Unit 1 Nature of Science Earth Science

Modified Earth Science Unit 1: Nature of Science By Jeanette Dellinger
The unit I chose to alter is my first unit that I teach to our Earth Science students. We call that unit Unit 1: Scientific
investigation. I would like to change it to Unit 1: The Nature of Science. I chose this unit to alter because I wanted to make sure I
implemented the changes I would like to make in regards to removing the teaching of the scientific method and adding more
opportunities to lead students to become science literate/ think like scientists. Also, there are many activities in that unit that I think
are strong but can use improvement. Lastly, this is the first unit I teach, and I felt that if I started off editing this unit, that I would be
able to carry that momentum and edit the rest of my units.
References:
Biddy, Q. (2015, October). A cool Controversy. The Science Teacher, 82 (7), 57-62.
NGSS Lesson Planning Template
Grade/ Grade Band: Topic: The Nature of Lesson # 1 in a series of 5 lessons

Mostly 9th grade Science
Brief Lesson Description: In this lesson students will come up with their own explanation of what it means to think like a scientist
and why science is important. They will also identify the difference and similarities between science and engineering and explain
how both impact us in our everyday life.
Performance Expectation(s):
- Students will demonstrate what science is from their perspective.
- Students explain the differences and similarities between science and engineering and how both impact us in our everyday
life.
Standards:
Virginia SOLs:
ES.2 The student will demonstrate an understanding of the nature of science and scientific reasoning and logic. Key concepts
include
a) science explains and predicts the interactions and dynamics of complex Earth systems;
b) evidence is required to evaluate hypotheses and explanations;
c) observation and logic are essential for reaching a conclusion; and
d) evidence is evaluated for scientific theories.
NGSS standards:
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earths surface can create feedbacks that cause changes to
other Earth systems.
Specific Learning Outcomes:

- Students will identify common processes scientists go through
- Students will explain the difference between science and engineering
- Students will explain what they think the term nature of science means
- Students will begin to explore the nature of science through a classroom activity.
Narrative / Background Information
Prior Student Knowledge:

- Students may have experienced classes where they learned specific steps that scientists go through called the scientific
methods
- Students will be familiar with different branches of science
- Students should have experiences practicing the many of the eight main science and engineering practices in classes.
Science & Engineering Disciplinary Core Ideas: Crosscutting Concepts:

Practices:
- Ask questions about - ESS 2 A: Earths - Students will identify patterns they see in all scientists and what
what classifies a Materials and the do.
person as a scientist. Systems: Students
- Construct will briefly begin
explanations of what thinking about what
a scientist is based processes shape
on information certain Earth
provided to them. formations.
Possible Preconceptions/Misconceptions:
- Students often think that there are set rules or steps that scientists follow (the scientific methods), and that often results in
students thinking that method always results in facts.
- Students are sometimes not sure how to compare and contrast science and engineers, or able to explain how they relate to one
another.
LESSON PLAN 5-E Model
ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
- When students walk into the room have them try to take the puzzle pieces in front of them and create a perfect square
- Using all of the pieces
- Not overlapping any of the pieces
- Making sure there are no gaps between any of the sides
- Encourage students to keep trying until the timer on the board runs out
- Once the timer runs out, ask the students to pair and share what approach they used to solve the problem they had of: These
piece are not put in a perfect square and we want them to be in a perfect square
- Have many students share responses and put them up on the board.
- Tell the students we are going to get back to those approaches and thought processes later on in the lesson.
EXPLORE: Lesson Description Materials Needed / Probing or Clarifying Questions:***make sure to tell the students that
they will be sharing their observations with others in the classroom***
Since this will be completed in an inclusive classroom it is important that the teachers provide the correct accommodations for
students with lower reading levels or reading disabilities (consider lexile scores and STAR reading data if provided at this time, and
look at any IEP accommodations). *** if you do this on the first day of school you might not break the students up.
- Have students work in pairs to read through an article provided to them and watch a video provided to them that has a type of
scientist or a type of engineer explain what they do and have the pair fill in the attached chart about the practices they follow.
- Chemist (first 2:40) https://www.youtube.com/watch?v=L7GAx9b8HAQ
- Oceanographer: (all 45 sec) https://www.youtube.com/watch?v=NaX64lzjaPM
- (first 3 minutes) https://www.youtube.com/watch?v=grIZ4s4ohgs
- Geologists
- First 30 seconds of this https://www.youtube.com/watch?v=FPY1q6oPmN8
- Astrophysics and importance of math in science (watch all 3:45) https://www.youtube.com/watch?v=UniM3txg7E0
- Engineers Civil Engineer
- (watch up to 5:48)https://www.youtube.com/watch?v=cJaRjI7K-Lw
- Ocean Engineer
- Chemical engineer
- Mechanical Engineer
- Then match the students up with another pair and have the pairs summarize what the scientist or engineer does and the key
processes they accomplish
EXPLAIN: Concepts Explained and Vocabulary Defined:

- Once that is completed we will regroup as a class and have the other students who did not share in their groups share with the
class what key processes their scientist and their engineer followed. We will ultimately put those in a venn diagram.
- Students will then use the venn diagram we create to summarize key processes scientists follow, and one's engineers follow.
They will then compare and contrast the two
- We will discuss those responses as a class
Vocabulary: Science, Engineering, Scientific literacy
**become familiar with key science practices and key engineering practices**
ELABORATE: Applications and Extensions:
Once students have completed that have the student look at a picture I took this summer when I was at Yosemite National park and
say
- Now, what processes or practices might an Earth Scientists do if they were looking at this location?
Some possible responses
- They may ask questions
- What made it look the way it does?
- What types of rocks are here?
- What lives here?
- They may collect information
- They may compare and analyze the information
- They may display the information
- Ask the students to reflect on how would different types of engineers might think about when looking at that location?
- Point out the valley and ask if anyone has a possible explanation supported by observations of how that valley formed
- At the end of discussion tell the students that they will be completing an investigation where they will be investigating a
similar topic and they will use the scientific thought process to do so.
EVALUATE:
Formative Monitoring (Questioning / Discussion):

- Walk around the room and monitor student progress
- Have discussions with groups as they are completing their charts and guide them when needed
Summative Assessment (Quiz / Project / Report):Check final explanations of scientists vs. engineer and their reflections.
Materials Required for This Lesson/Activity

Quantity Description Potential Supplier (item Estimated
#) Price
# of Articles: The teacher

students will have to find or create
ones that best fit their
classroom demographics.
Keep in mind diversity and
reading levels. Make sure the
articles include connections
to the key science and
engineering practices.
# of Response sheet
students
1 Board or smartboard to
write on that the class can
see
1 Picture of Yosemite
Grade/ Grade Band: Topic:The Nature of Lesson # 2 in a series of 5 lessons

Brief Lesson Description: In this lesson students will examine the concept of the nature of science and develop their own
explanation of what the nature of science is by examining evidence for glacial theorydevelopment of that theory. This will allow
students to investigate historical examples of scientific thinking.
- Students will be able to explain how their model of a glacier compare to an actual glacier, and they will be able to explain how what
they completed in this lesson connects to thinking in a scientific way.
- Students will keep track of and interpret data.
Standards:
Virginia SOLs:
include
NGSS standards:
- Students will make a model of a glacier and explain how their data connected to their model and compared to a real life
example.

- Students will have experience seeing models and now they will make one and compare it to the real world example of their
model.

Practices: HS-ESS2-2. Analyze - Cause and effect
- Students will ask geoscience data to make the - Scale proportion and quantity
questions claim that one change to - Energy and matter
-Develop ideas using Earths surface can create
models feedbacks that cause
- They will carry out changes to other Earth
investigations systems.
-Use mathematics and
computational thinking
-They will obtain, evaluate
and communicate
information.
Students sometime have the misconception that models show a person all the facts about a scenario.
Students dont always realize how variables can impact a system, and they will see how their model is impacted by less variables than
a real world example.
1. Show the picture of Yosemite from the previous day and discuss some of types of things an earth scientist might think about
when looking at that picture including: How did it get to look like that?
2. See if the students are willing to share any ideas and share what type of evidence would support those ideas.
3. Say to try and interpret something like that a scientists has to make what _____? Answer: Observations/ collect data/factual
information.
4. Then discuss the difference between observations and inferences. Practice making them with the Mystery tracks slides 5-7.
Students can use individual whiteboards to respond, that way the teacher will be able to see each persons response.
5. Then tell the students that they are going to make a model called a Gak Glacier and then we will discuss how it might
connect to what may have happened in the geologic past in that location.
EXPLORE: Lesson Description Materials Needed / Probing or Clarifying Questions:

