ERESE Teacher Lesson Plan Template (CEO1A)
Teacher Name Joyce Kruger-Knuepfer
Lesson Title Science as a process -- Knowledge changes with time/technology
Grade 9-12
School Seton Catholic Central High School
City, State Binghamton, NY
Purpose of Lesson
 To encourage students to appreciate how improvements in technology and data density increase the level of detail available to scientists.
Education Standards
 List applicable grade level, state and national standards

National Science Education Standards

CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop

  • Abilities necessary to do scientific inquiry
  • Understandings about scientific inquiry
National Technology Standards
CONTENT STANDARD A: SCIENCE AS INQUIRY
A1. Abilities necessary to do scientific inquiry:
  • Identify questions and concepts that guide scientific investigations.
  • Design and conduct a scientific investigation.
  • Use technology and mathematics to improve investigations and communications.
  • Formulate and revise scientific explanations and models using logic and evidence.
  • Recognize and analyze alternative explanations and models.
  • Communicate and defend a scientific argument.

A2. Understanding about scientific inquiry:

  • Scientists usually inquire about how physical, living, or designed systems function.
  • Scientists conduct investigations for a wide variety of reasons.
  • Scientists rely on technology to enhance the gathering and manipulation of data.
  • Mathematics is essential in scientific inquiry.
  • Scientific explanations must adhere to criteria such as a proposed explanation must be logically consistent; it must abide by the rules of evidence; it must be open to questions and possible modification; and it must be based on historical and current scientific knowledge.
  • Results of scientific inquiry emerge from different types of investigations and public communication among scientists.

CONTENT STANDARD E: SCIENCE AND TECHNOLOGY
E1. Abilities of technological design:

  • Identify a problem or design an opportunity.
  • Propose designs and choose between alternative solutions.
  • Implement a proposed design.
  • Evaluate the solution and its consequences.
  • Communicate the problem, process, and solution.

E2. Understanding about science and technology:

  • Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations.
  • Science often advances with the introduction of new technologies.
  • Creativity, imagination, and a good knowledge base are all required in the work of science and engineering.
  • Science and technology are pursued for different purposes.
  • Technological knowledge is often not made public because of patents and the financial potential of the idea or invention. Scientific knowledge is made public.
New York State Education Standards (Grades 9-12)
MST
Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Standard 2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.
Standard 3: Mathematics
Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
ELA
Standard 1: Language for Information and Understanding
Students will listen, speak, read,and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read,and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read,and write for social interaction. Students will use oral and written language that
follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Social Studies
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
INQUIRY STAGE 1
Orientation
 Introduce available tools and concepts and make students feel safe taking intellectual risks.
  Purpose
 Students will be introduced to the science process and how scientific knowledge changes as the tools of data collection and analysis change through a set of activities which focus on topography.   An introduction to models will set the stage for learning about data scales and the level of detail in the models.
  Procedure  Should include a description of any activities or lessons you include to get the students focused on the skills they will use to experience the provocative phenomenon

I will use this sequence of lessons at the beginning of a unit on mapping. 
I very quickly review students' prior knowledge of observations and measurements, how instruments extend and refine these measurements, and review map scales in models (using  scale = modelA/realA = modelB/realB relationship).

There are 3 cycles of inquiry within this lesson:

The skills that an earth scientist might use to analyze maps and profiles rely on observation and measurements made by instruments include:  (1) scale, (2) patterns (as defined by color), and (3) orientation (eg. where is North?)
  1. Activity #1 (Bathymetry-Resolution on Maps) will focus on making observations from maps with real data 
  2. Activity #2 (Data Aquisition Model) will model one way in which an improvement in data sampling can affect the interpretation
  3. Activity #3 (Local Map Application) will provide a local application of a sampling mission
INQUIRY STAGE 2
Fieldwork
 Provide students with provoking, relevant phenomena.
  Purpose To foster their interest and ownership and generate their own questions about the phenomena.
  Procedure
 Should include a detailed instructions, identify  the provocative phenomena and a list of the anticipated observations

#1 Provocative Phenomenon (Bathymetry-Resolution on Maps):  Look at selected maps and stimulate a discussion of observations.  Use Think/Pair/Share to ask students to come up with a set of observations about the data on these maps.
       A:  bathymetry predicted from global gravity(1997)
             http://topex.ucsd.edu/marine_topo/gif_images/global_topo_large.gif
             (or www.ngdc.noaa.gov/mgg/ image/estimatedimages.html)
       B:  Regional EPR Bathymetry/Topo map with SIOExplorer on real maps
              East Pacific Rise (one with ship tracks that Chris showed last week)

