Back to School: Traits of a Scientist

Grade Level: 9-12

Subject/Content: Science/Biology

Summary of Lesson: Students will recognize the importance of, and gain the skills necessary for, three crucial science skills: making observations, listening and effective communication

Focus Question: What are key study skills required for success in a science classroom and how can they be accomplished?

Resource(s): Science Resource Center

Procedures:

1. Start the year with a series of enjoyable but meaningful lessons on key skills for success in a science class. Begin with the idea of careful observations
2. Make an overhead that depicts any kind of detailed scene
3. Give the students three minutes to examine the picture carefully and remember as much about it as possible
4. Remove the overhead after three minutes and ask the students to get out a sheet of lined paper
5. Ask the students a series of questions about the scene and have them record their responses on their paper
6. Pass out red checking pens
7. Put the overhead back up and discuss the questions you asked about the scene and give the answers to the questions
8. Have students “grade” their papers as you go through the questions. Then give a reward to the top scorers in the class.
9. Read the article, "On Observation." Science and Children, Jan 2006, p45-46. Science Resource Center. Gale. 19 July 2007, and follow up with one of the suggested activities from the article.
10. Host a class discussion on why careful observations are so critical to scientific discovery
11. Provide the class access to Science Resource Center and have the class type “accidental discovery” into the search bar
12. Tell students to find and document one accidental discovery that came out of careful observations of scientists
13. Allow students time to share their findings with the class or in small groups
14. As a class discuss the idea of serendipity or accidental discovery, in the creation of antibiotics, etc.

Listening activity

1. To begin the next skill activity on listening, you need to create a simple map using common symbols (ex. Draw a square in the middle of your paper and label it home, show a line leaving the “home” descending downward to a circle labeled gas station . . . ). I have also seen ideas for this type of activity using origami folding, etc.
2. After you have created your map, carefully write down step by step directions to be read aloud that will allow students to reconstruct the map exactly
3. In class, give each student a clean sheet of white paper.
4. Instruct them to draw the map out exactly as presented during an oral reading. Do not repeat any of the steps during the reading. Read slowly
5. When you finish reading the directions to creating your map, put a drawing of your map on the overhead and let the students see how close they came to the actual drawing
6. Discuss why careful listening skills are critical to scientific success. Discuss how scientists use each others work as springboards for new ideas, safety, etc.

Communication through writing activity

1. Read the article, "Science the "Write" Way." (science education) Science and Children, Nov 2005 p38-41. Science Resource Center. Gale. 19 July 2007
2. As an introduction to effective communication, bring in the ingredients and supplies needed to make a pitcher of lemonade
3. Give each student a piece of blank lined paper and ask them to write down directions on how to make lemonade
4. As you collect the direction sheets, quickly sort them putting the least descriptive directions on top and the best ones toward the bottom
5. Hand the written direction sheets to a student and ask him/her to stand and read the directions aloud as you attempt to follow them exactly as written to make your lemonade. Students will find humor in you using your hand to stir, guessing at ingredient amounts, etc. if the written directions are not specific enough.
6. Once you think the point has been made, have the student read one from the bottom that communicates the directions clearly to show a good example of detailed communication
7. Discuss with the class the importance of careful directions and documentation, especially in cases of experimenting where the ability to reproduce identical data results is critical. You can also discuss the importance of this idea in other field of science study like the medical field
8. Have the students enjoy the lemonade!
9. Follow-up these activities by asking the students to evaluate their performance on these three activities. In a paragraph format have the students discuss their specific ideas for improving their observation, listening and writing skills based on the activities and your classroom discussions

Steps/Activities by Student(s):

1. Listen carefully to the teachers directions. You will have three minutes to examine the picture on the overhead carefully trying to remember as much about it as possible
2. On a sheet of lined paper, answer a series of questions about the scene as asked by your teacher
3. With a red checking pen provided by your teacher, “grade” your paper as your teacher goes through the questions and the answers
4. Participate in a class discussion about why careful observations are so critical to scientific discovery
5. Using the computer time provided by your teacher, access Science Resource Center and type “accidental discovery” into the search bar
6. Find and document one accidental discovery that came out of careful observations of scientists during your search. Be ready to share your findings aloud with the class
7. Participate in the discussion on the idea of serendipity or accidental discovery, in the creation of antibiotics, etc.

Listening activity:

1. Obtain a sheet of white paper from your teacher
2. You will be drawing out a picture of a map exactly as presented during an oral reading by your teacher. None of the reading will be repeated so listen very carefully
3. Compare your map to the map on the overhead and see how close you came to the actual drawing
4. Participate in a class discussion about why careful listening skills are critical to scientific success, including how scientists use each others work as springboards for new ideas, safety, etc.

Communication through writing activity:

1. Obtain a piece of blank lined paper and quickly write down directions on how to make homemade lemonade
2. If asked by your teacher, stand and read the directions aloud as your teacher attempts to follow them exactly as written
3. Participate in a class discussion the importance of careful directions and documentation, especially in cases of experimenting where the ability to reproduce identical data results is critical. You can also discuss the importance of this idea in other field of science study like the medical
4. Follow your teacher’s instructions for evaluating your work for the last three days

Outcome: Students will be able to recognize the effectiveness of their own observations, listening and written communication skills

Related Activities: Students can examine scientific discoveries of the past in greater detail examining how the discovery came about due to observation, documentation, etc.

Standard Date: December 1994

Content Standard(s): NS.9-12.1(A) Abilities necessary to do scientific inquiry, Understandings about scientific inquiry; NS.9-12.7(G) Nature of scientific knowledge

Performance Indicators:

• At Level 1, the student is able to:
• Recognize why observations, listening and written communication are critical to scientific inquiry
• At Level 2, the student is able to:
• Draw conclusions about the importance of observation, listening and written communication in scientific inquiry
• At Level 3, the student is able to:
• Reflect and evaluate their own ability to effectively observe, listen and communicate through writing

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer-based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

ISTE NETS for Students

• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem-Solving & Decision Making
• Technology Operations and Concepts

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively
• Standard 2: The student who is information literate evaluates information critically and competently
• Standard 3: The student who s information literate uses information accurately and creatively