The Major Components of Clarion Units
The Content
Sources:
Resources in Clarion Units:
The Overarching Concept
Unit Concept:
Unit Generalizations:
The Scientific Processes
Wheel of Scientific Investigation and Reasoning
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Essential Understandings
Unit _______________________________
What should students know and/or be able to do because they have participated in
learning activities of this unit?
Record some concepts important to each essential understanding. Think about what they should
already know.
Essential Understanding
Concepts
Prior Knowledge
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Vocabulary Building
Definition
Characteristics
Examples
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Non-Examples
Change
• Provide examples:
• Provide non-examples:
• On the back, categorize your list. Include every item.
• What generalizations can you make about change?
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Systems
• Provide examples:
• Provide non-examples:
• On the back, categorize your list. Include every item.
• What generalizations can you make about systems?
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Analyzing a System
Boundaries
Elements
Inputs
Outputs
Interactions
In the ideal science classroom:
What would teachers
be doing?
What would students
be doing?
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Video
What are teachers
doing?
What are students
doing?
Observation
Observation
subject
Measurements
(Length, volume,
weight)
Senses
(Color, texture, smell,
sounds)
Do NOT taste
Draw Subject 1
Draw Subject 2
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Other features
Observation
Observation Characteristics
subject
(Be specific and
precise)
What is
different?
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What is
similar?
Asking Important Scientific Questions
What is a Testable Question?
http://school.discoveryeducation.com/sciencefaircentral/Getting-Started/Investigation.html#simple
Easy Testable Questions (recommended for elementary level)
Broad Questions
How do plants grow?
Testable questions (lead to investigations)
What amount of water is best to grow tomatoes? or What type of soil is best to
grow petunias? or What amount of sunlight is best to grow daffodils?
What makes something sink or float?
How well do different materials sink or float in water?
How do rockets work?
How does changing the shape of a rocket’s fins change its flight?
How does the sun heat up water?
Does the sun heat salt water and fresh water at the same rate?
What happens when something freezes?
Do different liquids freeze at the same rate?
What makes cars move?
How does the surface on which a car moves affect how fast it goes?
How do batteries work?
Which type of battery lasts the longest?
What makes a magnet attract things?
Does temperature have an effect on a magnet’s strength?
Why does ice melt?
What is the best insulator to keep ice from melting?
Clarion Scientific Investigation Skills
Make Observations
Ask Questions
Does the student:
1.
Show curiosity about scientific phenomena?
2.
Notice and describe details?
3.
Begin to compare what is observed to other like phenomena?
4.
Replicate observation in drawings, photos, words?
5.
Use tools to extend the range of the senses?
6.
Identify which observations are significant for a given study?
7.
Make connections to past observations and experiences?
Does the student:
1.
Begin to form questions about scientific phenomena?
2.
Ask a variety of questions?
3.
Connect questions to observations?
4.
Recognize questions for which an answer can readily be found?
5.
Recognize questions that can be investigated?
Learn More
Does the student:
1.
Indicate a need to find out more?
2.
Decide what information is needed for an investigation?
3.
Use available resources to get more information?
4.
Find additional resources independently?
5.
Use varied resources to gain new information?
6.
Form new questions or change questions based on new information?
Design and Conduct Experiment
Does the student:
1.
Articulate a hunch that might explain why something happens?
2.
Develop a hypothesis related to a specific investigation?
3.
Articulate more than one possible explanation?
4.
Refer to patterns and evidence in developing a hypothesis?
5.
List the variables in an experiment?
6.
Specify the control in an experiment?
7.
Indicate an understanding of independent and dependent variables?
8.
Follow steps to complete an experiment.
9.
Develop steps and select materials for an experiment.
10.
Conduct an experiment with care and precision?
11.
Collect data in an organized manner?
12.
Use data tables to facilitate interpretation?
Create Meaning
1.
2.
3.
4.
5.
Notice changes in the dependent variable/s?
Identify patterns and trends in the data?
Discuss findings?
Develop conclusions?
Think of other related research questions?
Tell Others What Was Found
1.
2.
3.
Plan how to share findings?
Select an interest audience?
Present investigation and findings in an organized manner?
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Wheel of
Scientific
Investigation
and
Reasoning
Make
Observations
Tell Others
What Was
Found
Ask Questions
SCIENTIFIC
INVESTIGATION AND
REASONING
Create
Meaning
Learn More
Design and
Conduct the
Experiment
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Need to Know Board
What do we
know?
What do we need
to know?
How can we find What have we
out?
learned?
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Experimental Design Diagram:
Title of experiment: _____________________________________________
1. Hypothesis: __________________________________________________
______________________________________________________________
2. Materials needed: _____________________________________________
______________________________________________________________
______________________________________________________________
3/4. List the experimental steps:
5. Prepare to collect data on the back of this page.
6. How will you interpret the data?
______________________________________________________________
______________________________________________________________
______________________________________________________________
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Scoring Rubric for Scientific Process (2nd-3rd Grades)
Criteria
Scoring Rubric for
Scientific Process
(2nd-3rd Grades)
Some Evidence
2
Little Evidence
1
No Evidence
0
Strong Evidence
3
Generates a PREDICTION
Clearly generates a prediction
appropriate to the experiment.
Somewhat generates a prediction
appropriate to the experiment.
Generates an inappropriate
prediction.
Fails to generate a prediction.
1
Lists MATERIALS needed.
Provides an inclusive and
appropriate list of materials
Provides a partial list of materials
needed.
Provides inappropriate materials.
2
Fails to provide a list of materials
needed.
Clearly & concisely lists one to three
steps as appropriate for the
experiment design.
Fails to generate steps.
Lists experiment STEPS.
Clearly & concisely lists four or
more steps as appropriate for the
experiment design.
Generates inappropriate steps.
3
Arranges steps in SEQUENTIAL
order.
Lists most of the steps or one step
out of order.
Lists 1 or 2 steps or steps are
placed in an illogical order.
Does not list steps.
4
5
Plans DATA COLLECTION.
States a partial plan for data
collection, citing some items for
collection and some way of
recording data.
Provides minimal plan for either
data collection and/or recording.
Fails to identify any part of a plan
for data collection.
6
States plan for INTERPRETING Clearly states plan for
DATA FOR MAKING
interpreting data by linking data
PREDICTIONS.
to prediction.
States a partial plan for interpreting
data that links data to prediction.
Provides a brief statement that
partially addresses use of data for
prediction.
Fails to state plan for using data
for making a prediction.
Lists steps in sequential order.
Clearly states a plan for data
collection, including what data
will be needed and how they will
be recorded.
TOTAL SCORE:
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Pre
Post
Concept Map Practice
Develop a concept map on the back using your
knowledge of living systems. Here are some K-4 SOL
terms to begin; include as many others as you can:
•Habitat
• Adaptation
•Needs
• Niche
•Air
• Life cycle
•Water
• Food web
•Shelter
• Human influence
•Predator
• Hibernation
•Prey
• Camouflage
•Place to live • Offspring
• Instinct
• Learned behavior
• Herbivore
• Omnivore
• Carnivore
• Consumer
• Decomposer
• Community
•Water-related and dry-land environments • Population
Alternatively, you may make it more specific if you like
(e.g., birds).
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PMI Chart for
Reflection
+
-
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Interesting