Red Tide Part 2 Red tide ecosystems dynamics

Red Tide Part 2: Red tide, ecosystems dynamics, and the nature of science

Part VI: Evaluating source credibility AGENDA • Bell work: Get out student guide and read introductory section (5 min) • Lecture/Discussion: the nature of source credibility (15 -20 min) • Individual research: accessing three credible red tide research articles (10 -15 in) • Exit ticket: show your researched sources to your teacher (5 min) Learning Intention(s) • Today I am… learning the ins and outs of assessing the credibility of a source. • So I can… complete background research for an experiment I will design. Success Criteria • I know I’ve got it when … I am able to choose reliable sources comfortably. Date __/__

Looking ahead This week we will: BACKGROUND RESEARCH ON YOUR TOPIC DISCUSS YOUR BACKGROUND RESEARCH WITH THE GROUP. USE THE INFORMATION TO CREATE A LABORATORY-BASED EXPERIMENTAL DESIGN.

TED Ed: Evaluating Sources for Credibility https: //ed. ted. com/on/Mr 7 f 4 ur. S Write three things from the video you will look for when evaluating and choosing sources for this assignment in your student guide.

Starting background research Assessing reliability of a source. One article must be from Science Daily. • What makes a source credible? • Why might it not be credible?

Media Bias/Fact Check What motivates this source: Understanding bias. Objective source evaluation.

Complete the source credibility table

Student Exploration Share your three sources with your teacher before class ends.

End of day 6, your teacher will advise you of when to continue your journey.

Part VII: Distilling and defining AGENDA • Bell work: students organized into groups (5 min) • Group work: Evaluate the resources of group members, collaborate on identifying a research question and writing a hypothesis (35 min) • Report out/exit ticket: Share with your teacher a challenge and success from your time together as a group (5 min) Learning Intention(s) • Today I am… working with my community to distill and define a research question and testable hypothesis. • So I can… complete a scientific investigation. Success Criteria • I know I’ve got it when … I participate as a member of a team, giving and receiving feedback. Date __/__

Zoom Room Breakout • Share the articles you’ve discovered with your group members. • Consider how each article might inform the design of an experiment. • Develop a research question. • Make a Power point slide to share with your teacher that details the research question each member is working on. • Come back to the whole group ready to share!

Group share What sources did you find that were credible and why? What did you find that was not credible? Your teacher will pop into your break-out room to discuss your research article collection.

Share • Share your research. Zoom Room Breakout • Choose articles. Develop • Develop a research question. Get Feedback • Call your teacher for approval before the next step! Commit • Create a hypothesis.

Endof ofday 7, 6, your End your teacher will advise you of when to continue your journey.

Part VIII: Create an experimental design AGENDA • Bell work: students return to their groups (5 min) • Group work: Use the rubric and checklist provided to create an experimental design (35 min) • Report out/exit ticket: Submit the group project to teacher through Blackboard (5 min) Learning Intention(s) • Today I am… working with my community to write an experimental procedure. • So I can… complete a scientific investigation. Success Criteria • I know I’ve got it when … I submit a research proposal to the discussion board for peer review. Date __/__

Yesterday, we: • Researched topics. • Chose a research question. • Created a hypothesis.

Today, we will: • Create an experimental design as a group by following the steps and rubric in the student guide. • Submit a final experimental design to the discussion forum.

Remember that aquarium grade? Look over rubrics before, during, and after the assignment to guide you. Fish +1 Sand +5 Water +2 Plant/Seaweed -5!!!

Development of Hypothesis and Research Question Formulated a coherent testable hypothesis and research question. that potentially answers the question completely supported by prior knowledge or research. Methods Procedures appear to be replicable. Steps are outlined sequentially and are adequately detailed. Reference to environments (aquarium, etc. ) At least 3 constants are stated. Duration listed. There is one, clearly stated independent variable. Scientific Techniques and Data Collection Selects lab equipment effectively chooses/uses appropriate technology and tools. Data is collected and recorded in a systematic, accurate, and objective manner. Dependent variable is listed. Explanation of how and what is used to measure the independent variable. Experimental Design Rubric

Experimental Design Checklist q Meets requirements on the hypothesis checklist: • Which variable will change to try and show an impact (independent)? • Which variable DEPENDS on what we change to be influenced and will be measured? • Variables relate directly to each other in the hypothesis. • The hypothesis states how the variables will influence each other in a measurable way (Using words like increase, decrease, etc. ) q Uses tools and technologies (or a dataset) that you can access to answer your question. q Google/Siri/Alexa can't answer the question already. q It does not directly duplicate work by another that you are using as a resource. q If the test involves animals or people, you have a plan for making sure your experimental choices are ethical. q You LOVE your idea so much that you would enjoy spending time on it.

Create your experimental design based on your research and submit to the discussion board!

End of day 8, your teacher will advise you of when to continue your journey.

Part IX: Peer review and finalizing AGENDA • Bell work: each student provides peer review to three other students (10 min) Learning Intention(s) • Today I am… working with my community to write an experimental procedure. • So I can… complete a scientific investigation. • Discussion Board: Respond two at least two groups. Success Criteria • Group work: Use the feedback from peers to revise and enhance experimental design (30 min) • I know I’ve got it when … I submit a research proposal to my teacher. • Report out/exit ticket: Submit the group project to teacher through Blackboard (5 min) Date __/__

Development of Hypothesis and Research Question Formulated a coherent testable hypothesis and research question. that potentially answers the question completely supported by prior knowledge or research. Methods Procedures appear to be replicable. Steps are outlined sequentially and are adequately detailed. Reference to environments (aquarium, etc. ) At least 3 constants are stated. Duration listed. There is one, clearly stated independent variable. Scientific Techniques and Data Collection Selects lab equipment effectively chooses/uses appropriate technology and tools. Data is collected and recorded in a systematic, accurate, and objective manner. Dependent variable is listed. Explanation of how and what is used to measure the independent variable. Today you will be Experimental providing Design feedback Rubric based on this rubric.

Peer review and revise!

End of day 9, your teacher will advise you of when to continue your journey.