Template for Sample Unit for Investigating Science

(for UBD)
Title of Unit Cause and Effect - Grade Level Year 11
observing
Curriculum Area Investigating Science Time Frame 4 weeks
Identify Desired Results (Stage 1)
Unit Description
Observation instigates all scientific experimentation. Investigative scientific processes can only be applied to phenomena that can be
observed and measured. Detailed observations motivate scientists to ask questions about the causes and the effects of phenomena they
observe. In this way, science continues to progress and enhance the lives of individuals and society by encouraging a continued search for
reason and understanding.

Students explore the importance of observation and the collection of quantitative and qualitative data in scientific investigations. They
conduct their own practical investigation, either individually or collaboratively, which is used to demonstrate the importance of making
detailed and accurate observations, determining the types of variables and formulating testable scientific hypotheses.
Working Scientifically
In this module, students focus on developing hypotheses that arise from their observations and evaluate these in order to gather, select
and process appropriate qualitative and quantitative data. Students should be provided with opportunities to engage with all Working
Scientifically skills throughout the course.
Understandings Essential Questions
Topica
Overarching Understanding Overarching
l
Observation is more than simply noticing Essential inquiry questions Tease
something. It involves perception (becoming 1. How does observation instigate scientific investigation? these
questions
aware of something by means of the senses) and 2. What are the benefits and drawbacks of qualitative and quantitative out to
the recognition of the subject’s importance or observations? become the
significance. Scientists use observation to collect 3. How does primary data provide evidence for further investigation? basis of the
and record data, which enables them to construct 4. How does the collection and presentation of primary data affect the inquiry
and then test hypotheses and theories. Scientists process
outcome of a scientific investigation?
you are
observe in many ways – with their own senses or 5. How do conclusions drawn from the interpretation of primary data going to
with tools such as microscopes, scanners or promote further scientific investigation? use.
transmitters to extend their vision or hearing.
Scientists also use equipment to measure things
like radiation or pH – phenomena not directly
observable. Observations provoke thought and
inspire scientists to formulate questions, design
tests and discover results that support or
disprove a theory.

Related Misconceptions
Students may think observations as things that
they can see with bare eyes, there are
observations techniques and tools to enhance
observations. Students may need deeper
understanding on how to observe accurately and
derive inferences from observations and thereby
distinguish observations and inferences. Clear
conceptions about qualitative and quantitative
data.

Knowledge Skills
Student will know to… Student will be able to…

 identify that the collection of primary and
secondary data initiates scientific
investigations INS11-8
 develops and evaluates questions and hypotheses for scientific investigation
INS11/12-1
 conducts investigations to collect valid and reliable primary and secondary data
and information INS11/12-3
 selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media INS11/12-4
 SCLS6-1 poses questions and hypotheses for scientific investigation
 SCLS6-3 participates in investigations individually or collaboratively to collect
primary or secondary data and information
 SCLS6-4 collects and represents qualitative or quantitative data and information
using media as appropriate
 SCLS6-8 identifies how primary or secondary data is used in scientific
investigations
 Assessment Evidence (Stage 2)
Performance Task Description < What are the tasks that will demonstrate that the learning intentions are met?
What’s your success criteria?>
Goal

Role

Audience

Situation

Product/Performance

Standards
Other Evidence
Feedback Experiences
Inquiry Question Mini Driving Questions Thinking Learning Formative/
Surface to Deep Deep to Transfer Summative

1.

2.

3.

4.

5.

Topic : Cause and effect - observing
Inquiry question: How does observation instigate scientific investigation?
Content
Students:
carry out a practical investigation to
record both quantitative and qualitative
data from observations, for example:
− burning a candle floating in a
closed container
− the behaviour of slaters in a
dry/wet or light/dark
environment
− the Bernoulli effect
− strata in rock cuttings
discuss and evaluate the characteristics
of observations made compared to
inferences drawn in respect of the
practical investigation
Learning Plan (Stage 3)
Teaching, learning, Working Scientifically activities and assessment
What is the role of observations in science?
Start with an engage activity
5 different stations are set up for students in groups to make observations and inferences
1. Mystery bag: an unknown item/s will be placed in an opaque brown paper bag, students are to
use their senses (without opening the bag) and to make observations. They need to make an informed
guess (inference) of what the item is.
2. Concave and convex lenses and a piece of newspaper: students are required to make atleast five
observations and make an inference to differentiate the two lenses
3. Burning a candle floating in a closed container
4. Ray box with prism
5. Vinegar and bicarb soda in balloon experiment
(for 3,4 & 5, : a procedure to conduct the experiment is given at the station. Students are to perform the
experiment and write down the observations and inferences)
Students are to make a simple table of observations and inferences for each station. Get the groups to check each
other’s list to ensure that the observations and inferences are differentiated accurately.
Classroom discussion on observations and inferences: how good are we at observing?
Slow down, you think too fast...time to make the observations last! Our brains are so quick in the processing of
data collected by our five senses and making inferences. Project an image on the screen and ask them to make
observations and inferences. For example, an image showing a paramedic helping a player on the ground when
injured (https://www.bing.com/images/search?view
=detailV2&id=066067BB954799154A8084E4DDDDE919FA93CFD6&thid=OIP.9MFrEdpex0obtd4PFzZo7AHaFL&
mediaurl=https%3A%2F%2Fwww.thestar.com%2Fcontent%2Fdam%2Fthestar%2Fsports%2F2011%2F10%2
F10%2Finjuries_deepen_all_blacks_woes_at_rugby_world_cup%2Fslade.jpeg&exph=838&expw=1
200&q=injury+during+rugby&selectedindex=15&ajaxhist=0&vt=0&eim=1)
Now give them a deceptive image to make some observations and inferences. An image which looks like a
chocolate but is a USB device OR show them the video of a lady eating a burning candle
 Learning Plan (Stage 3)
Topic : Cause and effect - observing

Inquiry question: How does observation instigate scientific investigation?

