Download Scientific Method Unit 1 Day 2 Lesson Plan

5E Template- Science
Name: Margaret Pilson
Content Area: Life Science
Date: November 7, 2012
Grade Level(s): 7
Topic(s): Scientific Method,
Measurement
Standards (NSES or Benchmarks)
Atoms may link together in well-defined molecules, or may be packed
together in crystal patterns. Different arrangements of atoms into
groups compose all substances and determine the characteristic
properties of substances. 4D/M1cd*
Standards (SOL)
LS.1
The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which
a) data are organized into tables showing repeated trials and means;
b) a classification system is developed based on multiple attributes;
c) triple beam and electronic balances, thermometers, metric rulers, graduated
cylinders, and probeware are used to gather data;
d) models and simulations are constructed and used to illustrate and explain
phenomena;
e) sources of experimental error are identified;
f) dependent variables, independent variables, and constants are identified;
g) variables are controlled to test hypotheses, and trials are repeated;
h) data are organized, communicated through graphical representation, interpreted,
and used to make predictions;
i) patterns are identified in data and are interpreted and evaluated; and
j) current applications are used to reinforce life science concepts.
Objectives (UKD’s)

Potential sources of error in the experimental design must be identified.

Analysis of observed results of systematic investigations includes construction and
interpretation of graphs. Such interpretation can be used to make predictions about
the behavior of the dependent variable in other situations and to explore potential
sources of error in the experiment. This analysis can be used to support conclusions
about the results of the investigation.

Science concepts are applied through observations and connections with everyday
life and technology.

Many trials are needed to make an experiment more valid

Identify the independent and dependent variables in an experiments

Create their own hypothesis

Generate their own experiment to test their hypothesis

Draw conclusions from the data based on the experiment

Communicate their results to the class effectively

Represent their results in a graph
Topic/Essential Question
Why are knowing the steps to the scientific method important?
How can we use our knowledge of the scientific method into our daily lives?
Materials & Resources
The following materials will be needed per group:
1 empty tub/container
5 Petri dishes
5 beakers filled each with 55mL of different liquids
 Lemon juice
 Distilled vinegar
 Sugar water
 Salt water
 Tap water
 Stopwatch
 5 red skittles
Safety Considerations
Students will need to be cautious of the liquids and the contact they may
potentially have with the students’ eyes. Safety glasses will be required to ensure
the safety of each student.
Engage – Time Estimate: 15 minutes
Students will be presented with a problem. The students must act as
congressmen trying to pass a bill. This bill deals with a potential (but not likely)
issue in our government: Metals that make up the machinery to build oil drills are
being dissolved at a constant, rapid rate. We (the country) will loose billions of
dollars if we remove these oil drill sights. What can we do to keep these drill
sights in place, and prevent them from dissolving? Should we keep them in
place? Discuss with your group to come up with the best plan for the future of our
country.
From this quick activity, students should be able to recognize that we need to
change the liquid in which the machines are placed. The students may even be
able to recognize we need to test each different liquid to see which one dissolves
the metal the slowest/not at all.
OR
Hard Boiled Egg v. Uncooked Egg Activity
Explore – Time Estimate 30 minutes
Design an experiment to test the rate at which skittles dissolve.
**That is the only instruction I will give the students. From there, they have to
determine what different liquids they will use, how to time the skittle, etc. All
materials will be available to them at their workstations.
Materials include (per group):
5 petri dishes
salt water
sugar water
tap water
vinegar
lemon juice
Explain -- Time Estimate __20 minutes______
Each group of students will present how they tested the rate at which a skittle
dissolves to the class. As they present, I will put a vocabulary term to what
they’re trying to explain. I will make sure to include the following terms:
Scientific method- the overall process which is used to test a problem
Problem- what are we trying to resolve?
Hypothesis- educated guess which the students should have created prior to the
experiment
Experiment- how did you test the rate at which the skittle dissolved?
Analyze- Look over the data you collected
Conclusion- What did you conclude using your data?
Communicate- How did you share these results?
Independent variable- what is something you changed as the experimenter?
Dependent variable- what changed because of the independent variable?
Control- what remained the same?
Extend -- Time Estimate 20 minutes
Name:__________________________________________________ pg #:______
A Study of the Scientific Method
In the tub on the desk there is a dish with 5 skittles (all the same color),
5 beakers with a variety of liquids (tap water, sugar water, salt water,
vinegar and lemon juice). You are going to place 55 mL of a liquid into a
petri dish and then you will place a skittle in there as well. Do one liquid
at a time. As you place the skittle in the liquid you will time how long it
takes for the skittle’s color to dissolve in the liquid.
1. Problem/Question:________________________________________________________
___________________________________________________________________________________
2. Hypothesis:_________________________________________________________________
___________________________________________________________________________________
3. Experiment:
a) Describe the experiment: ________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
b) Constant variable(s):_____________________________________________________
c) Independent variable: ____________________________________________________
d) Dependent variable: ______________________________________________________
e) Data Collection: Candy’s ability to dissolve its color in liquids
Trial 1
Trial 2
Trial 3
Sugar water
Salt water
Tap water
Vinegar
Lemon Juice
Seconds it took Candy to dissolve its color in liquid
5. Conclusion:
________________________________________________________________________________________________
________________________________________________________________________________________________
_______________________________________________________________________
6. Communicate your results:
List 5 ways to communicate your results to others:
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
Write an announcement that could be read during the morning
announcements here at school. (Minimum of 5 sentences).
Evaluate -- Time Estimate 5-10 minutes
Exit Card:
Name: ________________
List Three steps of the scientific method and provide a brief explanation:
1)
2)
3)
Read the following experiment. Based on what happened in the experiment,
identify the independent and dependent variables.
Jose has two flowers. He wants to test if the flower will grow higher with or
without water. In plant A Jose waters the plant every day. Jose does not water
plant B. At the end of the experiment, Jose measures both plants.
___ Independent Variable
a. height of the plant
___ Dependent Variable
b. amount of water given to the plant
List any questions you have about today’s lesson below:
________________________________________________________________
________________________________________________________________
Plans for Diversity
The lesson includes several visuals for those visual learners as well as those
ELL students. By representing the language with pictures, the ELL students will
be able to put a picture with a vocabulary word. The students will also be moving
around a lot to different stations getting different liquids, which helps those
students with a short attention span or ADD/ADHD. This also will accommodate
those tactile learners.
Connections
This lesson will begin the unit. After students have understood the primary role of
the scientific method and the importance it plays to science, they will be able to
use this method correctly when testing other hypothesis/predictions in other
SOLs/lessons. The more practice the students gets with the scientific method,
the better he will understand the tested topic.