1. Working Like a Scientist!
Nature of Science
Big Idea 1: The Practice of Science
Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models
Open up Discovery Education on your MDCPS Portal and minimize for DE hyperlinks to connect.
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2. Grade 3 Working Like a Scientist!
SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
SC.3.N.1.4 Recognize the importance of communication among scientists.
SC.3.N.1.5 Recognize that scientists question, discuss, and check each other’s evidence and explanations.
SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations.
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3. What is the Scientific Method? .
A logical set of steps that scientist use to learn about the world around them.
Part 1
Introduction
Engage: Click on link for Discovery Learning video: Scientific Method. Play and discuss. Click on enter for the definition to show. Discuss 6 steps. Say we will be working like scientists and using the scientific method this week.
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4. Step 1: Make observations
Observe the world around you.
What do you want to find out?
Ask questions.
Explain: Discuss the Step 1 – 6 slides.
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5. Let’s observe Mexican Hot Chocolate being made.
Making Hot Chocolate
Let’s observe Mexican Hot Chocolate being made.
How was the hot chocolate made? Have you ever had it made this way?
What questions do you have?
What are some other ways hot chocolate can be made?
How can you make hot chocolate from a powdered cocoa mix?
Could you make “cold chocolate” by stirring the mix into cold water or milk?
Could an experiment be done to compare how well cocoa mix dissolves in both cold and hot water?
What is our next step in the Scientific Method?
Engage/Explore: Ask do you like hot chocolate? Have you ever made it or does someone make it for you? Say let’s observe Mexican Hot Chocolate being made. Click on the link to a Discovery Education video link: Mexican Hot Chocolate . Ask the questions and discuss student responses. This lab activity was adapted from Inquiry in Action Temperature Affects Dissolving. It can be found at this link:
?????? Revise below
You can click on the hyperlink: Adapted from Inquiry in Action Chapter 1 Activity 1.5 for the original lesson.
Adapted from Inquiry in Action Chapter 4
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6. Step 2: Ask a Question
What is the question that can be answered using an experiment to compare how well cocoa mix dissolves in both cold and hot water?
Does cocoa mix dissolve faster in hot or cold water?
Problem Statement: Does cocoa mix dissolve faster in hot or cold water?
What does dissolve mean? Click on the cup of tea to see an animation model of sugar dissolving in tea.
Dissolve means to add a solid material to a liquid in such a way that its particles completely disperse or blend into the liquid.
Explore/Explain: Follow the questions from the slide. Have students copy down the Problem Statement: Does cocoa mix dissolve faster in hot or cold water?
Then discuss what dissolves means. Play the link to see models of sugar and water particles being used to explain. Teacher Note: The term “dissolving” is not used in its most technical sense in this activity because not all of the components in cocoa mix actually dissolve. Cocoa mix is made up of different ingredients, such as sugar, corn syrup, powdered milk, and cocoa. Some of these substances, like sugar and corn syrup, actually do dissolve in water. The cocoa and the milk probably don’t dissolve because they have a fat component that is insoluble. These are likely mixed into the water as a suspension as opposed to being part of a solution. For the purpose of this activity, and considering the experience your students have with science, you can use the term “dissolve” to describe the process of the cocoa mixing into the water.
Ask: What is the next step? That ‘s right. Make an hypothesis.
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7. Step 3: Make a Hypothesis
Look at the Problem Statement and identify the one factor that can be changed. This is the test variable. It is also know as the manipulated or independent variable.
Test Variable: temperature of the water: hot and cold water
Form a Hypothesis or educated prediction that can be tested by an experiment. (An experiment is a set of steps you follow to test a hypothesis.)
Write down your Hypothesis: “If (I do this) then (this) will happen.”
Hypothesis:
If I add cocoa mix to both a cup of hot water and to a cup of cold water, then it will dissolve faster in ______________ water.
Explain: Facilitate the slide information. Students should work a group and come up with the same hypothesis. Have students share out their group’s hypothesis. Ask what is the next step? Go to the next slide.
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8. Step 4: Plan and Conduct an Experiment
Write the procedures, or the steps you will follow in your experiment.
Each procedure step must be numbered.
Each step needs to begin with a verb.