Anticipated observations:
  • What do the colors mean?
  • Which way is north?
  • How deep is _____ (color name)?
  • What are the colored lines on the map?
  • Why are some of the colored lines narrow and other wide?
  • Why do the lines criss-cross?
  • Why did the ship change directions?
  • Does anyone know what is happening to the Earth's crust in this region?
  • Why might this be an important area to study? 
  • Is there anything nearby that might be important?

#2 Provocative Phenomenon (Data Aquisition Model):  Look at two boxes containing same materials in the same arrangement with different arrangement and spacing of holes containing straws (data recorders)
Use Think/Pair/Share to ask students to come up with a set of observations about what is being shown.
Anticipated observations:
  • What do the colors mean?
  • What is being shown by the straws?
  • How would this relate to the maps that were shown before?
  • How will you tell if the landscape is deeper or shallower?
  • How could you use the data that you collected to create a map?
  • How would bathymetry be similar/different than topography around where we live?
 
#3 Provocative Phenomenon (Local Map Application):   Use Google Map to create a local map showing the region around school.  Alter the view into strips of varying width and from different heights and a few large circles to present data similar to ship tracklines and single samples.  Have students apply what they have learned to determine where they live.
Anticipated observations:
  • What is being shown?
  • Which way is north?
  • How are the strips different?
  • What can you relate this activity to what we have just learned?
  • What is shown in each strip?
  • How do you feel if your home isn't shown?
  • How might this missing information be similar to areas of the ocean bottom?
INQUIRY STAGE 3
Debriefing
 Teacher honors all student observations.
  Purpose Assist students in developing testable questions and hypotheses.
  Procedure
 Should include detailed instructions of the process including the anticipated hypothesis and question, along with a description of any content lessons  necessary to achieve this stage

Record all Think/Pair share group responses
Group the student responses and guide students to the following questions:
Researchable Questions:
  1. How has our knowledge of  East Pacific Rise changed with time?
    • bathymetry
    • resolution
  2. How does the sampling interval and/or rate or spacing of data affect what is observed?
  3. Can you determine where you live using this map?
Have group of 4 students work together to form a testable hypothesis for each activity such as the following.
Testable Hypotheses:
  1.  If the quality of Earth observations improves with changes in technology, then we should be able to detect those improvements in data sets and/or maps.
  2. The spacing of data will affect what can be seen.
  3. If you know some key pieces of information about your surroundings, then you can locate important places, relative to what you know.
INQUIRY STAGE 4
Experimental design
 Design an appropriate investigation.
  Data collection
 Define approach for collecting data.
    Purpose Gather data that address the identified question and hypothesis.
    Procedure
 Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage

Activity 1 Bathymetry and resolution in data sets: 
Groups of 4 students will choose a location on the map and create a "ship track" on maps (3 groups will use older map with lower resolution and 3 groups will use newer map with higher resolution).  Students will "mine" the map for depth information along different tracks and create a profile for their section.  A general format of the report (blank form that has spaces for recording the steps of the scientific method) and blank graph paper will be given to each student. 

Activity 2  Data Spacing:
2 groups of 4 students will use "lead lines" and 2 groups of 4 students will use Pasco Probware Motion Sensors  that can send out a signal that can be sampled at different frequencies.  Students will survey a PVC pipe, framed "map region" composed of hubbard landscape models and/or a volcano model.  Students will design and carry out their mapping mission on a region of choice within minimal established requirements.

Students will be divided into 5 groups of 4 students with the following jobs:
         captain will be responsible for reading directions and carrying out exploration
         navigator will direct the data collection
         engineer will collect the data with probe
         third mate will record and report data on the laptop computer or graph paper
Group #1 will have a sinker on a line that is marked off in inches and will be responsible for taking 10 random soundings anywhere within the whole model
Group #2 will have a sinker of a line that is marked off in half centimeters and will be responsible for taking 25 soundings in a gridded area of the model block
Group # 3 will have a probe that samples at longer interval in several random lines
Group #4 will have a probe that sample at a close interval and in a seach pattern
Students will record their ship tracks and point data locations on a master map on the bulletin board.  They will have to figure out how to convert their data into something that can be plotted on 8.5"x11" graph paper if they are taking lead line soundings.  They will have to learn how to display and print probeware data and graphs.


