Biology Unit 1: Studying Life

Course Goals and Understandings:

  • Develop understanding of the nature of science as it pertains to the living world.
  • Life on Earth is diverse, complex, and interconnected
  • Learn to curate and utilize resources for learning about and investigating life.
  • Identify questions and concepts that guide scientific investigations.
  • Design and conduct scientific investigations.
  • Use technology and mathematics to improve investigations and communications.
  • Formulate and revise models using logic and evidence
  • Recognize and analyze explanations and models
  • Communicate and support a scientific argument

Course Essential Questions

  • What should everyone know about life and living things?Why is this learning important?
  • How are a system’s characteristics, form, and function attributed to the quantity, type, and nature of its components?
  • How might I use scientific inquiry to investigation the natural world?
  • How can I use my experience in science to learn to think and communicate clearly, logically, and critically in preparation for college and a career?
  • How can I use technology in my learning and become a better digital citizen?
  • How can I think more divergently, creatively, and innovatively as a scientist?
  • How can I best assess my own learning and progress?

Unit Essential Questions

  1. How do scientists learn and communicate?
  2. How are the basic concepts, skills, and understandings in science related to one another? interrelated?
  3. In what ways can data be used to visualize, display, and share new information?

How do scientists use their findings in lab as evidence for their claims?

Understandings

  1. Scientists use a common language to communicate about their work.
  2. Documenting what you do and what you learn is the basis for communicating new learning.
Learning Targets: Skills

Students will be able to....

  1. Learn collaboratively in a group.
  2. Describe safe behavior in the lab, practice safe behavior, and explain the rationale for safety protocols.
  3. Effectively use a science textbook: Look up vocabulary terms, find main ideas, interpret charts, tables, diagrams
  4. Construct and use a cladogram to show the relatedness between organisms (for plants - animals are later.)
  5. Prepare for a lab investigation:
    • Propose an appropriate, tesable question
    • Identify or select independent variable, dependent variables, and controlled variables.
    • Design a procedure that will provide answers to your question
  6. Collect and analyze data
  7. Communicate findings using tables, graphs, and charts
  8. Use claim, evidence, reason format to explain their findings

Ohio State Standards:

  • Science Inquiry and Application
    • Identify questions and concepts that guide scientific investigations
    • Design and conduct scientific investigations
    • Use technology and mathematics to improve investigations and communication
    • Formulate and revise explanations and models using logic and evidence (critical thinking)
    • Recognize and analyze explanations and models, and
    • Communicate and support a scientific argument
Academic Vocabulary: Bricks Academic Vocabulary: Mortar
  • cladogram
  • relatedness
  • dependent variable
  • independent variable
  • controlled variable
  • pillbug
  • law (in science)
  • hypothesis
  • theory
  • classification
  • claim
  • evidence
  • reason
  • describe
  • calculate
  • analyze
  • classify
  • predict
  • interpret
  • protocols
  • interpret
  • list; state
  • explain
  • define

Handouts

Resources

  • Desmos - chromebook extension for graphing desmos.com

Ohio Standards Met: Science Inquiry and Application (Introduced)

  • Identify questions and concepts that guide scientific investigations
  • Design and conduct scientific investigations
  • Use technology and mathematics to improve investigations and communication
  • Formulate and revise explanations and models using logic and evidence (critical thinking)
  • Recognize and analyze explanations and models, and
  • Communicate and support a scientific argument


Daily Learning Activities
Day 1
August 17
  • Reading from handbook
  • Review of syllabus and course outline

Day 2
August 18

Day 3
August 21

  • How can I use characteristics of objects to organize and classify them
  • Classification of objects - using writing utensils to group and then organize into a cladogram, showing their relatedness

Day 4
August 22

  • How can I use characteristics of living plants to organize and classify them? What can I learn from this classification?
  • Classification of plants and construction of a cladogram, first using whiteboards in groups, and then each student creating their own from the group drawing specimens - moss, fern, branches from gymnosperm and angiosperm plants

Day 5
August 23


Day 6
August 24

 

Day 7
August 25

 

Day 8
August 28

  • Lab Safety Quiz
  • Cladogram Quiz
  • What terms do scientists use to communicate their findings?
Day 9
August 29
  • How can I use my textbook effectively
  • Textbook Survey, Day 1 Part 1
    • find and use reference sections
Day 10
August 30
  • Fog Day
Day 11
August 31
  • Day 2, Part 2 Textbooks (short day, fog delay)
  • Get textbooks and use them, with a directed reading process, to:
    • Identify terms as I Know, I sort of know, and I Don't Know.
    • Identify Key Ideas for main ideas, objectives, and supporting detail

Day 12
Sept 1

  • Day 3, Part 2 Textbooks
  • Use textbooks with a directed reading process, to:
  • Read for main ideas, objectives, and supporting detail
  • Make use of figures and diagrams
  • Early Dismissal - short classes
Day 13
Sept 5
  • Use sample lab writeups to identify variables, claim, evidence, reason
Day 14
Sept 6
  • Pillbug investigation - design and select variables
  • Write question, intro, materials, procedure, data table
Day 15
Sept 7

Data collection

  • plastic Petri dishes, tape, paper towel, water, black paper,

 

Day 16
Sept 8

Data Anaysis

  • Graph results: Dependent vs. Independent variables using Desmos; link to report Google doc
  • Claim, evidence, reason and experimental error for conclusion
  • Assessment: Lab checksheet, CER properly completed, and
Day 17
Sept 11
 
Day 18
Sept 12
 
   

Next Generation Science Standards:

SEP 1 Asking questions (for science) and defining problems (for engineering)

SEP 3 Planning and carrying out investigations

SEP 4 Analyzing and interpreting data

SEP 5 Using mathematics and computational thinking

SEP 6 Constructing explanations (science) and designing solutions (engineering)

SEP 7 Engaging in argument from evidence

SEP 8 Obtaining, evaluating, and communicating evidence

Common Core State Standards:

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.