These procedures will insure that all variables are kept the same (constant), or controlled except the one you are testing (independent). Identify the outcome and the constant variables.
Figure out and collect the materials needed for the experiment.
Explain: Discuss the Step 4. procedures will be developed in the next slide.
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9. Procedures
Measure 100 mL or ½ cup of cold water and pour hot water in 1 cup.
Repeat step 1 with hot water.
Use a thermometer to measure the temperature of both cups and record.
At the same time, add 1 teaspoon or 5 mL of cocoa mix to each cup.
Stir each for 10 seconds and observe. Record observations.
Stir for another 10 seconds and observe again. Record observations.
Explain/Evaluate: Have each group brainstorm procedures they think should be followed to test whether cocoa mix dissolves faster in cold or hot water. Remind them that it needs to be a fair test with only one variable changed and procedures kept the same for both temperatures of water. After groups sharing and discussion, show the procedures on the slide. Compare to the ones they brainstormed. Revise if needed.
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10. Variables Test Variable: Temperature of the water: hot and cold
Outcome Variable:
Observe after 10 seconds of stirring and then again after 10 more seconds how well the cocoa mix dissolved in each of the cups of water:
How dark brown the water became in each cup
how much cocoa mix did not mix or dissolve in each cup
Constant Variables:
Amount of water in each cup
Amount of cocoa in each cup
Method and amount of time stirring
Explain/Evaluate: Have students identify and record the variables. The test variable is in the problem statement. Clues for the Outcome and Constant variables are in the procedures.
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11. Materials per Group Hot water Cold water Powdered cocoa mix
2 Clear plastic cups
2 teaspoons or 5 mL spoons
2 Popsicle sticks or stirrers
2 thermometers
Graduated cylinder or measuring cups
Timer
Please note the hot water can not be too hot (close to boiling 100 degrees Celsius) that it could cause the plastic cup shape is changed. Suggested hot temperature is around 50°C or 120°F. Cold water is generally between Celsius or 80 and 60 degrees Fahrenheit.
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12. Step 4: Collect, Organize, and Display Data
Start the experiment.
Observe and record the data (observations and measurements) collected during the experiment on a data table. (evidence)
Repeat the experiment three or more times to confirm results. (Each group is a trial.)
Take pictures during the experiment.
Graph your data from all trials.
Display under Data.
Restate your data in a narrative form under results.
Explain: Discuss the Step 4.
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13. Cold Water ______ °Celsius Hot Water ______ °Celsius
Data Observations Describe what happened when you place cocoa mix in cold and hot water.
Cold Water ______ °Celsius
Hot Water ______ °Celsius
After 10 seconds After 10 more seconds
After 10 seconds After 10 more seconds
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14. Results
Using the data collected write the results of the experiment using narrative form.
According to the data, __________________________________________________________________________________________________________
Have students analyze the data collected, then write the results using the data as evidence. Based on what you saw in your experiment, does increasing the temperature of a liquid affect how much cocoa will dissolve in it?
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15. Step 5: Drawing Conclusions
What was investigated? (Describe the problem statement.)
Restate your hypothesis, and tell if it was supported or not supported.
What were the major findings – the evidence ? (Explain your results using data collected.)
What recommendations do you have for further study and for improving the experiment?
Explain what you learned from your experiment that could be applied in real life.
Explain: Discuss the Step 6. After students review what was investigated, ask based on what you saw in your experiment, does increasing the temperature of a liquid affect how much cocoa will dissolve in it?
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16. Step 6 Share your Results (Abstract/Bibliography)
Describe your purpose and hypothesis.
Briefly describe your procedure.
Describe and explain your results.
Explain your conclusion. State if your hypothesis was supported or not and use data collected as evidence.
Explain your project’s applications.
List your bibliography of sources.
Explain: Discuss the Step 6 slide. Work together with the class to write an abstract.
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17. Part 2: Let’s Investigate the Affects of Water Temperature on Dissolving Tablets
How does the temperature of room temperature, hot and cold water, affect the speed at which a fizzy tablet dissolves?
Ahead of time: Decide on the type of tablets you will have students use. Alka-Seltzer tablets or other types of effervescent can be used. See tablet resources at the end of this power point.
