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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.