EDUC 872 Curriculum Design Project Assignment Instructions The candidate will design a unit of instruction that follows the Understanding by Design (UbD) template which incorporates the three stages o

Unit Title: Scientists discover, Engineers create

Established Goals:

Students understand that learning about the special methods scientists and engineers use will help them develop scientific knowledge.

Day 1 Understandings: Students will understand that…

• Scientists learn by observing, asking questions doing experiments, drawing conclusions, and sharing their results.

• Engineers solve problems that affect people.

• Engineers ask questions, plan, design, create, test, and improve their designs to make the things people use every day.

Day 2 Understandings: Students will understand that...

Day 3 Understandings: Students will understand that…

Day 1 Essential Questions:

• How do scientists make discoveries about our world?

• How do engineers identify a problem?

• How do engineers create solutions for problems that occur in our world?

Day 2 Essential Questions:

Day 3 Essential Questions:

Day 1 Students will know:

• the meaning of prediction, hypothesis, organizing, process, and design.

Day 2 Students will know:

scientists ask questions about the world.

• scientists make predictions and test them.

• how to make predictions and observations.

Day 3 how scientists share their learning.

• what engineers do.

• how to find and understand a problem.

• how to gather information about a problem.

• engineers follow a process to solve a problem.

Day 1 Students will be able to:

• make predictions, investigate, and share results of unit experiments.

• use models to solve a problem

Day 2 Students will be able to:

• design a tool to solve a real-world problem

Day 3 Students will be able to:

• use each step of the engineering design process (ask, imagine, plan, create, test, improve, share) to solve a real-world problem)

Day 1 Performance Tasks:

• Students will use the scientific method to complete unit experiments.

• Students will learn how to use the engineering design process by creating an improved design for a toothbrush.

• Students will identify their own real-world problem and create a tool for solving the problem using the engineering design process.

Day 2 Performance Tasks:

Day 3 Performance Tasks:

Day 1 Other Evidence:

• Students will write about how scientists things scientists do.

• Students will make and confirm their predictions during unit experiments.

Day 2 Other Evidence:

•Students will show their understanding of unit topics using exit tickets and reflection questions.

• Students will participate in class discussions and brainstorming activities about unit topics.

• Students will create tools/prototypes using the engineering design process.

Day 3 Other Evidence:

• Students will practice testing and improving their designs.

• Students will evaluate their understanding using a self-assessment rubric.

•Teacher check-ins with students will be used to determine and monitor student progress.

Key Criteria:

Students will be evaluated on the following criteria:

• • • asking questions and making predictions about observations (SOL 1.1a)

    • testing predictions

    • identifying a simple problem that can be solved by developing a new tool or an improved object (SOL 1.1a)

    • participating in experiments (SOL 1.1b)

    • using and sharing pictures, drawings, and/or writings about observations, experiments, and tools students have created (SOL 1.1c)

    • making simple conclusions based on data or observations (SOL1.1d)

    • creating models to demonstrate thinking

    • testing, evaluating, and revising models (SOL1.1e)

Summary of Learning Activities:

Day 1: What is Science?

Materials Needed:

What is Science? by Rebecca Kai Dotlich & Sachiko Yoshikawa

Chart paper to create an anchor chart

iPads for pairs of students to complete the SeeSaw activity – What is Science?

W: This is an introductory lesson. The purpose of this lesson is to get students thinking about ways to explore science.

H: Anchor Chart: Science is __________. Students share their thoughts as the teacher adds responses to the anchor chart.

E: Read aloud: What is Science? Students will complete the SeeSaw activity.

R: What is Science? Students will draw and record a response to this prompt: In Science, I want to learn more about…

E: Students will complete a Think-Pair-Share Activity. They will share their responses with a partner.

T: Students can use an illustration to show their thinking.

Students can write or record their responses. Students can use think-pair-share to brainstorm ideas before completing the seesaw activity. Students can write or record their responses. Students can use think-pair-share to brainstorm ideas before completing the seesaw activity.

O: The next lesson is also an introductory lesson. It is called What is a Scientist?

Day 2: What is a Scientist?

Materials Needed:

What is a Scientist? Barbara Lehn

Community helper pictures and description cards

Chart paper

What is a scientist? mini booklet

I am a Scientist writing activity

W: This is the second introductory lesson for this unit. The purpose of this lesson is to get students thinking about how scientists learn and what scientists do.

