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 Center for Gifted Education, The College of William and Mary, 2009

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 Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009 Vocabulary Building Definition Characteristics Examples Non-Examples Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009 Change Provide examples: Provide non-examples: On the back, categorize your list. Include every item. What generalizations can you make about change? Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009 Systems Provide examples: Provide non-examples: On the back, categorize your list. Include every item. What generalizations can you make about systems? Center for Gifted Education, The College of William and Mary, 2009

Analyzing a System Boundaries Elements Inputs Outputs Interactions

In the ideal science classroom: What would teachers be doing? What would students be doing? Center for Gifted Education, The College of William and Mary, 2009 7

Video What are teachers doing? What are students doing?

Observation Observation subject Measurements (Length, volume, weight) Senses (Color, texture, smell, sounds) Do NOT taste Other features Draw Subject 1 Draw Subject 2 Center for Gifted Education, The College of William and Mary, 2009

Observation Observation subject Characteristics (Be specific and precise) What is different? What is similar? Center for Gifted Education, The College of William and Mary, 2009

Testable questions (lead to investigations) 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 Testable questions (lead to investigations) How do plants grow? 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 Does the student: Show curiosity about scientific phenomena? Notice and describe details? Begin to compare what is observed to other like phenomena? Replicate observation in drawings, photos, words? Use tools to extend the range of the senses? Identify which observations are significant for a given study? Make connections to past observations and experiences? Ask Questions Begin to form questions about scientific phenomena? Ask a variety of questions? Connect questions to observations? Recognize questions for which an answer can readily be found? Recognize questions that can be investigated? Learn More Indicate a need to find out more? Decide what information is needed for an investigation? Use available resources to get more information? Find additional resources independently? Use varied resources to gain new information? Form new questions or change questions based on new information? Design and Conduct Experiment Articulate a hunch that might explain why something happens? Develop a hypothesis related to a specific investigation? Articulate more than one possible explanation? Refer to patterns and evidence in developing a hypothesis? List the variables in an experiment? Specify the control in an experiment? Indicate an understanding of independent and dependent variables? Follow steps to complete an experiment. Develop steps and select materials for an experiment. Conduct an experiment with care and precision? Collect data in an organized manner? Use data tables to facilitate interpretation? Create Meaning 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 Plan how to share findings? Select an interest audience? Present investigation and findings in an organized manner? Center for Gifted Education, The College of William and Mary, 2009

Wheel of Scientific Investigation and Reasoning Make Observations Ask Questions Learn More Design and Conduct the Experiment Create Meaning Tell Others What Was Found SCIENTIFIC INVESTIGATION AND REASONING Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009 Need to Know Board What do we know? What do we need to know? How can we find out? What have we learned? Center for Gifted Education, The College of William and Mary, 2009

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? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Center for Gifted Education, The College of William and Mary, 2009

Scoring Rubric for Scientific Process (2nd-3rd Grades) Criteria Scoring Rubric for Scientific Process (2nd-3rd Grades) Strong Evidence 3 Some Evidence 2 Little Evidence 1 No Evidence Pre Post 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. Lists MATERIALS needed. Provides an inclusive and appropriate list of materials Provides a partial list of materials needed. Provides inappropriate materials. Fails to provide a list of materials needed. Lists experiment STEPS. Clearly & concisely lists four or more steps as appropriate for the experiment design. Clearly & concisely lists one to three steps as appropriate for the experiment design. Generates inappropriate steps. Fails to generate steps. 4 Arranges steps in SEQUENTIAL order. Lists 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. 5 Plans DATA COLLECTION. Clearly states a plan for data collection, including what data will be needed and how they will be recorded. 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 DATA FOR MAKING PREDICTIONS. Clearly states plan for interpreting data by linking data 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. TOTAL SCORE: Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009 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 • Instinct Needs • Niche • Learned behavior Air • Life cycle • Herbivore Water • Food web • Omnivore Shelter • Human influence • Carnivore Predator • Hibernation • Consumer Prey • Camouflage • Decomposer Place to live • Offspring • Community Water-related and dry-land environments • Population Alternatively, you may make it more specific if you like (e.g., birds). Center for Gifted Education, The College of William and Mary, 2009 17

PMI Chart for Reflection + - Interesting Center for Gifted Education, The College of William and Mary, 2009