Unit 1: Exploring an Issue or Problem (6 weeks) Content Standards Content Objectives Iowa Core Statements Common Common Assessments Graduate Ends Learning Targets Skillful researching Ethics & Identify questions and I can identify resources Common rubrics and Graduates that can be used to techniques depend copyright concepts that guide scoring guidelines to demonstrate generate research ideas. upon developing Tools for scientific be developed for strategies for lifelong expert questioning collaboration investigations. project-based learning. I can conduct and skills and asking Designing quality assessments. organize preliminary critical and research Understand about “deep”, Graduates possess research in to higher-order thinking questions scientific inquiry. technological and develop sufficient questions. Searching for information literacy. background knowledge information around a research topic. Determining Graduates exhibit relevancy of I can brainstorm ideas creative, innovative information that lead to the and entrepreneurial development of creative Determining thinking. aspects to an issue or authority and solutions to a problem. accuracy of information I can describe Note-taking & background research citing sources methods that will give you reliable resources and plagiarism. I can write higher-level questions using a taxonomy” to “thinking build my own high level inquiry-based question. Unit 2: Designing Research & Experiments (6 weeks)
Unit 1: Exploring an Issue or Problem (6 weeks) Content Standards Content Objectives Iowa Core Statements Common Learning Targets Common Assessments Graduate Ends Skillful researching techniques depend upon developing expert questioning skills and asking “deep”, critical and higher-order thinking questions. Ethics & copyright Tools for collaboration Designing quality research questions Searching for information Determining relevancy of information Determining authority and accuracy of information Note-taking & citing sources Identify questions and concepts that guide scientific investigations. Understand about scientific inquiry. I can identify resources that can be used to generate research ideas. I can conduct and organize preliminary research in to develop sufficient background knowledge around a research topic. I can brainstorm ideas that lead to the development of creative aspects to an issue or solutions to a problem. I can describe background research methods that will give you reliable resources and plagiarism. I can write higher-level questions using a “thinking taxonomy” to build my own high level inquiry-based question. Common rubrics and scoring guidelines to be developed for project-based assessments. Graduates demonstrate strategies for lifelong learning. Graduates possess technological and information literacy. Graduates exhibit creative, innovative and entrepreneurial thinking. Unit 2: Designing Research & Experiments (6 weeks)
scientific_research_course_curriculum_guide_14-15.docx