Project Based Writing

Assignment
Critical inquiry unit plan
Grigg, Lance
 Subject Area Science
ED 4391 Grade Level 10
Unit Plan Topic Critical Inquiry
Length of Unit (days) 15

1. Topic/issue/question
Critical thinking is at the core of science. All new scientific theories and discoveries are developed
using critical inquiry and are then subjected to intense critical review. The issue my project will
explore is, “What is the best way to create a critical inquiry unit plan?” I have found, through research
on the topic of misinformation in science, that many people believe stories simply through the use of
the words “science” and “scientist”. I believe that as a science teacher, I should encourage my
students to think critically about the information they gather. Information is more easily accessible
than ever, and students should develop the skills to make reasoned judgements rather than believing
everything they see. I will explore a possible answer to this question through the creation of a critical
thinking unit, focusing on student led investigation. Students, in this unit, will investigate an issue of
their choice using critical inquiry. This unit will be focused on the science 10 curriculum but could be
easily adapted to other science curriculums. The goal of this unit will be to develop critical thinking
skills in students to help them analyze and create reasoned judgements about information they are
exposed to on a regular basis. The emphasis of this unit will be on the skills outcomes of the program
of studies.
2. Critical thinking concepts, skills, terms and attitudes
Concepts and terms taught in this unit include:
- Biases, fallacies, vagueness, generality, ambiguity, and loaded language
- Factual, evaluative and interpretive judgements
- Analogical arguments, inductive and deductive arguments
Skills developed in this unit include:
- Critical inquiry
- Evaluating an argument
- Formulating an argument
- Making a case
Attitudes encouraged in this unit include:
- Open-mindedness, fair-mindedness, principle of charity
Knowledge outcomes from the Science 10 program of studies covered in this unit will depend on the
issues chosen by students.
3. Format of project
The format of this project is a unit on critical thinking in science. The unit will include lessons on
critical thinking and inquiry, facilitated research lessons, and a summative assessment task. Students
must choose an issue in present day science. The summative assignment for this unit will task
students with performing critical inquiry on their chosen issue, making a case for their judgement and
presenting to the class. Students will have to answer questions posed by the class about their findings,
as well as ask questions about others’ projects.
Topics that students could begin exploring to find an issue to inquire on could include vaccinations,
climate change, fracking, natural products vs. synthetic, GMOs, nuclear energy, carbon tax etc.
4. Personal timeline for completing project (the end date is known)
June 1st – meet/converse with Lance
June 2nd to 8th – develop lesson plans
June 8th to 10th – write overview
June 10th to 13th – peer editing and final draft
Adapted from Wiggins and McTighe (2005)
 Subject Area Science
ED 4391 Grade Level 10
Unit Plan Topic Critical Inquiry
Length of Unit (days) 15

5. Resources needed to complete the project

Program of studies
Online resources
Critical thinking textbook
Lesson plan templates
Potential news resources

Adapted from Wiggins and McTighe (2005)

 Subject Area Science
ED 4391 Grade Level 10
Unit Plan Topic Critical Inquiry
Length of Unit (days) 15

Critical Inquiry Unit Plan

Established Goals:
- Prepare students to critically address science related societal, economic, ethical and environmental
issues
- Encourage students to develop a critical sense of wonder and curiosity about scientific and
technological endeavours
- Familiarize students with the nature of science and the development of scientific understandings
- Encourage students to develop attitudes that support active inquiry, problem solving and decision
making
Understandings: Essential Questions:
Students will understand that… Why is critical inquiry valuable?
- Science is a discipline based upon Why does the development of scientific knowledge rely
critical inquiry on critical inquiry?
- Scientific knowledge is not absolute Why do we need to use specific criteria for forming a
- Issues can have a variety of viewpoints judgment?
and arguments Why is it important to consider all viewpoints on an
- Making a case requires a strong issue?
argument and strong evidence Why are some arguments given more weight than
- Knowledge can be enhanced through others?
inquiry
Students will know… Students will be able to do…
Definitions: - Identify the main and sub issues of an article
- Bias, fallacy, vagueness, generality, - Identify the argument put forth by an author
ambiguity, loaded language - Select and collect information from various print
- Factual, evaluative and interpretive and electronic sources
judgements - Compile and display findings
- Analogical arguments, inductive and - Evaluate arguments based on appropriate
deductive arguments criteria
- Open-mindedness, fair-mindedness, - Formulate a reasoned judgement on a scientific
principle of charity issue
The steps to critical inquiry - Make a case for a viewpoint on a scientific issue
- Work cooperatively with team members to
develop and carry out a plan and troubleshoot
problems as they arise
Resources Needed:

“Reason in the Balance” by Bailin & Battersby

5 sample articles for students to practice skills with
Assignment handouts
PowerPoints and projector
Laptops or computer lab

Adapted from Wiggins and McTighe (2005)

 Assessment Tool Overview
Assessment Tool
Description % For AS OF
Title
Students will be given an article dealing with an issue in a scientific
5
Identifying issues field. Students will be tasked with identifying the main issue and x x
any sub-issues.

