“Scientific Method” CULMINATING UNIT ASSIGNMENT 1

“Scientific Method” Culminating Unit Assignment

Brian Malfavon

National University
 “Scientific Method” CULMINATING UNIT ASSIGNMENT 2

California Standards

7.7a Select and use appropriate tools and technology (including calculators, computers,

balances, spring scales, microscopes, and binoculars to perform tests, collect data, and

display data.

7.7b Use a variety of print and electronic resources (including World Wide Web) to collect

information and evidence as part of a research project.

7.7c Communicate the logical connection among hypotheses, science concepts, tests

conducted, data collected, and conclusitons drawn from the scientifc evidence.

7.7d Construct scale models, maps, and appropriately labeled diagrams to communicate

scientific knowledge.

7.7e Communicate the steps and results from an investigation in written reports and oral

presentations.

Objective, Activities, Bloom’s Taxonomy Reference, and Rationale

Objective: Using your knowledge of the scientific processes, design an experiment that
allows you to answer the following question, “Do you get more wet running, or walking in
the rain?” Fill out all the criteria to explain the scientific process, and construct a Claim
Evidence Reasoning paragraph to justify your answer.

Essential Question Activity Bloom’s Taxonomy Rationale

Reference

1. Label the various Quicklab/Jigsaw: Remembering and This activity allows

ways scientists can Understanding students to practice
search for answers to Students will be thinking about the
their questions? (1 asked to work with types of resources
day) their table partner. they can use to do
The pair will research in a way that
 “Scientific Method” CULMINATING UNIT ASSIGNMENT 3

complete a mini-lab promotes student

that asks them to responsibility of their
practice thinking own learning.
about the types of
resources they can
use to do research
(standard 7.7b) The
following are the
three task:
1. With your
group, pick a
living thing.
Print the name
of the living
thing in the
middle of a
large piece of
paper.
2. Use markers
to write
questions
about the
living thing on
the paper.
3. Choose one of
the questions.
On the back of
the paper, list
all the
possible ways
that you could
find an answer
to that
question.
Afterwards, students
will take turns sharing
their results to other
group members. Each
group will provide
feedback for their
partner group. I will
select three groups to
participate and share
to the class.

2. Using your Discussion and Applying and This activity allows

 “Scientific Method” CULMINATING UNIT ASSIGNMENT 4

knowledge of the Design of Graphic analyzing the students to apply

scientific method, Organizer: their understanding of
scrutinize the the scientific method,
following scientists Working in groups of and analyze the work
investigation over a two or three, students of a fellow scientist,
question about Frog will read an exceprt further solidifying
deformities. (1 day) and examine the their ability to
different aspects of conduct an
the scientific method., investigation and
After reviewing the experimentation.
investigation, they
will construct Claim
Evidence Reasoning
paragraph to express
the quality of the
experiment. Students
will share their
written responses
with another group,
and provide feedback.

3. Use the scientific Students will work in Creating, Evaluating, This activity puts
method to design an pairs and use their Analyzing, Applying together their
experiment that knowledge learned to previous knowledge
answer the following construct an of the scientific
question, “Do you get investigation and mehtod into play.
more wet running, or experimentation. Students will be
walking in the rain?” provided a rubric that
(1 day) Students will highlights the
construct a graphic expectations of the
organizer that fully assessment.
describes and
explains their
experiment through
the various steps of
the scientific method.
Students will share
their experiment with
the teacher and
receive credit for the
quality of their
explanations and
experiment.

When approved, the

students will be
 “Scientific Method” CULMINATING UNIT ASSIGNMENT 5

allowed to conduct
the experiment at
home for extra credit.

4. Explain the results Essay Writing: Remembering, Writing an essay

of the Mythbusters Understanding, allows students to
experiment in a I will present a Applying, Analyzing, apply their
written essay. (1 -2 Mythbusters video Evaluating understanding of the
days) that shows the purpose of the
investigation and scientific method.
experiment being Each student will
conducted. Students analyze the
will compare and investigation and
contrast the experiment, and
expriment with their evaluate whether it
own in a whole class was well designed or
socratic seminar. not.
They will highlight
the parts they thought
were essential and
why, and include the
parts they failed to
incorperate.
Students will use
what they learned
from their experiment
and the mythbusters
experiment to write a
Claim Evidence
Reasoning paragraph
reflecting the results
and the quality of the
experiment. Students
will be given
modifications based
on English Language
and IEP needs.

After completion,
each group will be
partnered up with
another and they will
“peer review” essay’s
by providing
 “Scientific Method” CULMINATING UNIT ASSIGNMENT 6

feedback on their
level of completion
and the nature of their
results.

Rubric

Scientific Method Points Points Earned Teacher Notes

Rubric Possible.

Scientific Thought 30

Project effectivley and

rigorously implements
the scientific method
throughout the
experiment.

Thoroughness: 10

Vairables were
controlled and
accounted for in the
experimental design.
Special care was taken
to ensure that
procedural methods
were reliable and
replicable.

Data Collection 10

Data was rigorously

collected and recorded.
Appropriate sample
size/trial used for
experiment.
Measurements are
accurate and precise.

Essay and Data 30

Analysis

Essay includes the

rational behind their
 “Scientific Method” CULMINATING UNIT ASSIGNMENT 7

design, and compares

their design to the
mythbuster design.
They reflect on the
results from the
mythbusters, and
Justifies their
conclusions using their
knowledge about the
experiments design.

Turned in on time 5

Total _____/100
 “Scientific Method” CULMINATING UNIT ASSIGNMENT 8

Reference

MacMeekin, M. (2017, August 27). Bloom's Revised Taxonomy with Verbs! [Digital image].

Retrieved August 19, 2018, from https://www.teachthought.com/critical-

thinking/taxonomy-tree-blooms-revised-taxonomy-graphic/

Allen, K. Z. (2007). Holt California life science. Orlando: Holt, Rinehart and Winston.