H: Show students a picture of a scientist (drawn on chart paper) – brainstorm clues that could be used to describe a scientist. Add student responses to the anchor chart.

E: Read aloud: What is a Scientist? Add new ideas after students hear the story.

R: Students complete What is a scientist? mini booklet and scientist craft (students will create a mini model of themselves as a scientist with a body and lab coat). Inside the lab coat students will complete this sentence: I am a scientist because __________.

E: Teacher will hang completed I am a Scientist crafts – at the beginning of the next lesson. Students will do a gallery walk and look at the responses. Teacher will read a few examples aloud during the gallery walk.

T: Teacher will provide extra copies of the story for students who need ideas for their writing. Students can also use information from their mini-book to complete the writing assignment.

O: In the next lesson, students will learn about specific skills that scientists use.

Day 3: Scientists use the scientific method to make discoveries.

Materials Needed:

Teacher computer and Elmo (overhead projector) for sharing BrainPOP movie

BrainPOP. – Science Skills

Draw About It activity sheet (note: this activity can also be completed using an iPad and upload for teacher to view)

Experiment Sheet

Experiment Materials – measuring cup, glass, water, salt, tablespoon

Teacher Checklist (Appendix D)

W: The learning objective for this lesson is: scientists use the scientific method to make discoveries. Scientists also make predictions and test them.

H: Start lesson with gallery walk – students will look at students’ responses I am a scientist because _______________. Students talk to their elbow buddy about the responses they see on their classmates’ lab coats.

E: After the gallery walk, the teacher will ask students to think about this question: How do you think scientists learn? Students brainstorm and share their answers. Show BrainPOP video: Science Skills https://jr.brainpop.com/science/beascientist/scienceskills/ Students will complete: Draw About It – as warm-up activity: Moby puts a dirty penny into a cup of vinegar. Draw what you think will happen to the penny. https://jr.brainpop.com/science/beascientist/scienceskills/drawaboutit/ Experiment # 2: What happens when you put salt in water? Tell students they should complete each step. What happens when you put salt in water? Make a prediction and do the experiment! https://jr.brainpop.com/science/beascientist/scienceskills/activity/Review steps for completing the experiment.

R: Check-in with students after 10 minutes. Check for understanding and provide feedback. Teacher uses post-it notes to record questions students have and hangs the posts on the “parking lot” sheet hung in the classroom. The parking lot is a place for questions that the class will revisit and answer during another class.

E: After the experiment collect student work. Students gather to share reflections or questions about the lesson. Teachers uses checklist to check student papers for understanding and provide feedback during the next science lesson. (See Appendix D).

T: During the lesson, students will work in small groups. Teacher will rotate providing support to groups as they work on the experiment. Students should receive a minimum of 3 checks in the yes box. Teacher will review experiment with students who receive less than 3 checks in the yes box during extending learning time.

O: In the next lesson, students will learn about conducting experiments and sharing their results.

Day 4: Scientists use the scientific method to make discoveries.

Materials Needed

Dirty penny, cup, vinegar

iPad (1 for each pair of students)

Chart paper

Exit tickets

Earthworm experiment sheet (Appendix E)

Earthworms

Flashlight

Paper towels

Teacher Checklist (See Appendix D)

W: The learning objective for this lesson is: scientists conduct experiments and share the information they collect with others.

H: Ask a few students to share their predictions about what happens to a dirty penny when it is placed in vinegar. Teacher puts a penny in a cup of vinegar. Compare the results of the experiments with student predictions from previous class. Discuss how predictions and results do not always match, but it's ok because learning is still happening.

E: Teacher tells students that they will practice asking questions and making predictions again today at the beginning of science and then learn how scientists find and share information together.

Students will watch the following short videos on an iPad with a partner: Asking Questions Pebblego video topics: Why do we ask questions? Curiosity is Important. Solve Problems. Learn about the world. Let’s Investigate (make a prediction) Pebblego video topics: What is an investigation? Finding Solutions. Observations. Steps in a science experiment. Evidence.

R: Teacher will check in with students. Students will respond with a thumbs up if they do not have any questions and a thumbs down if they have questions about the lesson.

