Center for Gifted Education, The College of William and Mary, 2009

The Content Sources: Resources in Clarion Units:

The Overarching Concept Unit Concept: Unit Generalizations:

The Scientific Processes Wheel of Scientific Investigation and Reasoning

The Major Components of Clarion Units

Essential Understanding ConceptsPrior Knowledge

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Essential UnderstandingsUnit _______________________________ What should students know and/or be able to do because they have participated in learning activities of this unit? Record some concepts important to each essential understanding. Think about what they should already know.

Vocabulary BuildingDefinition Characteristics

Examples Non-Examples

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Change • Provide examples:

• Provide non-examples:

• On the back, categorize your list. Include every item. • What generalizations can you make about change?

Center for Gifted Education, The College of William and Mary, 2009

Systems• Provide examples:

• Provide non-examples:

• On the back, categorize your list. Include every item. • What generalizations can you make about systems?

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Boundaries

Elements

Inputs Outputs

Interactions

Analyzing a System

In the ideal science classroom:

What would teachers be doing?

What would students be doing?

Center for Gifted Education, The College of William and Mary, 2009

VideoWhat are teachers

doing?What are students

doing?

ObservationObservation

subjectMeasurements

(Length, volume, weight)

Senses(Color, texture, smell,

sounds)Do NOT taste

Other features

Draw Subject 1

Draw Subject 2

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ObservationObservation

subjectCharacteristics(Be specific and

precise)

What is different?

What is similar?

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Easy Testable Questions (recommended for elementary level)

Broad Questions Testable questions (lead to investigations)

How do plants grow?What amount of water is best to grow tomatoes? or What type of soil is best to grow petunias? or What amount of sunlight is best to grow daffodils?

What makes something sink or float? How well do different materials sink or float in water?

How do rockets work? How does changing the shape of a rocket’s fins change its flight?

How does the sun heat up water? Does the sun heat salt water and fresh water at the same rate?

What happens when something freezes? Do different liquids freeze at the same rate?

What makes cars move? How does the surface on which a car moves affect how fast it goes?

How do batteries work? Which type of battery lasts the longest?

What makes a magnet attract things? Does temperature have an effect on a magnet’s strength?

Why does ice melt? What is the best insulator to keep ice from melting?

Asking Important Scientific Questions What is a Testable Question?

http://school.discoveryeducation.com/sciencefaircentral/Getting-Started/Investigation.html#simple

Center for Gifted Education, The College of William and Mary, 2009

Make Observations Does the student:1. Show curiosity about scientific phenomena? 2. Notice and describe details?3. Begin to compare what is observed to other like phenomena? 4. Replicate observation in drawings, photos, words?5. Use tools to extend the range of the senses? 6. Identify which observations are significant for a given study?7. Make connections to past observations and experiences?

Ask Questions Does the student: 1. Begin to form questions about scientific phenomena?2. Ask a variety of questions? 3. Connect questions to observations?4. Recognize questions for which an answer can readily be found? 5. Recognize questions that can be investigated?

Learn More Does the student: 1. Indicate a need to find out more? 2. Decide what information is needed for an investigation?3. Use available resources to get more information?4. Find additional resources independently? 5. Use varied resources to gain new information? 6. Form new questions or change questions based on new information?

Design and Conduct Experiment Does the student: 1. Articulate a hunch that might explain why something happens? 2. Develop a hypothesis related to a specific investigation? 3. Articulate more than one possible explanation? 4. Refer to patterns and evidence in developing a hypothesis? 5. List the variables in an experiment? 6. Specify the control in an experiment? 7. Indicate an understanding of independent and dependent variables? 8. Follow steps to complete an experiment. 9. Develop steps and select materials for an experiment. 10. Conduct an experiment with care and precision? 11. Collect data in an organized manner? 12. Use data tables to facilitate interpretation?

Create Meaning 1. Notice changes in the dependent variable/s?2. Identify patterns and trends in the data? 3. Discuss findings? 4. Develop conclusions?5. Think of other related research questions?

Tell Others What Was Found 1. Plan how to share findings? 2. Select an interest audience? 3. Present investigation and findings in an organized manner?

Clarion Scientific Investigation Skills

Center for Gifted Education, The College of William and Mary, 2009

Make Observations

Ask Questions

Learn More

Design and Conduct the Experiment

Create Meaning

Tell Others What Was

Found SCIENTIFIC INVESTIGATION AND

REASONING

Wheel of Scientific

Investigation and

Reasoning

Need to Know BoardWhat do we know?

What do we need to know?

How can we find out?

What have we learned?

Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009

Experimental Design Diagram: Title of experiment: _____________________________________________1. Hypothesis: ________________________________________________________________________________________________________________2. Materials needed: _________________________________________________________________________________________________________________________________________________________________________3/4. List the experimental steps:

5. Prepare to collect data on the back of this page.6. How will you interpret the data?______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Center for Gifted Education, The College of William and Mary, 2009

Criteria Scoring Rubric for Scientific Process (2nd-3rd Grades)

Strong Evidence3

Some Evidence2

Little Evidence1

No Evidence0

Pre Post

1 Generates a PREDICTION Clearly generates a prediction appropriate to the experiment.

Somewhat generates a prediction appropriate to the experiment.

Generates an inappropriate prediction.

Fails to generate a prediction.

2 Lists MATERIALS needed.Provides an inclusive and appropriate list of materials

Provides a partial list of materials needed.

Provides inappropriate materials. Fails to provide a list of materials needed.

3 Lists experiment STEPS.Clearly & concisely lists four or more steps as appropriate for the experiment design.

Clearly & concisely lists one to three steps as appropriate for the experiment design.

Generates inappropriate steps. Fails to generate steps.

4Arranges steps in SEQUENTIAL order.

Lists steps in sequential order. Lists most of the steps or one step out of order.

Lists 1 or 2 steps or steps are placed in an illogical order.

Does not list steps.

5 Plans DATA COLLECTION.Clearly states a plan for data collection, including what data will be needed and how they will be recorded.

States a partial plan for data collection, citing some items for collection and some way of recording data.

Provides minimal plan for either data collection and/or recording.

Fails to identify any part of a plan for data collection.

6States plan for INTERPRETING DATA FOR MAKING PREDICTIONS.

Clearly states plan for interpreting data by linking data to prediction.

States a partial plan for interpreting data that links data to prediction.

Provides a brief statement that partially addresses use of data for prediction.

Fails to state plan for using data for making a prediction.

TOTAL SCORE:

Scoring Rubric for Scientific Process (2nd-3rd Grades)

Concept Map Practice

Develop a concept map on the back using your knowledge of living systems. Here are some K-4 SOL terms to begin; include as many others as you can:

•Habitat • Adaptation • Instinct•Needs • Niche • Learned behavior•Air • Life cycle • Herbivore•Water • Food web • Omnivore•Shelter • Human influence • Carnivore•Predator • Hibernation • Consumer•Prey • Camouflage • Decomposer•Place to live • Offspring • Community•Water-related and dry-land environments • Population

Alternatively, you may make it more specific if you like (e.g., birds).

Center for Gifted Education, The College of William and Mary, 2009

PMI Chart for Reflection

+ - Interesting

Center for Gifted Education, The College of William and Mary, 2009