Students will be given an article dealing with an issue in a scientific 5

Reliable or not? field. Students will determine whether the source is reliable and x x
whether the author used any type of bias or fallacy.

Students will be given an article dealing with an issue in a scientific 5

Types of arguments field. Students will determine the type of argument used in the x x
article and the premises used to support it.

Students will be given an article dealing with an issue in a scientific

Reasoned field. Students will identify whether or not the author’s judgement 5
x x
judgements is reasonable based on criteria for a reasoned judgement and valid
argument.

Context and Students will be given an article dealing with an issue in a scientific 5
evaluating field. Students will map the context of the article to the best of x x
arguments their knowledge, then evaluate the strength of the argument.

Students will make a case for their judgement on the issue they
have chosen to be submitted to the teacher. This involves the
Inquiry Case same inquiry as the presentation. Students will be required to 50 x x
write an essay with their group, unless another suitable form is
suggested.
Students can work in groups of up to three for this project.
Students will be required to present their findings to the class so
Inquiry Presentation that every student can learn from their inquiry project. Students
x x
and Debate will have the option of making a video to show the class or 20
presenting in person. Students will be required to answer
questions posed by the class or teacher with accurate information.

Students will be required to pose a question to at least two groups 5

Forming a question after their presentation. Questions must show signs that the x x
student has critically thought about the presentation.

Monday Tuesday Wednesday Thursday Friday

Topics: Topics: Topics: Topics: Topics:

Adapted from Wiggins and McTighe (2005)

 Intro to CI in Science Steps to CI Steps to CI Steps to CI Steps to CI
Spirit of inquiry Reliable sources, Types of arguments Criteria and steps to Understanding context
Identifying issues biases, fallacies Identifying and forming reaching a reasoned Evaluating arguments
Learning Activities: Learning Activities: an argument judgement Learning Activities:
PowerPoint PowerPoint Learning Activities: Learning Activities: PowerPoint
“Identifying issues “Reliable or not? PowerPoint PowerPoint “Context and evaluating
assignment” assignment” “Types of arguments “Reasoned judgements arguments assignment”
assignment” assignment”
Monday Tuesday Wednesday Thursday Friday
Topics: Topics: Learning Activities: Learning Activities: Learning Activities:
Steps to CI Review of CI Choosing an issue, Identifying arguments Identifying arguments
Making a case Inquiry project start identifying types of from various views on and mapping the
Learning Activities: date claims and beginning chosen issue contexts of chosen
PowerPoint Due Date for past 5 research issue
Work time assignments
Learning Activities:
Work time if necessary
Choosing an issue
Monday Tuesday Wednesday Thursday Friday
Learning Activities: Learning Activities: Learning Activities: Learning Activities: Learning Activities:
Continued research Evaluating arguments Finish up research and Presentation Day Presentation Day
Evaluating arguments on chosen issue presentation work day
on chosen issue Presentation work day

Lesson Plan 1
Grade/Subject Science 10 Date Day 1
Unit Critical Inquiry Duration 60 min

General
Learner Skills: analyzing and interpreting
Outcomes
Students will:
Specific
- Understand the process of scientific investigation requires clearly defining and
Learner
delimiting research questions or ideas to be tested
Outcome
- identify new questions or problems that arise from what was learned
Students will:
Learning - Define fair-mindedness, open-mindedness and the principle of charity
Objectives - Define an issue
- Identify the main issue and sub issues in a given article
Resources
“Reason in the Balance” by Bailin & Battersby
Consulted
Materials
Article and assignment handouts, PowerPoint
Needed

Adapted from Wiggins and McTighe (2005)

 - Share the goals and purpose of the unit with the students
Introduction
- Explain the assessment throughout and provide brief overview of the inquiry
5 minutes
project and presentation
Activity #1: PowerPoint
- Intro to scientific inquiry, its importance and its steps
- Outlining the spirit of inquiry
- Description of what makes an issue
- Examples of issues and non-issues, whole class discussion about whether a
Body
given example is an issue and why
50 minutes
- Description of sub-issues
Activity #2: Article activity
- Students can work individually or in partners
- Students will be given the short “identifying issues assignment” to work on
- Students should be able to finish by the end of the period
Recap of the lesson from today:
Closure - What is scientific inquiry? Why is inquiry valuable?
5 minutes - What is the spirit of inquiry?
- What is the difference between an issue and a topic?
Formative: questions throughout, observations, conversations, student assignment
Assessment results
Summative: Identifying issues article assignment

Students who finish early can begin thinking about/researching issues in science they
may be interested in choosing for their inquiry project.
Notes and
Giving students time to work on their assignment frees up time for me to address
Considerations
students who didn’t fully grasp the ideas of the lesson and assist those who need
additional support.
The goal of this lesson is to provide an introduction to the CI unit. Sharing the goals of
the unit with the students will give the students meaning for their learning and work
and ideally will provide motivation. Giving students an assessment overview will
provide an outline for the unit so that students know what is ahead and what they are
Rationale working towards. The PowerPoint part of the lesson is meant to provide students with
some of the background knowledge they will need to be successful in their inquiry
later on. The assignment is to give them practice on defining and identifying an issue so
they understand how to do so for their inquiry project. This will also allow me to
address any students that may have misunderstood.

