Sunteți pe pagina 1din 5

CURRICULUM OVERVIEW

Curriculum Title: Integrating the Four Cs & Digital Technology into the Scientific
Method Curriculum
Key Words: scientific method, Four Cs, critical thinking, collaboration, communication,
creativity, technology, digital writing, collaborative writing, google docs, digital tools,
podcasts, claim, evidence
Curricular Context Summary:
This curriculum provides students with an opportunity to learn and practice the steps of
the scientific method in a more engaging way than the traditional practice of just writing
the steps in their notebooks. Technology provides the platform for students to partake in
a dynamic and engaging learning environment. By utilizing digital technology and
engaging in the Four Cs, students will experience a rich learning experience that
offers them the platform to think critically, collaborate and communicate with others, and
use creativity.
Standards Addressed:

LANGUAGE ARTS COMMON CORE STANDARDS


WRITING
Production and Distribution of Writing
CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.5.5
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
Text Types and Purposes
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.

CCSS.ELA-LITERACY.W.5.1.C
Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently,specifically).
CCSS.ELA-LITERACY.W.5.1.D
Provide a concluding statement or section related to the opinion presented.
Retrieved from: http://www.corestandards.org/ELA-Literacy/W/5/

SPEAKING AND LISTENING


Comprehension and Collaboration
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly.
Presentation of Knowledge and Ideas
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or
themes.
Retrieved from: http://www.corestandards.org/ELA-Literacy/SL/5/

SCIENCE COMMON CORE STANDARDS


Key Ideas and Details
CCSS.ELA-LITERACY.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Retrieved from:
http://www.corestandards.org/ELA-Literacy/RST/6-8/

COLORADO STATE SCIENCE STANDARDS


Evidenced Outcomes
DOK 1-3
o Students can develop, communicate and justify a procedure.
o Students can develop and communicate a scientific explanation
o Students can share evidenced-based conclusions
Retrieved from:
https://www.cde.state.co.us/sites/default/files/documents/coscience/documents/s
cience_5th_grade.pdf

Big Idea/Concept: Fifth grade science students use technology and the Four Cs to
learn, understand, and practice the steps of the scientific method.
Enduring Understandings:
Students can identify and create a claim based on evidence
Students know how to write and follow a procedure
Students can write a coherent conclusion
Students can collaborate with others to achieve a common goal
What Essential Questions will be Considered?
EQ1: How would the integration of technology into curriculum on the scientific method
improve students collaboration, communication, creativity and critical thinking skills?
EQ2: How would incorporating digital writing into such a curriculum support students
written communication skills?
EQ3: How do digital tools affect students ability to think critically and creatively in the
context of writing a lab report?
EQ4: In what ways do digital tools affect students collaboration and communication
skills?
Appropriate Technologies and Tools:
Chromebooks
Internet access
Science notebooks
Pencils

KNOWLEDGE = Content
Steps of the scientific method
Elements of a procedure
Method to generating an outcome
Collaborative digital writing
Independent digital writing
SKILLS = Power Verbs
Create a conclusion collaboratively
Generate a procedure for a given process
Listen to directions and apply procedure
Write a sound scientific conclusion
Differentiate between a claim and evidence
DISPOSITION = Attitude
Working collaboratively means practicing respect and tolerance
Communicating effectively means sharing ideas and listening to others
Assessment:
What evidence is used to show that students understand?
FORMATIVE:
Students work with a partner to write a scientific conclusion
Students work with a team to create a procedure for a given process
SUMMATIVE: Students will create a digital lab write up to share with a larger audience.
Objectives from 6 Facets + Misconceptions:
By engaging in this curriculum, students will be able to:
EXPLAIN: Students will be able to explain the steps of the scientific method in
detail.
APPLY: Students will use their knowledge to create their own presentation with
voice.
INTERPRET: Students will identify the claim and evidence of an experiment and
include
it in their conclusion.
EMPATHIZE: Students will work in diverse teams during collaborative projects.
GAIN PERSPECTIVE: Students gain perspective from others from continuous
collaboration through all lessons.
GAIN SELF KNOWLEDGE: Students gain foundational experience of using the
Four Cs and digital technology in the scientific method curriculum.
OVERCOME THE NAVE VIEW OF: (MISCONCEPTIONS)
Science lab write ups are one dimensional

There is only one right answer to a problem presented


Conclusions are just repeating what has been done in the experiment