SCIENTIFIC METHOD LEQ: How is the scientific method used in solving every-day problems? Objective: Identify the steps of the scientific method in a problem or scenario.   Key Vocabulary: -Scientific Method -Hypothesis -Experiment -Data -Dependent Variable -Independent Variable -Control Group Common Core Standards/Essential Standards: 100S.SI.1.B Understand a simple experimental design. (SIN 402) Student Friendly Objective(s): 100S.SI.1.B.I. Define and sequence the steps of the scientific method. 100S.SI.1.B.2. Identify the steps of the scientific method in a problem or scenario Lesson Essential Question(s): How is the scientific method used in solving every-day problems? Data Analysis: On what data is this lesson based? What does the data indicate? What instructional strategies will you be using to address the data and why?   Agenda: IN: What’s a problem at West Charlotte? THROUGH: Steps of the Scientific Method Notes OUT: Paragraph PRACTICE: Text –Based Manipuatives Materials: Text –Based Manipuatives

Final Exam By the end of today’s lesson you will be able to identify parts of the scientific method in a scenario Assessment (i.e. SAT or ACT practice, Writing: RACE+C) Students will arrange the parts of the scientific method in order. Then, the will identify these parts in a given scenario.

Create the following flow map of the scientific method in your notebook. Draw 6 boxes in your flow map. Identify a problem based on an observation Create a hypothesis Design and execute an experiment Collect data Teacher Actions: Direct students to create the following flow map in their input. Let students know that flow maps are used sequencing or ordering a process. Student Actions: Students should record the flow map in their notes. Accept or reject hypothesis; identify sources of error Draw a conclusion

What types of questions are scientific? Scientific Questions concern phenomena that are: 1. Natural 2. Observable 3. Testable If you’re not “N.O.T.”, you’re not science! Teacher Actions: Direct students to record information on the RH side of their notebook Student Actions: Students record notes

Check for Understanding Are these questions scientific (#1) or nonscientific (#2)? Will green plants die without light? Will walking under a ladder cause bad luck? Are mosquitoes God’s way of punishing us? Can magnetic fields prevent bees from navigating properly? Teacher Actions: Cold call students to read each statement. Instruct students to hold up 1 finger for scientific, one finger for not scientific on teacher cue. Provide feedback to students if they are not correct. Students Actions: On teacher’s cue hold up 1 finger for scientific, two fingers for nonscientific

What is the scientific method? The scientific method is a means for investigating and testing a question, hypothesis or prediction about the natural world. What is the scientific method? Teacher Actions: Direct students to record information on the RH side of their notebook Student Actions: Students record notes

Scientific Method Steps Identify a Problem based on an observation– What do you want to know or explain? Create a hypothesis – “If… then” statement to predict the outcome of your experiment. Design/execute an experiment – Develop a step by step procedure on to test your hypothesis. Collect data — Record your observations during the experiment Teacher Actions: Direct students to record information on the RH side of their notebook Student Actions: Students record notes

Scientific Method Steps 5. Accept/Reject Hypothesis – Determine if the data supports or refutes your hypothesis. Could anything have gone wrong in your experiment? 6. Draw a conclusion – What did you learn from this experiment? 7. Make suggestions for future experiments– What could you do in the future to improve your experiment? Teacher Actions: Direct students to record information on the RH side of their notebook. NOTE: “Draw a conclusion” does not mean to draw a picture of the result Student Actions: Students record notes

What are the components of strong hypothesis? A hypothesis is a testable prediction or explanation of a phenomenon. 1. Should be research-based 2. IF…THEN…BECAUSE format ensures testability What are the components of strong hypothesis? Teacher Actions: Direct students to record information on the RH side of their notebook Student Actions: Students record notes

3. Hypotheses are either supported or refuted by experimental data. 4 3. Hypotheses are either supported or refuted by experimental data. 4. They are never considered “correct” or “incorrect”. Teacher Actions: Direct students to record information on the RH side of their notebook Student Actions: Students record notes

Check for Understanding Guided Practice: If some students eat breakfast before school and others do not, then the ones who do eat breakfast will have better grades in their morning classes, because their brains have more energy to think. Teacher Actions: Teacher should ask for volunteers to identify the IV, put a box around the DV and underline the background knowledge of this hypothesis. Student Actions: Students should record what the teacher annotates on Activity 2 of their mastery packet.

Controlled Experiments Vocabulary Independent Variable The condition the experimenter manipulates Dependent Variable The result measured by the experimenter Experimental Group (Trial) The group which is treated differently from the control group & tests the experimental group Control Group (Trial) A trial/group used as a “basis for comparison” Teacher Actions: Instruct students to record the following definitions on the worksheet and glue into the input of their notebook. Student Actions: Record the following definitions on the worksheet and glue into the input of their notebook

What is a controlled experiment? is a test of the effect of a single variable by changing it while keeping all other variables the same. Teacher Actions: Direct students to record information on the RH side of their notebook Student Actions: Students record notes

Is performing an experiment one time enough? Why or why not? Teacher Actions: Give directions for students to pair and share their response to the question. Student Actions: Talk to their partner about their response to this question.

Why do scientists repeat their experiment? Scientists go back and perform the same experiment multiple times. They do this to ensure that the results are reliable. Why do scientists repeat their experiment? Teacher Actions: Direct students to record information on the RH side of their notebook Student Actions: Students record notes

Let’s see it in practice…..

EX: Does chocolate cause pimples? Directions: Discuss with a partner a hypothesis for each of the following problem statements on the output sheet. Identify the dependent and independent variable for each. EX: Does chocolate cause pimples? Teacher Actions: Use “Think Aloud” Strategy to model how to write a hypothesis and identify the dependent variable and independent variable for each. SAMPLE HYPOTHESIS: If a person eats one chocolate bar every day, then they will have more pimples because chocolate causes pimples. Student Actions: Students should record what the teacher annotates on the OUPUPT section of their mastery packet.

EX: How does the amount of leaves on a tree affect how many birds will build nests in it? Teacher Actions: Ask student volunteers to help write a hypothesis and identify the dependent variable and independent variable for each. SAMPLE HYPOTHESIS: If a tree has many leaves, then birds will build more nests in it because the leaves will keep the nest protected from the wind. Student Actions: Students should record what the teacher annotates on the OUPUPT section of their mastery packet and glue it into their notebook.

The scientific method is a means for investigating and testing a question, hypothesis or prediction about the natural world. Scientists go back and perform the same experiment multiple times. They do this to ensure that the results are reliable. Teacher Actions: Cold call students to read bullet points.

THAT’S ALL FOLKS!!