Unit 1: Experiments and Interactions Cycle 1: Doing and Analyzing Science Experiments Cycle 1: Doing and Analyzing Science Experiments Cycle 2: Magnetic, Electric Circuit and Electromagnetic Interactions Interactions Cycle 2: Magnetic, Electric Circuit and Electromagnetic Interactions Interactions

U1C1: Doing and Analyzing Science Experiments Act 1: Measurements in Science Act 1: Measurements in Science Act 2: Relationships in Science Act 2: Relationships in Science Act 3: Good and Poor Experimental Act 3: Good and Poor Experimental Designs Designs Act 4: Evaluating Experimental Designs Act 4: Evaluating Experimental Designs Act 5: Evaluating Experiment Act 5: Evaluating Experiment Conclusions Conclusions

U1C1 Act 1: Measurements in Science Purpose Purpose Key Question: When you measure something, can you obtain an exact value? Key Question: When you measure something, can you obtain an exact value? Skill focus: Be Aware of & Monitor Your Own Thinking Skill focus: Be Aware of & Monitor Your Own Thinking

U1C1 Act 1: Measurements in Science … Key Question: When you measure something, can you obtain an exact value? Key Question: When you measure something, can you obtain an exact value? I Think… I Think… Work through Explore Your Ideas as if you were a student in your class. Work through Explore Your Ideas as if you were a student in your class.

U1C1 Act 1: Measurements in Science … Work through Make Sense of Your Ideas Work through Make Sense of Your Ideas Read More Exploration, More Making Sense, and Putting it all Together Read More Exploration, More Making Sense, and Putting it all Together Read How To Make and Interpret Experimental Measurements (located at back of workbook) Read How To Make and Interpret Experimental Measurements (located at back of workbook) Quick read through of Practice for this activity Quick read through of Practice for this activity

U1C1 Act 2: Relationships in Science Purpose Purpose Key Question: What (if any) is the relationship between the length of a pendulum and how long it takes to swing back-and-forth ten times? Key Question: What (if any) is the relationship between the length of a pendulum and how long it takes to swing back-and-forth ten times? I Think… I Think…

U1C1 Act 2: Relationships in Science … Work through Explore Your Ideas Work through Explore Your Ideas Read Make Sense of Your Ideas Read Make Sense of Your Ideas Quickly read through the Practice for this activity Quickly read through the Practice for this activity

Pedagogical Focus: CIPS Skills

U1C1 Act 3: Good and Poor Experimental Designs Purpose Purpose Key Question: What makes the design of an experiment good or poor? Key Question: What makes the design of an experiment good or poor? I think … I think …

Work through Explore Your Ideas Work through Explore Your Ideas Introduce TO DO list Introduce TO DO list Team Skills Chart Team Skills Chart Look at How To Read a Ruler Look at How To Read a Ruler U1C1 Act 3: Good and Poor Experimental Designs …

Conclusion in Make Sense of the Experiment Conclusion in Make Sense of the Experiment Read through remainder of activity Read through remainder of activity Read Practice for this activity Read Practice for this activity Look at How To Answer Multiple Choice Questions Look at How To Answer Multiple Choice Questions U1C1 Act 3: Good and Poor Experimental Designs …

Pedagogical Focus: CIPS Team Roles

U1C1 Act 4: Evaluating Experimental Designs Purpose Purpose Work through Example--Heating the Earth’s Materials Experiment Work through Example--Heating the Earth’s Materials Experiment You Try It! You Try It!

U1C1 Act 4: Evaluating Experimental Designs Read How To Evaluate an Experiment for a Fair Test Read How To Evaluate an Experiment for a Fair Test Read the Practice for this activity. Students will use the How To tool for the Practice and for all future opportunities to analyze experimental designs. Read the Practice for this activity. Students will use the How To tool for the Practice and for all future opportunities to analyze experimental designs.

U1C1 Act 5: Evaluating Experiment Conclusions Purpose Purpose Key Question: How can we tell when a supporting reason for a conclusion is good or poor? Key Question: How can we tell when a supporting reason for a conclusion is good or poor? Work through Explore Work through Explore Your Ideas Your Ideas

U1C1 Act 5: Evaluating Experiment Conclusions Work through Putting it all Together and You Try It! Work through Putting it all Together and You Try It! Read How To Evaluate an Experiment Conclusion Read How To Evaluate an Experiment Conclusion Work through the Practice for this activity (later) Work through the Practice for this activity (later)

Pedagogical Focus: Nature of Science Learning Goals Benchmark 1B6-8#1: Scientists differ greatly in what phenomenon they study and how they go about their work. Although there is no fixed steps that all scientists follow, scientific investigations usually involve (a) the collection of relevant evidence, (b) the use of logical reasoning, and (c) the application of imagination in devising hypotheses and explanations to make sense of the collected evidence. Benchmark 1B6-8#1: Scientists differ greatly in what phenomenon they study and how they go about their work. Although there is no fixed steps that all scientists follow, scientific investigations usually involve (a) the collection of relevant evidence, (b) the use of logical reasoning, and (c) the application of imagination in devising hypotheses and explanations to make sense of the collected evidence. Benchmark 12D6-8#1: Organize information in simple tables and graphs …. Benchmark 12D6-8#1: Organize information in simple tables and graphs ….

Pedagogical Focus: Nature of Science Learning Goals … Benchmark 1B6-8#2: If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one of the variables… Benchmark 1B6-8#2: If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one of the variables… Benchmark 12E6-8#5: Notice and criticize the reasoning in arguments in which (1) fact and opinion are intermingled or the conclusion does not follow logically from the evidence given… Benchmark 12E6-8#5: Notice and criticize the reasoning in arguments in which (1) fact and opinion are intermingled or the conclusion does not follow logically from the evidence given…

U1C1 Quiz Based on NOS learning goals Based on NOS learning goals Questions similar to the type students have worked on in activities and for Practice. Questions similar to the type students have worked on in activities and for Practice.

CIPS Fiction Story: