Biology 1-1-1-3 Tools of a Biologist

Lesson Code (Course - Master Objective # - Benchmark # - Lesson # - #)
 Biology-1-1-3-1
Title - Author
 Tools of a Biologist-Marcia Steeby
 1-1 Distinguish between and analyze qualitative and quantitative data using appropriate
scientific tools
Relevant Goals
 1.8
Science Content
 7
Science G(C)LE(s)
 7.1.B.9-11.a-c
(5-8, 9-12)
 A
Learning Path
Previous Learning
7.1.B.8.a: Make qualitative
observations using the five
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,
7.1.C.8.a: Use quantitative and
qualitative data as support for
reasonable explanations
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
7.1.C.9-11.a: Use quantitative
and qualitative data as support
for reasonable explanations
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
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
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
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
⇛ 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,
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:
htm ,
 Chromatography: ,
 Video:
 Attachments: Tools of a Biologist ppt.
 Safety worksheet
Teacher Review: Include date, course, and name of teacher.