Also you can use the Alka-seltzer lab as a resource:
Explore: Ask students what what was investigated in the previous investigation. Have them read the slide and identify the new question. and \\
Then ask what they think the effect of water temperature will be on tablets dissolving? Each group will do one trial. Each group will share their data collected with the whole class. The investigation will be done in the format of doing a science fair project.
Adapted from Kent Center
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18. Problem Statement:
How does the temperature of room temperature, cold and hot water affect the speed at which a fizzy tablet dissolves?
Hypothesis:
If a fizzy tablet is dropped into three different temperatures of water, room temperature, cold, and hot water, then the tablet placed in ___________________________water will dissolve the fastest.
Explore continued: Sample hypothesis: If a fizzy tablet is placed in three different temperatures of water, room temperature, cold, and hot water, then the tablet placed in hot water will dissolve the fastest.
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19. Procedures Pour 200 ml of room temperature water in a clear cup.
Measure the temperature of the water and record.
Place the cup on top of the paper plate.
Hold the tablet just above the top of the cup and drop the tablet into the cup, start the timer.
Record how long it takes for the tablet to completely dissolve in the water. Record on the data chart.
Repeat steps 1- 5 with hot water, and cold water. Record your group’s trial data on the class data chart.
Repeat steps 1 – 6 two more times for a total of three trials.*
Explain: Have students brainstorm procedures. Then compare the procedures. Have students revise their if needed.
*Note: Each student group can do one trial and then share their results with the other groups for a total of three or more trials for each of the different temperatures of water.
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20. Materials Per Trial 3 same size clear cups
Graduated cylinder or beaker
Thermometer
Room-temperature water
Hot water
Ice cold water
3 fizzy tablets (9 for three trials)
timer
paper plate
Explain: Have students look over their procedures and decide what materials they think they will need to do the experiment.
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21. Variables Test Variable:
Temperature of the water: room temperature, hot and cold
Outcome Variable:
The time it takes for a tablet to dissolve in each of the three different temperatures of water
Constant Variables:
Same type of cups
Amount of water in each cup
The dropping method
Explain/Evaluate: Have students identify and record the variables. The test variable is in the problem statement. Clues for the Outcome and Constant variables are in the procedures.
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22. Conduct the Experiment and Collect Data
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23. Time it Took for Tablet to Dissolve (in seconds)
Data
Time it Took for Tablet to Dissolve (in seconds)
Trial
Room Temperature
Water
_______° C
Cold
Hot
______° C #1
sec #2 #3
# 4
Average
Explain: Have each group create a graph to display the data. It will be investigated by the class with each group doing one trial. Assign each group their trial #. Each group will share their data collected with the whole class and then record the data for all the groups’ trials.
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24. Results
Using the data collected write the results of the experiment using narrative form.
According to the data, ________________________________
___________________________________________________
Have students analyze the data collected, then write the results using the data as evidence.
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25. Conclusion What was investigated? (Describe the problem statement.)
Restate your hypothesis, and tell if it was supported or not supported.
What were the major findings? (Explain your evidence.)
Explain/Evaluate: Students answer the questions to write a conclusion.
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26. Application
If the experiment was to be repeated should anything be done differently?
Explain what you learned from your experiment that could be applied in a real life situation.
List any new questions that your experiment lead you to ask that could be tested in a new investigation.
Explain/Evaluate: Students answer the questions to write an application.
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27. Resources to Use to Present Your Experiment
You can use the Science Fair Project Template to create a Power Point presentation.
You can use Discovery Education Board Builder tool to create an online Science Fair Board template.
You can print your Power Point presentation as handouts and display as a mini-board or print as full slides and display on a Science Fair Project Board.
Students Explain/Elaborate: Present slides ideas for student to present their experiement. You can also search Discovery Education Boards for Elementary Science Fair Board Project or paste in the following link:
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28. Sample Board
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29. Fizzy Tablet Resources
Alka-Seltzer tablets
For the teacher
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30. Scientific Method Resource Links
Effect of Temperature Resources
Resources
Videos
Discovery Education Real World Science: The Scientific Method
Second Graders Design Heat Experiment for Space Shuttle
For the teacher
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