Subject/Grade or Course: HS - Biology
Unit Name: Nature of Science
Overarching Understandings(s):
Essential Questions:
Why is it important that everyone organize and report information in a
similar way?
How are living things different from non-living things?
Why is it important to be able to differentiate among living and non-living
things?
The Scientific Methods are procedures and process that help
scientists and others to learn about the world and organize
information to share with others.
Living things have characteristics that differentiate them from nonliving things.
Topics Covered:
 General methods of scientists
 Characteristics of living things
 Controlled experiments; dependent and independent variables
 Types of data; qualitative and quantitative
 Collection of data; taking and recording measurements
 Analysis of data; tables and graphs
Pacing:
 1st semester
 2 weeks
 Week 1-2
STUDENT-FRIENDLY LEARNING TARGET STATEMENTS
Knowledge,
Reasoning, or Skill
Targets
“What I need to know.”
“What I can do with what I
know”
“What I can demonstrate”
I can:
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Identify the general steps in the scientific methods.
Explain why observations are an important part of “doing” science.
Write a testable hypothetical statement.
Identify the dependent and independent variable and control in a controlled experiment.
Use the correct instrument and units when making measurements during a lab or activity.
Determine whether data is qualitative or quantitative when given examples
Correctly create tables and graphs to record and analyze data collected during an experiment.
Use graphs of different kinds to interpret and analyze data.
Write a conclusion that includes all the required information from an experiment
Distinguish between living and non-living things using the 7 criteria learned in class.
Performance
Targets:
“What I can make to show my
learning.”
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Perform a lab and correctly complete a lab report using the Scientific Methods
Create an organizer to show the 7 characteristics of life and their relative importance and defend placement of the
most important and least important characteristics in the table.
Earn at least a 70% on the Chapter 1 test.
MATERIALS FOR LESSON PLANNING
Labs/Activities
Common
Assessments
 “Magic Milk” lab,
 Cornell style notes on Chapter 1,
 Notes from teacher,
 Work with a group to create tables and graphs from data,
 pH quick lab to practice collecting, recording and graphing data,
 graph analysis homework – “insecticides”,
 Daily warm-ups,
 3,2,1 Contact video on Experiments notes
 section reviews and/or worksheets
 Practice test on Chapter 1
Chapter 1 test
Subject/Grade or Course: HS - Biology
Idaho State Content Standards
9-10.B.5.2.1 Explain how science advances
technology. (655.01a)
CL: E
Content Limit: Use scientists whose
discoveries have significance and
ramifications in today’s world to frame items.
9-10.B.5.2.2 Explain how technology
advances science. (655.01a)
CL: E
Unit Name: Nature of Science
Corresponding NGSS
Students who demonstrate understanding can:
LS1.A: Structure and Function
Explain that systems of specialized cells within
organisms help them perform the essential
functions of life. (HS-LS1-1)
CCSS ELA
SL.9-10.2 Integrate multiple sources of
information presented in diverse media or
formats (e.g., visually, quantitatively,
orally) evaluating the credibility and
accuracy of each source.
RST.9-10.9 Compare and contrast
findings presented in a text to those from
other sources (including their own
experiments), nothing when the findings
support or contradict previous
Content Limit: Use common pieces of
technology (lenses, electricity, computers,
etc.) as the foundation for items that lead
students to see the role technology has in
advancing science.
9-10.B.5.2.3 Explain how science and
technology are pursued for different purposes.
(656.01b)
CL: E
Content Limit: Items should address the role
of technology in applying science to improve
some aspect of human life, and the role of
science in answering questions and extending
knowledge.
Goal 1.1: Understand Systems, Order, and
Organization
Goal 1.2: Understand Concepts and Processes
of Evidence, Models, and Explanations
Goal 1.3: Understand Constancy, Change, and
Measurement
Goal 1.4: Understand the Theory that
Evolution is a Process that Relates to the
Gradual Changes in the Universe and of
Equilibrium as a Physical State
Goal 1.5: Understand Concepts of Form and
Function
Goal 1.6: Understand Scientific Inquiry and
Develop Critical Thinking Skills
Goal 1.7: Understand That Interpersonal
Relationships Are Important in Scientific
Endeavors
HS-ETS-ED Engineering Design
d. Plan and carry out a quantitative investigation with
physical models or prototypes to develop evidence on the
effectiveness of design solutions, leading to at least two
rounds of testing and improvement. [Clarifying Statement:
F or example, physical models or prototypes to conduct a
quantitative investigation to determine if an ultraviolet light
can purify water equally well as a chlorine-based system.]
e. Use computational thinking to create, simulate, and
compare different design solutions, checking to be certain
that the simulation makes sense when compared with the
real world. [Clarifying Statement: For example, students
create a computer simulation of a model building to see how
different modifications could save energy and reduce CO 2
emissions.] [Assessment Boundary: Students use existing
modeling software.]
f. Refine a solution by prioritizing criteria and taking into
account the life cycle of a given product or technological
system and factors such as safety, reliability, and
aesthetics to achieve an optimal solution. [Clarifying
Statement: F or example, choose the best possible heat pump
technology for a campus building; determine the optimum
method for extracting oil and natural gas; or best method for
treating soil prior to planting crops.]
explanations or accounts.
SL.11-12.2 Integrate multiple sources of
information presented in diverse formats
and media (e.g., visually, quantitatively,
orally) in order to make informed
decisions and solve problems, evaluating
the credibility and accuracy of each
source and noting any discrepancies
among the data.
RST.11-12.9 Synthesize information from
a range of sources (e.g., texts,
experiments, simulations) into a coherent
understanding of a process, phenomenon,
or concept, resolving conflicting
information when possible.
RST.9-10.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks, attending to
special cases or exceptions defined in the
text.
RST.9-10.7 Translate quantitative or
technical information expressed in words
in a text into visual form (e.g., a table or
chart) and translate information expressed
visually or mathematically (e.g., in an
equation) into words.
RST.11-12.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks; analyze the
specific results based on explanations in
the text.
WHST .9 Draw evidence from
informational texts to support analysis,
reflection, and research.
Goal 1.8: Understand Technical
Communication