(for time purposes pre make the gak and set up materials in an organized fashion ahead of time) In an inclusive class it might
help to have the students follow along step by step with you. If you have a class that moves at different paces, and you feel
comfortable with them moving ahead then you can type up the instructions which are found at the link below. .
Safety
Before going through the procedures in this lab activity, all students should have read through and signed the stafford school safety
contract.. The teacher should review through the key parts of the contract before this lab. All students should wear goggles during
lab.
Activity
- The teacher should go through the model set up steps found under explore at the following website, and make sure the
student groups have marked every 1cm flow https://learn.k20center.ou.edu/lesson/c6bfdf1bdae28bf55e9d679bc1047266
- After the class groups set up their models the students are to keep track of the flow of their gak glacier
- After students have collected data they should calculate their flow rates (we can set up a video recording and use time lapse
since it might take a while to track the flow as it happens).
- As the class models are being recorded the class should watch this timelapse video of glacier movement over a two month
period https://www.youtube.com/watch?v=1ai9Q27J2vc
- Then they should watch this video of another glacier https://www.youtube.com/watch?v=LIHELl448r4&t=29s and as a class
discuss the difference and what causes the differences between the two situations (different variables).
- Then watch this video clip
- Then students go look at their model and make observations related to how objects moved and compare it to what they saw in
the videos they watched as a class.
- Students will then work in their groups to complete their reflections questions
- Students will then draw and label a diagram of a glacier and label the key parts
Vocabulary:
- Terminal moraine, glacial trough, glacial striations, glacial flow, and valley
- Students will then answer the elaborate section of their response sheet: Where they will be asked how their actions and
reflections today connect to scientific practices like the ones we explored in the previous lesson.
EVALUATE:
Formative Monitoring (Questioning / Discussion): Students will show me responses on whiteboards in the beginning of class, and
I will monitor their progress by walking around the room and discussing their progress with them.
Summative Assessment (Quiz / Project / Report): I will go through and give feedback on their response pages.

#) Price
1 Powerpoint and videos in

lesson plan
Per group Gak Make
1 Per Paper towel tubes Have donated

group
1 per Tray ?
group
Per group 10-20 gravel pieces Talk to oceanography

Enough for Food coloring Supplied by department
each group
1 per Recording device with time Talk to TRT

group lapse software
1 per Reflection sheet Print out

student

Brief Lesson Description: Students will participate in a history of science activity, that has them go through and analyze historic
journals of scientists related to the development of glacial theory.
- Students will be able to interpret and explain how a scientific theory changed over time
- Students will practice interpreting geologic history from different perspectives.
Standards
Virginia SOLs:
include
NGSS standards:

- Students will be able to make sense of historical data related to different theories and construct their own knowledge in order to
come to a conclusion with the evidence provided to them.

- Students will have recently completed making a model of a glacier
- Students have heard of different theories in the past

Practices: - Cause and effect
-Asking Question and HS-ESS2-2. Analyze - Stability and change
defining problems geoscience data to make the
- Constructing explanations claim that one change to
and designing solutions. Earths surface can create
-Engaging in argument from feedbacks that cause
evidence changes to other Earth
- Obtaining, evaluating, and systems.
communicating
information.
- Students often think that science and scientific theories are objective, however as new evidence develops scientific theories
can change.
- Students dont always realize that scientific theories are supported by strong evidence.
Have the following title of theories up on the board and ask the students the following questions
List to put on the board:
Big Bang
Plate Tectonics
Glacier
Spherical Earth
Special Relativity
General Relativity
Quantum
- What concepts do these terms represent?

- Do they have anything in common?
- How did these ideas come about?
- Did everyone always support these?
1. Maybe come into school dressed in time period appropriate clothing- 1800s? The teacher will explain that they are going to travel
back in time to learn about observations researchers made that lead them to understand how certain geologic formations developed.
2. The teacher will share a brief history on William Buckland and Louis Agasiz. Students are asked to join them as skeptics on an
expedition to collect data from the Swiss Alps.
- Students are asked to pretend they visit four of the original study sites by looking at documents related to those sites and data
collected during that expedition.
- They are asked to take notes on their data sheet based on the evidence they see.
- As a class we will discuss what evidence we saw at each station and go over what some noted on their data sheets.
Vocabulary: Data, Scientific Theory
ELABORATE: Applications and Extensions: Students will be asked to write a short speech or reflection for or against glacial
theory using the evidence they collected on their expedition.
EVALUATE:
Formative Monitoring (Questioning / Discussion): I will monitor and have discussions with students as they participate in the
activity.
Summative Assessment (Quiz / Project / Report): I will use the speech rubric to assess their essay.

