DESK
L e s s o n
Course:
7th Grade Integrated Science – Nature of Science Unit
Davis Essentials:
Skill Acquisition Through Practice
Skills and Knowledge:
ILO 6c: Science findings are based upon evidence.
Title
LESSON 3: MYTH BUSTERS - EVALUATING EVIDENCE
Author / Source
DSD Vertical Alignment Committee
Submitted by
Deanne Maggio, Bountiful Junior High
Objectives
What will students
know and be able to
do at the end of this
lesson?
ILO 6c: Science findings are based upon evidence.
Lesson Description
Students will be given background information on distinguishing facts from fiction
(see power point: Myth Busters). They will then choose an urban legend and research
to determine if it is factual or fictional. Students will watch the video: Bill Nye:
Pseudoscience and complete a listening guide. To conclude this lesson, students will
complete a journal entry allowing them to process material presented.
Lesson Materials
and Resources
Materials:
(Day 2) Computer lab
(Day 3) Bill Nye: Psuedoscience (DSD Media Catalogue #6479 or UEN
eMedia download – from MyDSDOn DemandUEN eMediaK-12
Education. Type in the search box “Bill Nye Pseudoscience”
Resources:
(Day 1) Lesson 3: Myth Busters Presentation
(Day 2) Appendix A: Myth Busting
(Day 3) Appendix B: Bill Nye Pseudoscience Listening Guide
Instructional
Activities
Day One
1. Show the slides designated for “Day One” of the Lesson 3: Myth Busters
Presentation.
2. Discuss urban legends with the students.
3. Brain storm possible urban legends and record them on the board or overhead.
4. Have students work with a partner and choose an urban legend to research.
Day Two
1. Hand out Appendix A: Myth Busting to students. Students will be researching the
urban legend they chose from the previous day’s instruction. Instruct students to make
a prediction as to validity of the legend they chose.
© 5/19/2010 Davis School District, Farmington, UT 84025
All Rights Reserved
Page 1 of 4
2. Have students research on the computer, evaluate the sources they use, and form a
conclusion based on their research.
Day Three
1. Have students share their conclusions on the validity of urban legend.
2. Show the last ten slides on the Lesson 3: Myth Busters Presentstion that evaluate
the urban myths presented at the beginning of this power point (from Day One)
3. Show the students Bill Nye: Pseudoscience and have them complete Appendix B:
Bill Nye Pseudoscience Listening Guide.
4. Journal Prompt: At the end of the lesson have students answer the following
question in their science journal:
Explain how knowing the difference between facts and fiction is an important part of
the Nature of Science.
Formative
Assessment
How will I check for
understanding?
How will students
show what they
know?
Extending the
Lesson
What are ways to
reteach the
objectives?
What are ways to
enrich the lesson?
Before researching an urban legend, students will predict the validity of the legend
they have selected. They will then research, record assessment of that data, and form
a conclusion on the student worksheet. Oral presentation on findings/conclusions will
help the teacher access student understanding. The final assessment will be the
completion of the video listening guide and personal journaling.
Enrichment: Students could design an experiment that would test the validity of the
myth.
© 5/19/2010 Davis School District, Farmington, UT 84025
All Rights Reserved
Page 2 of 4
Lesson 3: Myth Busters – Evaluating Evidence
Appendix A: Myth Busting
Name_____________________Period___Date_____
Myth Busting
1.
2.
3.
4.
5.
Select an Urban Myth or Legend, either one we discussed in class or one you find independently.
Make a prediction about the validity or truth of the Urban Legend.
Locate three sources that validate or invalidate the premise of the myth.
For each source complete the table below.
Draw a conclusion based on the research you conducted and evidence you collected.
Prediction:
What and Why
Source #1
Source #2
Source #3
WHO:
Who is the Author?
Do they have
credibility? How do
you know?
Can you contact
them?
WHAT:
What is the purpose of
the content?
Does the source have
credibility and
credential? Is it
objective?
WHEN:
When was it
published or created,
and or updated?
WHERE:
Where does the
information come
from?
Is there a sponsor?
What is the purpose?
WHY:
Why should I use this
source?
CONCLUSION:
What does my
research support?
© 5/19/2010 Davis School District, Farmington, UT 84025
All Rights Reserved
Page 3 of 4
Lesson 3: Myth Busters –Evaluating Evidence
Appendix B: Bill Nye Pseudoscience
Listening Guide
Name_____________________Period___Date_____
Video: Bill Nye – Pseudoscience
(#6479)
1.
Extraordinary claims require extraordinary ______________________.
2.
Name on evidence that helped convince early scientist that the Earth was round.
3.
What is the difference between science and pseudoscience?
4.
The trick with the disappearing rabbit involves a ________________.
5.
One of the big ideas of science is that an experiment can be ___________________.
6.
There may be aliens because there are ______ billion galaxies out there.
7.
Lightning is caused by ________________.
8.
Just because something can’t be explained doesn’t mean _________________________.
9.
__________________ started out by studying the movement of stars.
10.
What makes it possible to lie on a bed of nails and not be injured?
11.
The messy bedroom was an “experiment” of the ____________ Theory.
12.
Science is how we learn about the ______________.
13.
Science principles hold _____________. Experiments are ___________________.
14.
What actually crushed the 2 liter bottle?
15.
What drives the air out of the metal drum?
16.
________________ and _________________ determine the form of most substances.
© 5/19/2010 Davis School District, Farmington, UT 84025
All Rights Reserved
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