Reflections and Modifications:

Lesson Plan 2
Grade/Subject Science 10 Date Day 2
Unit Critical Inquiry Duration 60 minutes

General
Learner Skills: analyzing and interpreting
Outcomes
Specific Students will:

Adapted from Wiggins and McTighe (2005)

 Learner - identify new questions or problems that arise from what was learned
Outcome - apply given criteria for evaluating evidence and sources of information
Students will:
- define bias and fallacy
Learning
- identify what makes a source reliable
Objectives
- analyze the reliability of a given article
- identify persuasive language
Resources
“Reason in the Balance” by Bailin & Battersby
Consulted
Materials
Assignments and articles handouts, PowerPoint
Needed

- Re-emphasize the overall goals of the unit

Introduction - Recap of yesterday: Why is inquiry important? Why does science rely on
10 minutes inquiry? What is an issue? What is the spirit of inquiry?
- Today: learning about what makes an article/source reliable
Activity #1: PowerPoint
- Steps to CI
- Why do we need to understand what makes a source reliable? Why can’t we
believe everything we read/hear?
- Provide an example of a fake news story found on the internet, in whole class
discussion, identify what makes it unreliable
Body - Describe things to look for when determining the reliability of a source
45 minutes - Describe bias and fallacy and give examples, discuss how it is almost impossible
to be 100% unbiased
- Describe persuasive language
Activity #2: Reliable or not?
- Students can work individually or in partners
- Students will work on their “reliable or not?” assignment
- Students should be able to finish by the end of the period
Recap of today’s lesson:
- What is an example of bias from the assignment?
Closure - What is an example of a fallacy?
5 minutes - Why is bias hard to avoid?
- What are 3 things to look for when determining the reliability of a source?
Tomorrow’s lesson will be on arguments
Formative: questions throughout, observations, conversations, student assignment
Assessment results
Summative: Reliable or not? assignment

Students who did not finish last day’s assignment can work on this during the activity
Notes and
#2 time. Students who finish both assignments before the end of class can assist others
Considerations
who are behind, or continue browsing the internet for interesting scientific issues.
Rationale Re-emphasizing the goals of the unit is important to hopefully get student buy-in for
this unit and the inquiry project. Emphasizing the importance and relevance of this unit
to real life will also help in this goal. The PowerPoint part of the lesson is meant to
provide students with more of the background knowledge they will need to be
successful in their inquiry later on. The “reliable or not?” assignment is designed to
give students practice in selecting reliable research for their inquiry project, and to

Adapted from Wiggins and McTighe (2005)

 encourage them to be critical of what they are reading.

Reflections and Modifications:

Lesson Plan 3
Grade/Subject Science 10 Date Day 3
Unit Critical Inquiry Duration 60 minutes

General
Learner Skills: analyzing and interpreting
Outcomes
Students will:
Specific - identify new questions or problems that arise from what was learned
Learner - identify multiple perspectives that influence a science-related decision or issue
Outcome - explain how evidence gathered supports or refutes a hypothesis, prediction or
theory
Students will:
- Define argument, claims and premises
Learning
- Define the types of arguments
Objectives
- Identify the argument and claims in an article
- Differentiate between a strong argument and a weak one
Resources
“Reason in the Balance” by Bailin & Battersby
Consulted
Materials
PowerPoint, types of arguments assignment and articles handouts
Needed

- Recap overall goals of the unit

Introduction - Re-cap what we have learned so far: What are the steps to CI? What makes an
10 minutes issue? How do you know whether a source is reliable?
- Today: learning about arguments and the different types of arguments
Activity #1: PowerPoint
- Describe an argument, define the terms premise and claim
- Describe the types of arguments → in small groups, have students suggest very
brief example arguments for each type
Body
- Explain what makes an argument strong, valid, weak or invalid
47 minutes
Activity #2: Types of arguments
- Students can work individually or in partners
- Students will work on their “types of arguments” assignment
- Students should be able to finish by the end of the period
Quick activity:
Closure
- In small groups, students must form a brief deductive argument for why I
3 minutes
should dismiss them from class

Adapted from Wiggins and McTighe (2005)

 Formative: questions throughout, observations, conversations, student assignment
Assessment results
Summative: Types of arguments assignment

Students who are finished all three assignments thus far can review their previous two
assignments that will be handed back. They can look for what they did well and what
they missed and consult with other finished students or myself to see what they can
Notes and
improve upon. If they also finish this, they can continue their research. Students who
Considerations
have not finished the last two assignments will be asked to take them as homework or
visit me for help when they have spare time, so they do not continuously fall behind in
the unit.
The PowerPoint part of the lesson is meant to provide students with more of the
background knowledge they will need to be successful in their inquiry later on. The
“types of arguments” assignment is designed to help develop students’ skills in
Rationale identifying an argument and its premises, and also to determining the type of
argument presented. This lesson, in combination with the previous two, will aid
students’ understanding of the steps to CI and help develop their skills to perform CI
on their own.

Reflections and Modifications:

Adapted from Wiggins and McTighe (2005)