LOS ANGELES UNIFIED SCHOOL DISTRICT
"Standards-Based Instruction Model"*

Subject/Course Science Grade Level 5 Standard #(s) 25 Standard(s) (What students should be able to do) Work independently and in groups to investigate scientific questions by identifying and proposing solutions to control for variables; collect, compile, and evaluate data following safety procedures and ethical standards. (Investigations)

District Elementary Course of Study (Concepts) or Secondary Guidelines for Instruction (Instructional Unit) Investigations/Physical Science

Developed by Arlene Payne and Nancy A. Kotkosky School State Street Cluster # 21 Phone (213) 582-7358
 

CULMINATING TASK/ASSIGNMENT

What will the individual student produce to demonstrate achievement of the standard(s)?

Begin the task with a verb.

 ASSESSMENT

What criteria will be used to evaluate/score student work/performance of the culminating task?

The statement of the product to be scored is followed by a verb.
Create a chart that shows the amount of vitamin C contained in five juices; construct a bar graph on a sheet of graph paper by analyzing the data and interpreting the results from the chart; and explain in writing how the findings were derived. The chart, graph, and written explanation: 4: Show the correct amount of vitamin C in each of the five juices; explain clearly how findings were derived including name of juice, collection method, and result for each experiment; are presented clearly with no technical or grammatical errors.

3: Show the correct amount of vitamin C in each of the five juices; explain how findings were derived but may not include sufficient detail to demonstrate full understanding of the process; are presented clearly but with one or two errors.

2: Show an incorrect amount of vitamin C in the five juices; do not explain clearly how findings were derived; include insufficient detail to demonstrate full understanding of process; are not presented clearly and have several technical or grammatical errors.

1: Do not show the amount of vitamin C in the five juices; show incomplete experimental data; are not presented clearly and have many errors.
 
INSTRUCTIONAL ACTIVITIES / TIME

What learning activities will the student be involved in to acquire content knowledge and skills to achieve the standard? Consider alternative strategies and modifications to promote equal access for all learners.

How much time will be required for the student to complete each of the activities?

Begin each learning activity with a verb describing what the student is to do.

 RESOURCES

What materials, textbooks, supplies, documents, etc., will support the student doing each instructional activity?
  • Discuss examples of a controlled experiment. (10 min)
  • Discuss how to look for variables in an experiment.  (10 min)
  • Discuss the process and steps of an experiment.  (15 min)
  • Discuss an example of a chart and explain how to chart results.  (5 min)
  • Discuss in groups procedures for setting up the vitamin C experiment; write the procedures in a step-by-step fashion.  (30 min)
  • Identify in groups information that must be included in an explanation of the experiment.  (20 min)
 GEMS Vitamin C. Testing.

GEMS Manual.

Pencils, markers.

Chart paper.

Rulers.

Juices, water droppers.

Inclophenol vials.

Water.

Journals.

 
 
*Model developed, refined, and field-tested by Task Force on Standards-Based Instruction ã 1997, Los Angeles Unified School District