1. Introduction to Biology
Topic 1
Introduction to Biology

2. Nature of Science
Topic 1 Day 1

3. Do Now
Grab a response card and answer the following questions individually. Be ready to share and explain your thoughts. Use the sheet at your table to pick the row number that best defines your personality.

4. Horoscopes – True or False?
Do you believe your horoscope to be accurate? Why or why not?
Is there a scientific basis for horoscopes?
T will ask class and record how many students believe and do not believe in astrology.
It is important to get an idea of the preconceived notions of the students. Do they believe astrology to be a real science or not?
The goal of this activity is to get the students to start thinking about the characteristics that are required for true science prior to introducing the guidelines for valid scientific investigation.
Using the PPT reveal what astrological signs correspond with each of the strands and descriptions.
Lead discussion focusing on how many students picked a strand that truly aligns with their astrological sign based on their birthday.
Record the number of hits vs. the number of misses.
ASK: Does this qualify as a real science? Would you classify astrology as science, pseudo-science or non-science?

5. How accurate is your horoscope?
Look at the following chart - Does your horoscope reflect the personality characteristics that you chose?

6. At this point students should be asked to see if the characteristics that they chose align with the “Sun Sign” for their actual birthday. Survey the class and see how many people picked characteristics that were their true astrological sign.

7. Nature of Science Benchmark
SC.912.N Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). SC.912.N Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation.

8. Today you will… Define the purpose of biology.
List and explain characteristics of living things.
Identify the criteria that differentiate science from non-science and pseudo-science.

9. What is science?
In the left column of your power notes write your own definition for the following words:
Science
Non-science
Pseudoscience
Introduction of power notes – students need to understand the importance of taking good notes in their biology class.
It is expected that students will have their notes in their research classes.

10. Categorize each of the scenarios into one of the following categories:
Science
Pseudo-Science
Non-Science
Collaborative Activity #1: Pair students. Distribute “Science, Pseudo-Science, Non-Science” three column chart. Instruct students to read the description on each note card and place them under the appropriate label. Encourage students to argue or debate placement of cards in columns and to refine their personal definition of each of the terms. Through discussion, try to have students develop criteria for what is science and what is not.
**Instruct students to modify their definitions of these words as they work through this activity and come up with a definition as a group**

11. Science vs. Pseudo-Science vs. Non-Science
Science - The systematic study of the structure and behavior of the physical and natural world through observation and experimentation.
Non-Science - May be very logical and based on good reasoning, but simply does not fall within the realm of science (Religious beliefs, philosophy, personal opinions or attitudes, or ethics).
Pseudoscience - Defined as a non-science which is portrayed and advertised as a legitimate science by its followers and supporters. Example = astrology
These definitions go in their PowerNotes:
Science - The systematic study of the structure and behavior of the physical and natural world through observation and experimentation.
Non-Science - May be very logical and based on good reasoning, but simply does not fall within the realm of science (Religious beliefs, philosophy, personal opinions or attitudes, or ethics).
Pseudoscience - Defined as a non-science which is portrayed and advertised as a legitimate science by its followers and supporters. Example = astrology
Science is CONPTT – Consistent, observable, natural, predictable, testable, and tentative.

12. Science is CONPTT Consistent Tentative Observable Natural Testable
Predictable
Testable
Tentative
Science is CONPTT – Consistent, observable, natural, predictable, testable, and tentative.

13. What is biology?
Bio- = Life
-ology = Study of

14. Collaborative Activity #2 – Properties of living things
Collaborative Activity #2: Break students into small groups. Distribute envelopes (one per group) of pre-cut strips of Property of Life Survey. Ask students to place survey strips into one of the four categories (Living, Non-living, Once living, Not sure). Teacher must act as facilitator to promote rich discussion. Allow each group of students to spend one minute at the station before moving to the next station. For closure, discuss in large group accuracy of each placement and review the essential properties of life.
Be sure to allow for discussion of activity #2 as this is a foundational concept in the student of biology.

15. Property of Living Things
Details
Complex organized structure
Respond to Stimuli
Uses Energy (Metabolism)
Growth and Development
Reproduction

16. Exit Ticket
Complete the questions individually. Short response question must be answered in complete sentences.

17. Scientific Thinking
Topic 1 Day 2

18. Do Now
Answer the following question in your notebook individually. You have 5 minutes. What is the process that scientists use during an experiment? Is it important to use the same process each time? Support your response using complete sentences.

19. Today you will…
Evaluate the merits of scientific explanations produced by others.
Identify examples of scientific inferences made from observations.

20. Benchmarks
SC.912.N.1.1 Define a problem based on a specific body of knowledge.
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations, and provide examples from the content being studied.

21. Essential Question
How has the scientific method contributed to the development of modern science?

22. What is the scientific method?
You will be split into 9 groups.
You will receive the directions from your teacher – you have 5 minutes to come to agreement as a group.
Good scientists read carefully, make sure you read ALL of the directions.
Introduce the “Group, Think, Unscramble, Share” Activity. This is meant to be an inquiry based activity so you want to avoid giving any answers and let them work through it. Be sure to encourage the students to support their answers with an explanation.
Form groups according to the group number assigned by your teacher (1-9)
Obtain a set of cards from your teacher. Do not write on the cards.
Discuss with your group members the steps of the scientific method and place the cards in the correct order
Decide which step corresponds with your group number. For example, if you are group 1, then your group name should be Step 1 of the Scientific Method.
Where would you place the second “Observe” card? Be prepared to defend your reasoning.
***There are two observe cards there for a reason – that will throw some of your students off!***
Post-Activity Discussion Questions:
Where did you place the second “Observe” card? Why?
Which shape best represents the scientific method? Why?
What is the advantage of having a universal method to conduct experiments?
How has the scientific method contributed to the development of modern science?

23. THINK-WRITE-PAIR-SHARE
Write some observations from this picture. Based on those observations write one logical explanation for what happened.
Encourage students to share their “observations.” At this point clarify that an observation can only be made with their senses. You may have a student say that someone died or was shot, but that is not an observation, it is an inference they are making on prior knowledge and experience.

24. Observations vs. Inferences
Good science investigations and projects begin with detailed observations.
These observations, plus your natural curiosity, lead to effective problem statements.
What are some observations you can make about the picture above?
What are some inferences you can make about your observations?
Discuss with students that observation is the act of using the 5 senses to collect information while inference is the use of logic to make conclusions from observed data. Remind students that observation can be quantitative or qualitative, e.g., number of girls and boys, the color of their uniform shirts, etc. Example of inferences could be: this schools has more boys than girls; there is only 1 color shirt allowed, etc.

26. We Do – Scientific Method Stations
You must complete the following stations:
Observe
Hypothesis
Measure
Infer/Predict
Interpret and Communicate
Students will rotate through the following stations using the student guide completing each of the listed activities.
Teacher should set up two of each of the following stations keeping group size between 2-3 students. Students should complete each station in no more than 10 minutes then move on to the next available station.
Observe
Hypothesis
Measure
Infer/Predict
Interpret and Communicate

27. Do your best…what have you learned?
Exit Ticket
Do your best…what have you learned?

28. Topic 1 Day 3
Seed Germination Lab