EDUC 514: Methods of Teaching Science

5E Lesson Design: Cricket Behavior Investigation

Enduring Understandings:
1. Organisms share common characteristics of life.
2. Scientists follow a common set of procedures, called the scientific process, to
answer questions they develop by observing the world around them.
Essential Questions:
1. How do we know if something is alive
2. !hat is the scientific process
". How do scientists use the scientific process to answer questions about the natural
world
Concepts:
1. Organisms are made up of simpler units called cells.
2. Organisms need light and#or chemicals to make cellular protoplasm.
". Organisms obtain and use energy through photosynthesis or cellular respiration to
carry out their life processes.
$. Organisms release waste chemicals produced by cells.
%. Organisms seek to maintain homeostasis at all biological levels of organi&ation.
'. Organisms grow, develop and eventually die.
(. Organisms can reproduce their own kind using )*+.
,. Organisms adapt to changes in their environments.
Learning Goals:
1. -ractice scientific inquiry skills.
2. +pply prior knowledge of the characteristics of living things to an investigation of
a living organism.
". Observe an animal, note its behavior, and formulate questions about observations.
$. .dentify a testable question and formulate a hypothesis about its answer.
%. )esign and carry out an e/periment to test the hypothesis.
'. 0ollect, organi&e, and analy&e data.
(. )raw a conclusion based on data.
,. 0ommunicate results.
Subject Area
Grade Level
1rade 2evel3 14
th
1rade
Sub5ect +rea3 6iology
7opic3 Scientific 8ethod
State Academic
Standards
Drexel School of Education EDUC 514 Page 1 of 7
EDUC 514: Methods of Teaching Science
5E Lesson Design: Cricket Behavior Investigation
(Specify state and
grade range)
PA Common Core Biology Standards
Standard
3.1.B.A1: )escribe the common characteristics of life.
Assessment Ancor
6.O.+.13 6asic 6iological -rinciples
Ancor !escriptor
6.O.+.1.13 9/plain the characteristics common to all organisms.
Eligi"le Content
6.O.+.1.1.13 )escribe the characteristics of life shared by all
prokaryotic and eukaryotic organisms.
Standard
3.1.B.B#: 0ompare and contrast scientific theories. :now that both
direct and indirect observations are used by scientists to study the
natural world and universe. .dentify questions and concepts that
guide scientific investigations. ;ormulate and revise e/planations
and models using logic and evidence. <ecogni&e and analy&e
alternative e/planations and models. 9/plain the importance of
accuracy and precision in making valid measurements. 9/amine the
status of e/isting theories. 9valuate e/perimental information for
relevance and adherence to science processes. =udge that
conclusions are consistent and logical with e/perimental conditions.
.nterpret results of e/perimental research to predict new
information, propose additional investigable questions, or advance a
solution. 0ommunicate and defend a scientific argument.
Eligi"le Content
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EDUC 514: Methods of Teaching Science
5E Lesson Design: Cricket Behavior Investigation
B$%.B.3.3.1: )istinguish among the scientific terms3 hypothesis,
inference, law, theory, principle, fact, and observation.
Anticipated
Learning
Outcomes
+t the end of this unit, students will be able to3
1. 9/plain what common characteristics of life all organisms
share.
2. 0orrectly use the scientific process in order to design and
conduct an e/periment to investigate animal behavior.
Level(s) of
Critical Thought
(loom)
Students &ill:
1. Observe cricket behavior. '(no&ledge)
2. 1enerate questions based on their observations.
'Compreension)
". .dentify a question to investigate through an e/periment.
$. )esign and conduct an e/periment. 'Syntesis)
a. .dentify a testable question and
b. ;ormulate a hypothesis about its answer
'Compreension).
c. .dentify the variables >9/perimental and
control?. 'Compreension)
d. 0ollect, organi&e, and analy&e data 'Analysis).
e. 8ake a conclusion about cricket behavior based
on their results 'Syntesis).
f. 0ommunicate results 'Compreension).
g. 9valuate e/perimental design >7he limitations
and weaknesses are discussed and suggestions
are made as to how to limit or eliminate them?
'E*aluation)
%. )esign and present scientific posters to communicate the
results of their investigations 'Syntesis).
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EDUC 514: Methods of Teaching Science
5E Lesson Design: Cricket Behavior Investigation
Content Summary Students will apply the ( characteristics of living organisms
>maintenance and repair@ growth and development@ organi&ation@
reproduction@ response to the environment@ use of energy@
adaptation to the environment? to cricket behavior in order to use
the scientific process to design and conduct a controlled scientific
investigation. Students will learn the steps of the scientific process,
including collecting observations, asking questions, forming
hypotheses, making predictions, confirming predictions, drawing
conclusions, and communicating results. Students will be able to
make observations, ask questions about their observations, propose
a possible answer to their question by creating a hypothesis, design
