Amanda Bohnert
Unit: Introduction to Biology
Quality Core Standard: Exploring and Defining the Fundamental Unifying Concepts, Organization,
and Inquiry Techniques Underlying the Science of Biology
Content Vocabulary:
Question, research, hypothesis, experiment, analysis, conclusion, independent variable, dependent
variable, control, constant
Learning Targets/Objectives:
a. Identify and clarify biological research questions and design experiments
b. Manipulate variables in experiments using appropriate procedures (e.g., controls, multiple trials)
c. Collect, organize, and analyze data accurately and precisely (e.g., using scientific techniques and
mathematics in experiments)
d. Interpret results and draw conclusions, revising hypotheses as necessary and/or formulating
additional questions or explanations
e. Write and speak effectively to present and explain scientific results, using appropriate terminology and
graphics
f. Safely use laboratory equipment and techniques when conducting scientific investigations
Unit Essential Questions:
1. How do scientists think?
2. What makes a claim valid? (science vs pseudoscience)
Estimated Calendar:
DATE
LEARNING TARGET
8/10/15 No school
8/11/15 No school
8/12/15 Opening Day Activities: I understand
safety rules in biology labs
8/13/15 I understand the scientific method steps
and can understand the different
between science and pseudoscience.
8/14/15 I can collect and organize data within an
experiment I designed
Activity
Syllabus, Lab notebook format, class rules, assign
seats
Lab Report Planning for Oreo Experiment
Oreo lab 
Individual Lesson Plans: 8/13/15: Target: I understand the Scientific Method Steps and can
understand the different between science and pseudoscience.
Lesson title: Intro to Scientific Method
Pre-Assessment (Socrative App) Bell-ringer:
Answer:
1. The scientific method is a series of steps to:
1. Multiple choice: Test and Idea to Solve a Problem
2. I showed my parents the syllabus and they
2. T/F – hopefully true!
are aware of the lab fees + I have turned in
the signed portion of the syllabus
Formative Assessment
Teacher walk around during group discussion on
planning their experimental design
Answers/explanation of assessment
I want them to come up with a design and I will help
guide them in the right direction. I want this to be
Resources
PowerPoint introducing format for lab notebooks
and what a hypothesis is/pseudoscience, printed
copy of lab notebook outline,
Instructional Strategies:
Visual (lab notebook outline, PowerPoint)
Discussion within lab groups
student led.
Exit slip: SHOW ME YOUR OREO OUTLINE
Socrative
A hypothesis is a: (If… Then statement about a
particular observation or problem, can be
rejected/accepted etc.)
Why is the scientific method the most effective way
to solve a problem?
Reflection Notes:
Lesson Procedures:
1. Students will walk in and collect the notebook outline from paper station
2. Students will work on bell ringer questions (might have to print this out for them since tech not
set up yet? TBD)
3. Scientific Method introduced in PowerPoint with an emphasis on creating a hypothesis. Other
definitions will be introduced
4. Teacher introduces Oreo lab question “Who loves Oreos? I do, but are double stuffed really double
stuffed?
5. Teacher allows students to plan an experiment to inquire about this issue
6. Students must get through the planning phase of lab report and show teacher before leaving. See
Oreo Lab outline. (just need to answer the first four question sections and the procedural section)
Individual Lesson Plans: 8/14/15: Target: I can collect and organize data within an experiment I
designed
Lesson title: Intro to Scientific Method Part II
Pre-Assessment (Socrative App?) Bell-ringer:
Name two characteristics of bad science and
what makes it bad science
Answer:
The answer should be yes- we always want to
take into account differences in any aspect of our
experiment. Could be an interesting find or could
be a source for error.
Formative Assessment
Ask each group steps of the scientific method
Answers/explanation of assessment
Resources
Digital scales/triple beam balances
Weight paper
Oreos
Oreo template sheet
Scrapers
Calculators
Second worksheet on Scientific Method for groups
not weighing
Instructional Strategies:
Exit slip:
Name the following from the Oreo lab
Independent variable
Dependent variable
Control group?
Reflection Notes:
Visual- handouts
Hands out- oreo lab
Auditory and synthesizing- group discussion
Lesson Procedures:
1. Today students will actually do the Oreo lab using their outlines from the day before. No
PowerPoint lecture will occur before hand. (unless we do not cover everything from 8/13/14
2. Students will come in and get started weighing out the Oreos and working on filling out the parts
of the oreo lab sheet. (just the data table )
3. I will walk around and answer questions as well as help them work through the steps of the
scientific method as well as prepare them to start working on their lab reports using the lab
notebook template given on the first day of class.
4. A second handout working through the scientific method steps ---for those groups who are not
weighing.