Activity 3 Local Application
Each student will be asked to use what they have just learned from the two previous lessons to now apply their new knowledge to a similar kind of data set from the area around their home and school.  They will be expected to determine 1) north direction, 2) distance between 2 points of their choice on the map, and 3) approximate location of their home with respect to known data points.  How they accomplish these tasks will be up to them, since this will be an assessment of how well they have internalized the lessons in this sequence.
  Data analysis
 Define approach for analyzing data.
    Purpose Analyze data that address the identified question and hypothesis.
    Procedure
 Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage

Activity 1 Bathymetry and resolution in data sets:
Students will use their data plots to determine the water depths and roughness of the ocean floor in the sampled area.

Activity 2  Data Spacing:
Students will use their data plots to determine the water depths and roughness of the model landscape in the sampled area.

Activity 3  Local Application:
Students will take what has been learned and develop their own procedure to analyze and report.
INQUIRY STAGE 5
Presentation
 Communicate what they have learned.
  Purpose Provide students an opportunity to communicate their results in a forum that reflects the scientific community.
  Procedure
 Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage

 #1 (Bathymetry-Resolution on Maps):
Students will post their data profiles on the bulletin board and will take turns describing where they obtained their data and discuss the spacing of the data in their profile.

#2  (Data Aquisition):
Students will share their data with class by providing an oral and a written report of:
 1) describing what they did,
 2) what data they recorded, and
 3) what could they say about the landscape in their data locations based only on these soundings.

#3  (Local Map Application):
Students will provide a North arrow on their copy of the map, mark the location of their home on the map, use the mapscale to determine the distance between their home and school,
Wrap-up will include a KWL.




ERESE Teacher Reflective Plan Template 
INQUIRY STAGE 1
Orientation
 Introduce available tools and concepts so that students feel safe taking intellectual risks
  Type of Evidence
 #1  I will ask questions like:
  • What does doing science mean to you?
  • How do you gather scientific data?
  • Tell me what science data means to you.
  • How do gather the best possible kind of data?
#2  I will ask questions like:

#3  I will ask questions like:
  Teacher  profile
 #1  3 - provide focus for observation and allow for adaptation. I will ask questions such as, "What did you notice?," "What did you wonder about?," What did you see?"

#2  2 - provide focus for observation and allow for adaptation.

#3  4 - facilitate application of recent content
  Student profile
 #1  1.5 - students mostly follow scripted lesson

#2  1.5 -

#3  1
  Reflective practice
 Give examples from class
INQUIRY STAGE 2
Fieldwork
 Give students experience to foster their interest and ownership; provoke students to explore, observe and generate their own questions about the phenomenon
  Type of Evidence
 #1  I will listen for questions that lead to observations of
  • what colors mean
  • why are the track lines different widths
  • tracks are not all evenly sampled
  Anticipated responses
#2
Anticipated responses
  • a
#3 Anticipated responses
  Teacher profile
 #1
#2
#3
  Student profile
 #1
#2
#3
  Reflective practice Give examples from class
INQUIRY STAGE 3
Debriefing
 Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic.
  Type of Evidence
 Types of comments asked will include
#1
#2
#3
  Teacher profile
 #1
#2
#3
  Student profile
 #1
#2
#3
  Reflective practice Give examples from class
INQUIRY STAGE 4
Experimental design
 Design an investigation wherein students gather and analyze data that address the identified question
A. Data collection
 Define approach for collecting data
  Type of Evidence
 #1
#2
#3
  Teacher profile
 #1
#2
#3
  Student profile
 #1
#2
#3
  Reflective practice Give examples from class
B. Data analysis
 Define approach for analyzing data
  Type of Evidence
 #1
#2
#3
  Teacher profile
 #1
#2
#3
  Student profile
 #1
#2
#3
  Reflective practice Give examples from class
INQUIRY STAGE 5
Presentation
 Teacher provides students an opportunity to prepare and communicate what they have learned.
  Type of Evidence
 #1
#2
#3
  Teacher profile
 #1
#2
#3
  Student profile
 #1
#2
#3
  Reflective practice Give examples from class