a controlled e/periment by creating a control and e/perimental
group and manipulating dependent and independent variables,
collect and analy&e data, draw conclusions from their data, and
communicate their results and conclusions.
!roposed
Assessments
!iagnostic: '+e,uired)
Students will complete the : and ! sections of a :!2 chart about
the scientific method as a A)o *owB activity at the start of the unit.
-ormati*e: '+e,uired)
Students will be assessed on their task during class. Students will
receive a classwork grade based on the following criteria3 while
conducting the procedure, the student is onCtask, tidy, respectful of
others, mindful of safety, and leaves the area clean.
Students will selfCassess their effort, behavior, and contribution to
group work as well peer assess that of their group members using a
criterionCbased grading rubric. 7hese scores >selfC and peerC
assessment? will factor into their task grade.
Summati*e: '+e,uired)
Students will be assessed based on their final product of a poster
and oral presentation.
Students will create a poster that summari&es their e/periment. 7he
poster must include3 a title, names of students in group, the
hypothesis, stepCbyCstep procedure, data >including both qualitative
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EDUC 514: Methods of Teaching Science
5E Lesson Design: Cricket Behavior Investigation
and quantitative data?, calculations#interpretations, conclusion, and
evaluation of e/periment.
Students will present their poster to the class.
7eacher will use a criterionCbased rubric to assess the degree to
which the studentsD met the lessonDs ob5ectives.
Lesson Activities
("ngage)
!A. 1
)o *ow3 students will individually take $ minutes to respond to the
question, Awhat makes something aliveB
Students will then work in their groups to observe crickets for %
minutes and write % observations.
Lesson Activities
("#plore)
!A. 1
Students will watch $Cminute video entitled, A.ntroduction to the
0haracteristics of 2ifeB found at3 https3##www.youtube.com#watch
vE5u/2uoCsH'8
7eacher will ask for studentsD reactions and responses to video.
7eacher will then introduce the unit, outlining big ideas, essential
questions, ob5ectives, learning tasks and goals, learning activities,
and assessments.
Lesson Activities
("#plain)
!A. 1
7eacher will use a -owerpoint -resentation to give direct instruction
about the characteristics of living things and the scientific process,
which will delineate proper e/perimental design. )ay 1 will focus
on the steps of observation and asking questions.
Lesson Activities
("laborate)
!A. 1
Students will work in groups of $ to make observations about
crickets and to develop a research question based on their
observations.
Lesson Activities
("valuate)
!A. 1
Students will write their observations and research question to
submit to teacher for feedback and approval.
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EDUC 514: Methods of Teaching Science
5E Lesson Design: Cricket Behavior Investigation
Students will be assessed on their performance during classCwork
>see <ubric3 7ask?.
Students will selfCassess their effort, behavior, and contribution to
group work as well peer assess that of their group members using a
criterionCbased grading rubric. 7hese scores >selfC and peerC
assessment? will factor into their task grade.
Technology Smart 6oard
-ro5ector
2aptop with -owerpoint and access to internet >Fou7ube?
Accommodations Students will be placed in heterogenous groups based on reading
abilities, current level of performance, and status as e/ceptional
learner >special education, gifted, 922?.
2esson incorporates multiple intelligences and learning styles.
+u"ric: /as0
11 points # points 3 points
/as0 'in 2 class
&or0)
!hile conducting
the procedure, the
student is on task,
tidy, respectful of
others, mindful of
safety, and leaves
the area clean.
!hile conducting
the procedure, the
student is mostly
tidy, sometimes offC
task and needs
reminders or cues to
remain onCtask,
sometimes
respectful of others,
sometimes mindful
of safety, and leaves
the area clean only
after being
reminded.
!hile conducting
the procedure, the
student is frequently
offCtask even with
teacher reminders
and cues, untidy, not
respectful of others,
not mindful of
safety, and leaves
the area messy even
after being
reminded.
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EDUC 514: Methods of Teaching Science
5E Lesson Design: Cricket Behavior Investigation
!ay Lesson /opic Acti*ity Assessment
1 .ntro to Scientific
8ethod3
Observation and
+sking Guestions
Hideo
)irect .nstruction
Observe crickets,
formulate a research
question
:!2 0hart
>)iagnostic?

7ask I .nC0lass
!ork >;ormative?
.dentifying a
<esearch Guestion
>;ormative?
2 ;ormulating a
Hypothesis
Hypothesis
>;ormative?
" 9/perimental
)esign3 0ontrol and
9/perimental
1roups and
)ependent and
.ndependent
Hariables
0ontrol and
9/perimental
1roups and
)ependent and
.ndependent
Hariables
>;ormative?
$ )ata 0ollection )ata 0ollection
>;ormative?
% )ata +nalysis
' )rawing
0onclusions and
9/periment
9valuation
0onclusion and
9valuation
>;ormative?
( -oster )esign -oster >Summative?
, -oster -resentations -oster and Oral
-resentation
>Summative?
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