The document outlines a lesson plan for a course introduction that covers instructor expectations, an assessment of student academic levels, an introduction to the scientific method, and exposure to the definition of science. Key objectives are for students to understand instructor expectations, define science, describe the abilities and limitations of science, and describe parts of the scientific method. Students will sign a behavior contract, take part in a non-science task, learn about Cornell note-taking, and work in partners to take notes on a reading about the nature of science. The lesson incorporates state science standards and includes teacher presentations, student activities, assessments, and a closing summary.

1. Lesson Topic: Course Introduction with introduction to the Scientific Method
Date: 19 March 2012
Objectives: Instructor Expectations will be clearly outlined for
students.
Students will perform a non-science task so instructor can
gain a sense of students’ academic levels and needs
Students will sign a behavior contract and provide contact
information to instructor.
Students will be exposed to the definition of science and
will begin a working method with the scientific method.
Benchmarks SWBAT find relevant course information from a variety of
sources.
SWBAT know exactly what is expected of them in Biology
class and exactly what they need to do to be a successful
student.
SWBAT define Science.
SWBAT describe the abilities and limitations of science.
SWBAT describe the parts of the scientific method.
Standards: 9-10.RS.4 Determine the meaning of symbols, key terms, and other domain-
specific words and phrases as they are used in a specific scientific context relevant to grades
9-10 texts and topics.
9-10.RS.5 Analyze the structure of the relationships among concepts in a text,
including relationships among key terms (e.g., force, friction, reaction force, energy).
Explain that the body of scientific knowledge is organized into major theories, which
are derived from and supported by the results of many experiments and allow us to make
testable predictions.
Recognize that new scientific discoveries often lead to a re-evaluation of previously
accepted scientific knowledge and of commonly held ideas.
Describe how scientific discoveries lead to the development of new technologies and
conversely how technological advances can lead to scientific discoveries through new
experimental methods and equipment.
Explain how scientific knowledge can be used to guide decisions on environmental and
social issues.
--From The Nature of Science Process Standards.
Accommodations/Modification
s:
Materials, Equipment, and
Textbook Pages:
Housekeeping: Hand out Syllabus, Course Schedule, Journal Guidelines, Cornell
Notes handout, What is Science? Reading from ML, Notebooks
and 2 pocket folders.
Teacher Input Part 1: 30 mins Personal Introductions and Note cards. Introduction of Syllabus
and Course Schedule, Expectations and Behavior contracts.
Student Activities Part 1: 30 mins: Course information Scavenger hunt
In-class Assessment Part 1: 5 mins: Collect Course info scavenger hunt.
Break! 10 min
Teacher Input Part 2: 15 mins Cornell Notes Introduction: Journal Guidelines sheet.
Student Activities Part 2: 30 mins Partner work to take notes on the Nature of Science reading
section.
In-class Assessment Part 2: 15 mins Class review of what students considered important and key
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Jen Richardson/The Excel Center

2. points.
Break! 10 mins
Teacher Input Part 3: 20 mins Unifying themes in Biology presentation, Preview of all the really
cool stuff to come in Bio.
Student Activities Part 3: 10 mins Students will have this time to write questions they might have
about the natural world that they would like answers to in the
course, as well as interests they have that I could possibly
incorporate in to the course.
Closure: 5 mins Summary of the major points of today, key points and Q &A
Notes:
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Jen Richardson/The Excel Center