Conclusion to Cube Activity

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Presentation transcript:

Conclusion to Cube Activity Consider the cube activity and the Scientific Process scientists use… Did you---? Identify questions that can be answered through scientific investigations Use appropriate tools and techniques to gather, analyze, and interpret data Develop descriptions, explanations, predictions, and models using evidence Communicate scientific procedures and explanations Revisit the Learning targets (INQ standard) from the first slide… Share if time allows…

What’s the Question? Note the above title in your notebook - (table of contents) and go to the first numbered page to record notes and thought for today

Why do we ask questions? Discuss with your Table Partner. Jot down notes of what you & your partner think! Class share Scientists ask questions to get answers, BUT they must ask their questions in ways that can be tested through a scientific investigation.

What kind of questions are not suitable for scientific investigations? Questions that are not suitable: (note in Notebook) Depend on personal preference Depend on moral values Relate to the supernatural Relate to phenomena that cannot be measured Share an example with your partner & record

Critique questions Read through the list of questions on your worksheet – “Working with Questions”. Circle any questions that are NOT appropriate for a scientific investigation. If a question is not appropriate, state why. Depend on personal preference Depend on moral values Relate to the supernatural Relate to phenomena that cannot be measured

Learning Target - Inquiry Standard 5 INQ – A We will investigate how to ask questions in the ways that scientists do. Your learning targets are: I can evaluate and critique questions as being scientific or not. I can create questions that can be answered scientifically.

Each group will be assigned one question. 9/18/17 Creating questions Each group will be assigned one question. In your group, rephrase your assigned question into two specific questions that can be answered scientifically. Example: Can you get warts from toads? Does handling toads cause warts? Group Share P 4 & 6 finish

Testable Questions: {Note in Notebook} Ask about objects, organisms, and events in the natural world Can be answered through investigations that involve experiments, observations, or surveys Are answered by collecting and analyzing evidence that is measurable Relate to scientific ideas rather than personal preference or moral values. Do not relate to the supernatural or to nonmeasurable phenomena (period 3 –review & finish)

Your turn to practice on your own… Letters to the editor express a different point of view about the same topic Instructions: [write your questions in NB] Read each of the three letters Select one letter and develop two scientific questions that relate to the point of view expressed in the letter For each question, describe the evidence that could be used to answer it. Period 5 continue…

Final Analysis Share your questions with your partner Class Share… Your learning targets are: I can evaluate and critique questions as being scientific or not. I can create questions that can be answered scientifically.

Fortune Fish…*** if time Have fun finding your fortune… Then think like a scientist and begin asking good scientific questions Note your questions in your NB Share it with your table partner Is it a good scientific question? Note in your nb at least 3 components that make a good scientific question.

Which are good sci. questions? Why does the fortune fish move? Does the temperature of my hand cause the fish to move? How does the fish move? Does moisture effect the movement of the fortune fish?

QUIZ (very short) Tomorrow Scientific Questions Will you be able to recognize a good Scientific Question? Let’s find out tomorrow Review over notes and worksheet for tomorrow!

Probe (pre-test) before our field study Answer this “Probe” as best as you can… No grade attached… Be sure your name is on form… Quietly read the Prologue on paper at your desk! Green worksheet is your work for today & weekend assignment

Living Proof PROLOGUE Imagine yourself sitting beside a pond in early autumn. A maple tree shades you from the hot sun, while blades of grass and newly fallen leaves form a soft cushion under you. A fish jumps, breaking through a green film that has recently formed on the pond’s surface. Birds sing, and bees and butterflies dart in and around the colorful flowers, collecting the last nectar of summer. You toss a rock in the water, then watch concentric rings flow outward form the spot where the rock disappeared. Which of the things described above are living?

Field Study -- Roegner Park Today we will be using our observation skills to note life characteristics of the living things around us AND develop at least 2 scientific questions about what we observe. You will need a pen or pencil; worksheet to record; clip board or white board to help write on We will meet at the walking bridge walk to the park on back side of the portables! Find a partner to do the activity today Do NOT go into any water! We will meet at bridge for our return to the classroom at 10:55ish(3rd); 12:25ish(4th); 1:25ish(5th); 2:25ish(6th)

What follows a Scientific Question? Experimental Design follows We will first review and refresh what makes a good experimental design. What do you remember? What needs to be included? (NOTE in NB) What do you know already? Let’s review good lab design

Experimental Design Do you remember the key components? Manipulative (changing) Variable Responding (measured) Variable Controlled Variables (remain the same) Experimental Control Condition (control group) Type of Data to be collected How data is collected & recorded (number of trials? time intervals?)