E: During the second half of the lesson, the class will learn how scientists find and share information. Before the experiment, the class will watch one more group of short Pebblego videos. This will be a whole group activity. Finding and Sharing Information Pebblego topics: Share stories. Using drawing and pictures. Create a model. Be a Scientist. Experiment: Earthworm Investigation Review steps for completing experiment. Tell students they should complete each step. Students will trade their experiment sheets with a partner and look at his/her results. Students will then get their paper back and look at their own results before turning in their work. They will think about their results and their partner’s results. Students will turn in their experiment sheets at the end of class. Teacher will use checklist to check for understanding (Appendix D)

T: Students can work individually, with a partner, or in small groups to complete the earthworm experiment.

O: In the next lesson, students will learn about conducting experiments and sharing their results.

Day 5: Scientists use different strategies to learn and problem-solve.

Materials Needed:

Slinky, model car, globe, and super soaker

Whoosh! Lonnie Johnson’s Super-Soaking Stream of Inventions by Chris Barton

The Marvelous Thing that came from a spring by Gilbert Ford

Teacher computer and Elmo (overhead projector) for sharing Pebblego presentation

iPads for students (1 per pair) to complete Seesaw activity

Maker Materials (cardboard, glue, tape, etc.) to create toy prototype

W: The learning objective of this lesson is: scientists learn by using models.

H: Show students a classroom globe, a super soaker, a slinky, and a model car.

Tell students these are all examples of models. Ask a few volunteers to share their definition of a model and tell why they think these objects are models.

E: Show PebbleGo Using Models Topics: What is a model? Kinds of Models. Why we use models. Testing your ideas. Looking to the future.

R: Show the slinky and super soaker and the following stories. Whoosh! Lonnie Johnson’s Super-Soaking Stream of Inventions by Chris Barton The Marvelous Thing that came from a spring by Gilbert Ford. Tell students that they will hear a story about how models help you learn and how they can help you solve a problem. Students pick which object they would like to learn more about. Once students pick, then teacher will read the story that tells about the object. Toy Design prototype activity. Students will work with partners to design a prototype of a toy. Students will pick another team (pair of students) and switch their prototypes.

E: Students will use Seesaw to answer the following questions: What did the team design? What do you like and not like about it? How could the design be better for you?

T: Students can work individually, with a partner, or in small groups.

O: In the next lesson, students will learn about the engineering design process.

Day 6: The Engineering Design Process

W: The learning objective of this lesson is to learn the steps of the engineering design process.

H: Let’s try to solve a problem together. Complete BrainPOP Draw About It activity. Review Expectations for Engineers chart before starting the design project. How would you improve the design of a toothbrush? Draw a picture of your idea and describe it to a partner. Groups of 4 students share their drawings and ideas for improving the toothbrush as teacher rotates to different groups.

E: Show PebbleGo Using Models Topics: What is a model? Kinds of Models. Why we use models. Testing your ideas. Looking to the future.

R: Show BrainPOP video: Engineering and Design Process https://jr.brainpop.com/science/beascientist/engineeringanddesignprocess/ Show students engineering design process poster and tell students they will need to include the steps when they make their tool. Students groups will use the remaining steps to create, test, and improve to complete their toothbrush designs.

E: Teacher will check in and tell students the amount of time they have for each stage and check in with groups during the lesson. Groups share their suggestions for improving the toothbrush and their creations at the end of the lesson. Students will complete exit ticket sharing what they learned, need more practice with, and have a question about (Appendix D)

T: Students can work individually, with a partner, or in small groups.

O: In the next lesson, students will learn to think like an engineer.

Asks questions during an experiment

Makes a hypothesis during an experiment

Completes all parts of an experiment

Records results from an experiment

Draws conclusions from the data collected from an experiment

Do earthworms like light?

Ask a

Question

Make a Hypothesis

(what you think)

If I shine a flashlight on my worm, then I think the worm will:

stay in the light move out of the light

Do an Experiment

1. Lay your worm in the middle of a paper plate.

2. Shine the flashlight directly on your worm. Do not move the flashlight or follow the worm with the light. Keep it in one spot.

3. Observe your worm’s behavior.

Record your results

(what happened in

your experiment)

Draw a Conclusion

(what you learned)

Worms (do, do not) like light.