Lesson Code (Course - Master Objective # - Benchmark # - Lesson # - #) Biology-1-1-3-1 Title - Author Tools of a Biologist-Marcia Steeby Benchmark/Expectation/Concept/Process/Skill 1-1 Distinguish between and analyze qualitative and quantitative data using appropriate scientific tools Relevant Goals Show-Me Process 1.8 Show-Me Science Content 7 Missouri Science G(C)LE(s) 7.1.B.9-11.a-c SJSD 6 National (5-8, 9-12) A Learning Path Previous Learning 7.1.B.8.a: Make qualitative observations using the five senses 7.1.B.8.b: Determine the appropriate tools and techniques to collect data 7.1B.8.c: Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches) 7.1.C.8.a: Use quantitative and qualitative data as support for reasonable explanations (conclusions) 7.1.C.8.b: Use data as support for observed patterns and relationships, and to make predictions to be tested 7.1.D.8.a: Evaluate the reasonableness of an explanation (conclusion) Targeted Learning 7.1.B.9-11.a: Make qualitative and quantitative observations using the appropriate senses, tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders) 7.1.B.9-11.b: Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second 7.1B.9-11.c: Determine the appropriate tools and techniques to collect, analyze, and interpret data 7.1.C.9-11.a: Use quantitative and qualitative data as support for reasonable explanations (conclusions) 7.1.C.9-11.b: Analyze experimental data to determine patterns, relationship, perspectives, and credibility of explanations (e.g., predict/extrapolate data, explain the relationship between the independent and dependent variable) 7.1.D.9-11.a: Analyze whether evidence (data) and scientific principles support proposed Future Learning 7.1.B.9-11.d: Judge whether measurements and computation of quantities are reasonable 7.1.B.9-11.e: Calculate the range, average/mean, percent, and ratios for sets of data 7.1.B.9-11.f: Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) 7.1.C.9-11.c: Identify the possible effects of errors in observations, measurements, and calculations, on the validity and reliability of data and resultant explanations (conclusions) 7.1.D.9-11.b: Evaluate the reasonableness of an explanation (conclusion) 7.1.E.9-11.a: Communicate the procedures and results of investigations and explanations through: ⇛ oral presentations ⇛ drawings and maps ⇛ data tables (allowing for the recording and analysis of data relevant to the experiment such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived explanations (hypotheses, laws, theories) quantities) graphs (bar, single, and multiple line) ⇛ equations and writings 7.1.E.9-11.b: Communicate and defend a scientific argument 7.1.E.9-11.c: Explain the importance of the public presentation of scientific work and supporting evidence to the scientific community (e.g., work and evidence must be critiqued, reviewed, and validated by peers; needed for subsequent investigations by peers; results can influence the decisions regarding future scientific work) ⇛ Possible Misconceptions Teacher Notes Engage: Engages the learner’s mind in the concept, process, or skill to be learned, and makes connections between prior experiences and the current learning goals. Class discussion: What is the difference between quantitative data and qualitative data. Ask for examples. Hand out the qualitative/quantitative data scenario page to the students. You can leave the qualitative/quantitative descriptors on the top of the page or cut them off. Go over the students reasoning for each choice. You could have the students pair-share their reasoning and then have them report out to the class. Formative Assessment(s): Explore: Provides or creates a common experience for all learners and helps the teacher identify the prior knowledge of each learning to build on. This stage allows time for the learner to explore their ideas. This stage should be concrete and meaningful to the learner. Show the tools of a biologist ppt. Place the following tools around the classroom at several stations. Ask the students to identify each tool by name and to tell if that tool is used for qualitative data or quantitative data. You could also ask the students to identify the unit(s) of measure that is used by each tool. Tools for stations: graduated cylinder, ruler, beaker, microscope, lap top computer with proscope or webcam, thermometer, electronic balance, etc. Formative Assessment(s): Explain: Allows the learner to construct an explanation (claim evidence reasoning). The teacher provides information in common terms to increase the accuracy of the explanation. Tools of a Biologist Lab Formative Assessment(s): Elaborate: Pushes learner understanding, building on current understanding to increase the depth and breadth of understanding. Allow the learner to extend and apply the concepts, processes, or skills. Allows learner to experience new situations to apply to their learning. Metric Measurement lab Formative Assessment(s): Evaluate: Provides and opportunity for the learner to assess their own understanding and be able to demonstrate the depth and breadth of that understanding to others. Teacher assesses the learner’s level of understanding and mastery. Summative Assessment(s): Quiz over tools Additional Resources: Text: Websites: Microscopy: http://faculty.clintoncc.suny.edu/faculty/Michael.Gregory/files/Bio%20101/Bio%20101%20Laborato htm , http://www.mos.org/s/SEM/works/slideshow/semmov.html Chromatography: http://www.chembio.uoguelph.ca/educmat/chm258/chromani.html , http://www.sa Video: Attachments: Tools of a Biologist ppt. Safety worksheet Teacher Review: Include date, course, and name of teacher.