Quantity Description Potential Estimated
Supplier Price
(item #)
1 for teacher The following documents from

this website:
https://learn.k20center.ou.edu/le
sson/c6bfdf1bdae28bf55e9d679
bc1047266
-Diluvial & Drift Theory
handout for teacher in order for
teacher to describe theory to
class (possibly make a
presentation with more visuals
for students)
Enough for the The following documents from

groups of students to this website:
cycle areound and https://learn.k20center.ou.edu/le
look at them in sson/c6bfdf1bdae28bf55e9d679
stations (so enough bc1047266
for each person at
- Agassiz & Buckland Bios
the station to look at
them) - Alpine Expedition Map
- Study Site A-D pdfs
1 per student The following documents from
this website:
https://learn.k20center.ou.edu/le
sson/c6bfdf1bdae28bf55e9d679
bc1047266
Alpine expedition log

Brief Lesson Description:

Students will practice identifying different types of variables in various scenarios
Students will use science and engineering practices to try to design the best structure for the tallest tower challenge
Students will apply scientific reasoning to developing and building the best tower design they can.
Students will be able to explain and support with evidence their reasoning for choosing a certain design
Students will be able to apply their understanding of different types of variables to various scenarios.
Virginia SOLs:
include
Students will apply scientific reasoning to developing and building the best tower design they can.
Students will be able to explain and support with evidence their reasoning for choosing a certain design
Students will be able to apply their understanding of different types of variables to various scenarios.

Students will have some prior experience with identifying variables and develop designs, however students will practice narrowing
down and determining the best choice.

Practices: None on the national level - Scale proportion and quantity
-Asking questions but they meet the above - Structure and function
- Planning and carrying out state standards.
investigations
-Analyzing and interpreting
data
- Obtaining, evaluating, and
communicating
information.
- Students often approach design activities as an opportunity to play with materials and they can overlook the importance of
thinking out their design
- Students get the different variables confused with one another.
Tell the students that weve been examining how a person can think in a scientific way. Remind me what some of those practices
are.
- Well, now I have a question I want to approach using scientific reasoning. I have this ball and I want to see if I can get it to
float differently in these two different waters. How can I figure out how to do that?
- Have students make suggestions
- Ask, in general how many things (variables) should we try changing at once
- Once we set up the experiment as a class, ask the students to explain what variables change and when
- Ultimately get to the idea of independent variable and dependent variable
- Discuss what constants are being kept the same.

- As a class practice identifying the two variables in different examples on the original variables practice page.
- Then have students complete the tallest paper tower challenge
- Give students the challenge of building the tallest tower with the following limited supplies
- 1 sheet of 8x11 paper
- 6 inches of tape
- Before starting ask them what they think will help someone build the tallest tower
- Possibly thinking of different types of designs
- Researching what types of designs have been successful in the past
- Allow students to research and design on their own silently for 15 minutes and then pair them with a partner to follow
the instructions on the modified tallest tower activity. Make sure the students understand the importance of thinking
out their design first.
- Students will identify the variables involved in the activity.

- As students finish their reflection have a class discussion looking at the different designs and determining which designs
worked best for the desired outcome.
Vocabulary: independent variable, dependent variable, control, constant, iterative design

- Introduce the idea of control group and experimental group and have students complete 1-11 on the Simpsons scenario
activity sheet or use them as whiteboard activities.
EVALUATE:
Formative Monitoring (Questioning / Discussion):

- Walk around the room and observe students as they work on the variable practice activity and the elaboration activity.
- Check students variables and tower building sheet before they get materials.
Summative Assessment (Quiz / Project / Report):

- Collect and check over the tallest tower activity
- Collect and check the simpson scenario prompts

#) Price
1 per Activity sheets

person
One set per 6 inches and tape, and 1

group per piece of 8x11 inch paper
trial

Brief Lesson Description: Students will practice determining the variables from graphs. They will also perform an experiment,
practice collecting data, and then graph that data.
Students will practice interpreting data from graphs and they will create their own graphs from data they collected.
Virginia SOLs:
include

- Students will interpret types of variables by looking at different graphs.
- Students will collect data
- Students will create a graph from their data

-Students have some experience reading graphs and collecting data + representing that data in graph/chart form. However many
students still struggle with those tasks.

