TEACHER:
BROOKS
CLASS: Integrated Science I
WEEK: 08/17/15 to 08/21/15
UNIT I: Scientific Thinking in Experimental Settings
1. Identify and define experimental variables prior to investigation. (DOK1)
2. Design and conduct an investigation that includes predicting outcomes, using experimental controls, and making inferences about
relationships that exist. (DOK3)
3. Distinguish between qualitative and quantitative observations and make inferences based on observations. (DOK3)
4. Utilize analog and digital equipment to collect, compare, and analyze data. (DOK2)
5. Report numerical data following the rules of significant digits and the accuracy limits of the measurement devices. (DOK2)
6. Construct manual and digital graphs of data that include a title, axes labels and units, correct scaling, and plotted points. (DOK 2)
7. Create test plots on digital graphs to linearize data for analysis. (DOK3)
8. Create a mathematical expression from graphical data to express the relationship between plotted variables. (DOK3)
9. Analyze data collected from a scientific investigation to construct explanations and draw conclusions about the relationships present in
the investigation. DOK3)
10. Present oral and written conclusions using multiple representations of the investigated relationship and use data to support findings.
(DOK3)
11. Account for the causes of precision and accuracy errors revealed by the graph. (DOK3)
12. Define the new quantity revealed in the investigation by the slope of the graph. (DOK2)
13. Communicate scientific procedures and final conclusions of investigation in a written lab report. (DOK3)
Monday
Tuesday
Wednesday
OBJECTIVE/
OUTCOME/
GOAL
TEACHING STRATEGIES/ACTIVITIES
ASSESSMENTS
CLOSURE
ESSENTIAL
QUESTIONS
 1-2;1-4; 16; 1-7; 18;1-9
TSWBAT
make a data
table; use
basics of
logger-pro;
create a
white board
 BW: Students write down three observations
about the objects for the lab– lab fees will be
collected.
 Teacher will lead Pre-lab discussion asking
essential questions and what is required for a
data table
 The students will complete data collection for
circle lab and create hand drawn graph of
data
 The teacher will instruct on requirements of a
graph and use of Logger Pro
 circle lab data will be entered
 BW: Students will perform graphing
application with line of best fit
 As a class, create white board rules and
consequences
 Discuss requirements for each white board
section (reference posters)
 Students will create whiteboard presentation
(15 minutes)
 Students will present whiteboards with
instructor questioning (20 minutes)
 The teacher will perform post lab discussion
(10 minutes)
 BW: Significant figures reading
 Significant figures presentation/
demonstration
 Students will perform significant figures
worksheet
 Students will whiteboard selected answers
 Students will present whiteboards
 Informal check
of group work
 Group and
individual
review during
white - boarding
 Have each
student
write a
note to a
new
student
explaining
the rules
for
presentati
ons.
 How do I
measure and
record precise
data?
 How do I use
my data to
create a graph?
 Students
have one
week to
complete
the survey
on school
rack
 Group and
individual
review during
white- boarding
 Informal check
of work on
sheets.
 Have
students
sign rules
of white
board
presentati
ons

 How do I use
my graph and
data to draw
conclusions?

 Formal check to
see that each
student has
completed the
worksheet.
 Informal check
of group work

 How do you
know if your
measurements
are precise and
accurate?
 Sig fig
practice
worksheet
1-2;1-4; 1-5;
1-6; 1-7; 1-8;
1-9
TSWBAT make
a graph with
line of best
fit; describe
the
experiment
 1-2, 1-3, 14
1-5, 1-6, 1-8,
1-9, 1-10, 111, 1-12
TSWBAT
identify
significant
figures in a
measurement;
create a white
board to
represent
data
Each
student
writes
down
1question
about
significant
figures
then
passes it
to another
student to
write
down an
answer
HOMEWORK
Thursday
Friday
 1-2, 1-3, 14
1-5, 1-6, 1-8,
1-9, 1-10, 111, 1-12, 1-13
1-6, 1-8, 1-10,
1-13
TSWBAT
communicate
their findings
to the class
 BW: Significant figures practice
 Significant figures activity
o Create a card for significant
figures rules
o Students explain sig fig rules in
their own words
 Wing span activity
 Begin significant figures worksheet 1
 BW: Students will answer question on board
 Students will present whiteboards with
instructor questioning
 The teacher will perform post lab discussion
 Students will practice calculating slope, yintercept and writing equations
 Assess
participation
and work during
lab exercise
 Students
make up a
rhyme to
remember
one of the
sig. fig.
rules
 How and when
do you need to
use significant
figures?
 Bring Lab
Fee and
return
Parent Letter
 Understanding
checked during
wb
presentations

 What
relationship is
defined by the
slope of a
graph?

Answer
essential
question