lab: Measuring with Scientific Units
C What is difference between hypothesis and theory?
II
Measurement in Science
A Why are Systeme Internationale units easy to use?
B What are Systeme Internationale units for measuring length, mass, volume,
speed, time & temperature?
III
Using scientific method
A What are processes scientists use in acquiring new knowledge?
B What steps are used in experimenting?
IV
Scientific Tools & Technology
A How do light & electron microscopes differ?
B How does technology help life scientists discover new knowledge? Lab:
Investigating with a Microscope
V
Review
A Outlining Scientific Method
B Summary and Vocabulary
C Check your knowledge
D Check your understanding
E Apply your knowledge
F Extend your knowledge
G Double bubble charts
H Flash splash cards
VI
Evaluation
A Student Journal Keeping
B Laboratory Reports
C Text Ouestions and diagram interpretation directions
D Chapter Quiz and Test
E Parent Input & Feedback via journal comments
F Research Project, Report and Presentation
RESEARCH RUBRIC
Is
your name at the top of the research report?
Have
you followed the framework for the research report?
Have
you gone to Edit: Spelling to check document?
Is
your hypothesis in the form of a question and does it have a question
mark?
Is
your data easy to interpret with the use of your legend?
Are
your observations and reflections summarized on a weekly basis?
Do
you give a reason for every reaction in your reflections?
Do
you refer to your data in your conclusion?
Do
your inferences answer your hypothesis?
Does
your bibliography follow the format used by your school(you have been
given the form by your social studies and science teachers, it is posted
in the Mac labs and extra copies are available in the library)?
Have
you been attentive to your proof reader's corrections, directions, questions
and suggestions and made the appropriate changes?
Have
you added your proof reader's name at the end of the report (pr: name)?
RESEARCH RUBRIC
3
 Exemplary
 Demonstrates
thorough understanding of scientific method, control & variable,
data collection & interpretation,hypothesis & inference.
 Uses appropriate
strategies to solve problem.
 Applied
statistics are accurate.
 Inferences
are logical & directly related to hypothesis.
 Exceeds
requirements of scientific method.
2
 Satisfactory
 Demonstrates
understanding of scientific method, control & variable, data collection
& interpretation, hypothesis & inference.
 Uses appropriate
strategies to solve problem.
 Computations
are mostly correct.
 Written
explanations are effective.
 Inferences
are mostly logical and mostly related to hypothesis.
 Satisfies
all requirements of scientific method.
1
 Nearly Satisfactory
 Demonstrates
understanding of most of the concepts of scientific method, control
& variable, data collection & interpretation, hypothesis &
inference.
 May not
use appropriate strategies to solve problem
 Computations
are mostly correct.
 Wriften
explanations are satisfactory.
 Inferences
are mostly accurate.
 Satisfies
most requirements of scientific method.
O
 Unsatisfactory
 Demonstrates
little or no understanding of the concepts of scientific method, control
& variable data collection & interpretation, hypothesis &
inference.
 May not
use appropriate strategies to solve problem.
 Computations
are incorrect.
 Written
explanations are not satisfactory.
 Inferences
are not accurate.
 Does not
satisfy requirements scientific method.
3
D 4 U 2 C
One
picture is worth a thousand words.
One
model is worth a billion.
A
model is a good way to see something from all directions.
A
model has three dimensions: length, width and height.
A
model has bold, bright neon colors to attract attention and interest.
A
model is rugged and can be easily handled.
A
model is neat and simple.
Use
the maximum dimensions of 20 centimeters by 20 centimeters by 20 centimeters
or 20 cm. X 20 cm. X 20 cm for a total volume of_____centimeters
cubed.
Add
a wide ribbon with a color key for:
name of what is being modeled ,
its importance in life science or biology.
bioengineer (your name)
each part of model with its corresponding color and job
Have
fun!
**This
unit contains worksheets that cannot be reproduced due to copyright laws
***