Content Teaching, learning, Working Scientifically activities and assessment

(the image is an examle for worng inference )

Discuss that sometimes observations can lead to a wrong conclusion.
In this case, explain that they are not
wrong, whereas, the inference can be an incorrect conclusion based on available evidence.
Now, what is an observation?
In science, observations include information that has been acquired through any of the senses and or
scientific instruments and tools. Hence, observations are made through measurements as well. Go back
to the experiments or observations students did in engage activity and classify them based on whether
they made the observations through senses or scientific tools or measurements. How can we observe
that are not easily viewable by the eyes. For example, stars, cells, internal organs.. do we still make
observations of these? How do we do that? Scientific tools or equipment. For example, telescopes,
microscopes
How do observe properties of chemical substances? Their components, acid or base, solubility…
Through measurements. For example, testing the pH.
Concept map
Together, draw a concept map with observations in the middle. What are concepts associated with
observations- five senses, experiments, scientific equipment, measurements and testing tools.
Ask questions like, what are some equipment used to extend our vision/hearing? - microscopes,
telescopes, scanners, radio transmitters
How do you observe phenomenon not directly seen- pH, radiations
Medical observations- X-rays, Scans
 Learning Plan (Stage 3)
Topic : Cause and effect - observing

Inquiry question: How does observation instigate scientific investigation?

Content Teaching, learning, Working Scientifically activities and assessment

Time, temperature, weight- how do you observe these quantities
Observation Vs inferences
With the observations and inferences from the students in the initial activity explain the difference
between observations and inferences. To ensure that the two are well differentiated a small quiz on
observations and inferences can be done. (a worksheet questions in google classroom or a kahoot)
What is the significance of observations and inferences?
They lead to predictions and theories. Now what are predictions?
• A prediction is a statement about the way things will happen in the future, based on experience,
knowledge, or evidence.
To explore, let them do an activity to predict climate change in the future. In this activity students make
observations and inferences from different data provided to them and predict what can happen in the
future. Tell students that they will be making observations and inferences regarding evidence for
climate change. These observations and inferences will help them make predictions about what might
happen to climate in the future. Review the definition of a predication with students. Students should
understand that a prediction is a forecast of the outcome of a specific future event, based on a pattern
of evidence. It is not a wild guess. Or to paraphrase: A prediction is the result you expect to see from an
investigation. It is neither right nor wrong, but it may be proved or disproved, or the results of the
investigation may be inconclusive.
(refer https://www.chicagobotanic.org/downloads/nasa/Unit_2_Grades_5-6_Activity_2-
2_ObservationVsInference.pdf
https://www.chicagobotanic.org/downloads/nasa/Unit_2_Grades_5-6_Activity_2-
2_ObservationVsInference_Teacher%20Reference.pdf )
This resource can be modified, according to the time available in the lesson to give them all data or a
few to make predictions.
Qualitative and quantitative observations
No matter how a practical investigation is designed, scientists always rely on the data collected from
observations to inform their results. Hence, observations and inferences are the first step in scientific
 Learning Plan (Stage 3)
Topic : Cause and effect - observing

Inquiry question: How does observation instigate scientific investigation?

Content Teaching, learning, Working Scientifically activities and assessment

data collection.
The data are collected in two ways: qualitative data and quantitative data. Qualitative data are those
that rely on personal opinions and or descriptions during data collection. Quantitative data are those
which rely on measurement and use of scientific equipment to collect the information needed.
(reference: Investigating Science in Focus, year 11, pp. 39)
Refer to the burning a candle experiment and ask students to classify the observations into qualitative
and quantitative by drawing a simple table.
Practical investigation: Differences in the behavior of slaters in wet and dry environments. The
practical highlights the difference between qualitative and quantitative observations. This can be done
in groups (3-4) based on number of students in the class.
(worksheet for the practical is attached with the resources)

research how observation has instigated Scientific observations in history

experimentation to investigate cause
and effect in historical examples,
including but not limited to:
Archimedes observing the displacement
of water Alexander Fleming’s
observations of the effect of mould on
bacteria Galileo’s observations of the
movement of Jupiter’s moons ● assess
ways in which Aboriginal and Torres
Strait Islander Peoples use observation
to develop an understanding of Country
and Place in order to create innovative
ways of managing the natural
environment, including but not limited
to: firestick farming knowledge
about plants for medicinal purposes
 Insert a “mini driving questi
 Learning Plan (Stage 3)
Topic : Cause and effect - observing

Inquiry question: How does observation instigate scientific investigation?

Content Teaching, learning, Working Scientifically activities and assessment

− Insert a “mini driving question”
Students
 .

Possible depth study:

 Learning Plan (Stage 3)
Topic :

Inquiry question:

Content Teaching, learning, Working Scientifically activities and assessment

Students: Insert a “mini driving question”
− Students:

 Insert a “mini driving question”

Students:

− Insert a “mini driving question”

Students
 .

Possible depth study:

 Learning Plan (Stage 3)
Topic :

Inquiry question:

Content Teaching, learning, Working Scientifically activities and assessment

Students: Insert a “mini driving question”
− Students:

 Insert a “mini driving question”

Students:

− Insert a “mini driving question”

Students
 .

Possible depth study:

Helpful Discussion questions when writing the
program
Where are your students headed? Where have
they been? How will you make sure the
students know where they are going?
How will you hook students at the beginning of
the unit?
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?
How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize
the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the
learning activities to optimize the engagement
and achievement of ALL students?

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)