Practices: None on the national level -Scale proportion and quantity
- Asking questions but they meet the above -Cause and effect
- Developing and using state standards.
models
- Analyzing and interpreting
data
-Obtaining, evaluating, and
communicating information
- Students dont always pay attention to possible sources of error when collecting data.
- Students often struggle with how to approach creating a graph with an appropriate scale.
**once I know my students better I can try to change these graphs to reach to their interests
- Ask them to make observations about the graph
- Show students the first graph found on slide 10, and ask them what the graph is showing
- Discuss how the graph connects to different variables

- Have students take quick notes on TAILs which reviews how to make a graph to display data
- Read through and model how complete the Jedi Senses Lab
- Allow students time to collect data with their partner(s), answer the reflection questions, and create a graph to display their
data.

- Why does a person not get the exact same response every trial?
- Have a discussion with the class about what could be possible sources of error in the data collection process?
Vocabulary: Independent variable, dependent variable, trial, error

Now that students have followed scientific procedures written for them, they will now be asked to design their own scientific
experiment.
Assignment:
1. Come up with a testable question:
2. What procedures (steps) would you follow during your experiment
3. What would be your independent variable?
4. What would be your dependent variable?
5. What would be your contacts?
EVALUATE:
Formative Monitoring (Questioning / Discussion): I will monitor students as they are completing their assignments. I will
look over and give feedback on their elaborate assignment.
Summative Assessment (Quiz / Project / Report): i will give feedback on their lab reflection questions and the chart they
made.

#) Price
One per Ruler

partner
1 per Assignment
person

Unit 1 Nature of Science Earth Science

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Modified Earth Science Unit 1: Nature of Science By Jeanette Dellinger

Grade/ Grade Band: Topic: The Nature of Lesson # 1 in a series of 5 lessons

Specific Learning Outcomes:

Narrative / Background Information

Prior Student Knowledge:

Science & Engineering Disciplinary Core Ideas: Crosscutting Concepts:

LESSON PLAN 5-E Model

EXPLAIN: Concepts Explained and Vocabulary Defined:

Formative Monitoring (Questioning / Discussion):

Materials Required for This Lesson/Activity

# of Articles: The teacher

Grade/ Grade Band: Topic:The Nature of Lesson # 2 in a series of 5 lessons

- Students will keep track of and interpret data.

Narrative / Background Information

Prior Student Knowledge:

Science & Engineering Disciplinary Core Ideas: Crosscutting Concepts:

EXPLORE: Lesson Description Materials Needed / Probing or Clarifying Questions:

EXPLAIN: Concepts Explained and Vocabulary Defined:

ELABORATE: Applications and Extensions:

Materials Required for This Lesson/Activity

Quantity Description Potential Supplier (item Estimated

1 Powerpoint and videos in

Per group Gak Make

1 Per Paper towel tubes Have donated

Per group 10-20 gravel pieces Talk to oceanography

1 per Recording device with time Talk to TRT

1 per Reflection sheet Print out

Grade/ Grade Band: Topic:The Nature of Lesson # 3 in a series of 5 lessons

Specific Learning Outcomes:

Prior Student Knowledge:

Science & Engineering Disciplinary Core Ideas: Crosscutting Concepts:

- What concepts do these terms represent?

EXPLORE: Lesson Description Materials Needed / Probing or Clarifying Questions:

EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary: Data, Scientific Theory

Materials Required for This Lesson/Activity

1 for teacher The following documents from

Enough for the The following documents from

NGSS Lesson Planning Template

Grade/ Grade Band: Topic:The Nature of Lesson # 4 in a series of 5 lessons

Brief Lesson Description:

Narrative / Background Information

Prior Student Knowledge:

Science & Engineering Disciplinary Core Ideas: Crosscutting Concepts:

LESSON PLAN 5-E Model

EXPLORE: Lesson Description Materials Needed / Probing or Clarifying Questions:

EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary: independent variable, dependent variable, control, constant, iterative design

ELABORATE: Applications and Extensions:

Formative Monitoring (Questioning / Discussion):

Summative Assessment (Quiz / Project / Report):

Materials Required for This Lesson/Activity

1 per Activity sheets

One set per 6 inches and tape, and 1

NGSS Lesson Planning Template

Grade/ Grade Band: Topic:The Nature of Lesson # 5 in a series of 5 lessons

Specific Learning Outcomes:

Narrative / Background Information

Prior Student Knowledge:

Science & Engineering Disciplinary Core Ideas: Crosscutting Concepts:

LESSON PLAN 5-E Model

EXPLORE: Lesson Description Materials Needed / Probing or Clarifying Questions:

EXPLAIN: Concepts Explained and Vocabulary Defined: