1. Continue Do Now on yesterdays sheet Do Now #2: Explain why scientists use the scientific method? Why do they repeat experiments?

2. ## ## Input LEQ: How do scientists set up controlled experiments?
Objective: Define and identify independent, dependent and control variables & experimental and control groups in a simple experiment.
DATE
Input
LEQ: How do scientists set up controlled experiments?
Output
Common Core Standards/Essential Standards:
100S.SI.1.B Understand a simple experimental design. (SIN 402)
Student Friendly Objective(s):
Define and identify independent, dependent and control variables & experimental and control groups in a simple experiment.
Lesson Essential Question(s):
How do scientists set up controlled experiments?
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?
Materials: Worksheets for Interactive Notebook and Independent Practice ## ##

3. Yesterday we learned…. Your Cornell Notes Summary should:
Answer the LEQ
Answer at least 2 of the left-side questions
Be at least 3 sentences in length
Complete the sentence: The way I will remember this is…
Teacher Actions: Direct students to complete their Cornell Notes Summary in their Interactive Notebook.
Student Actions: Complete the Cornell Notes Summary in their Interactive Notebook.

4. Final Exam
By the end of today’s lesson you will be able to identify the parts of parts of a controlled experiment.
Assessment (i.e. SAT or ACT practice, Writing: RACE+C)

5. 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

6. 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.
What is a controlled experiment?
Teacher Actions: Direct students to record information on the RH side of their notebook
Student Actions: Students record notes

7. Words Worth Knowing
VARIABLE: something that changes or that can be changed

8. Identifying Variables
Jasmine and Aleah are the two top track runners at West Charlotte High School. Both girls are in perfect condition and run at the exact same speed. In Biology, Jasmine learned that cells use glucose (sugar) to produce ATP, the energy molecule for the cell. Jasmine thinks that if she drinks more Gatorade, which has glucose it in, she will have more energy and be able to beat Aleah in the next race.
Teacher Actions: Cold call a student to read the scenario.
Student Actions: Read and annotate the following paragraph on their guided practice sheet. Students will tape this into their notebook as a foldable when complete.

9. In order to identify the independent variable, we need to ask ourselves, “What is being tested?”
__________________ is the independent variable because _______________________ 
Teacher Actions: Model thinking and record answers on the board.
Student Actions: Record answers on guided practice sheet.

10. In order to identify the dependent variable, we need to ask ourselves, “If I complete this experiment, what result will I measure?”
_________________ is the dependent variable because _______________________
Teacher Actions: Model thinking and record answers on the board.
Student Actions: Record answers on guided practice sheet.

11. We can check our independent and dependent variables by writing an “If –then” statement: If____________________________________, (independent variable) then ____________________________________. (dependent variable)
Teacher Actions: Model thinking and record answers on the board.
Student Actions: Record answers on guided practice sheet.

12. Controlled Experiments Mastery Worksheet
Lesson Learning Strategy
Controlled Experiments Mastery Worksheet
Teacher Actions:
Establish Independent Work Norms:
If working in pairs, keep your volume at a level 2
If you have a question, use the stop / go cards to indicate that you need support
Circulate room, checking in on students who need additional support. Sign the bottom of the page once complete.
Student Actions: Complete the independent practice portion of the lesson with a partner.

13. Let’s go back to our first story:
To test their hypothesis, Jasmine decides to drink Gatorade for one week, while Aleah will only drink water. After one week, the girls race and compare their running times.
Teacher Actions: Cold call a student to read the scenario.
Student Actions: Read and annotate the following paragraph on their guided practice sheet. Students will tape this into their notebook as a foldable when complete.

14. This is the experimental group!
In order to identify the experimental group, we need to ask ourselves, “Which group is testing the independent variable in the story?” We can do this by first identifying the independent variable and then checking to see if the experimental group will actually test the independent variable.
Independent variable: ______________ 
Which person will test the independent variable? _______________________
This is the experimental group!
Teacher Actions: Model thinking and record answers on the board.
Student Actions: Record answers on guided practice sheet.

15. This is the control group!
In order to identify the control group, we need to ask ourselves, “Which group is NOT testing the independent variable, but is being used for comparison only?” We know that the independent variable is Gatorade and Jasmine (experimental group) is the one drinking Gatorade.
Who will be racing against Jasmine? ____________
This is the control group!
Is the control group testing the independent variable? Yes or No? ______
Teacher Actions: Model thinking and record answers on the board.
Student Actions: Record answers on guided practice sheet.

16. Teacher Actions: Model thinking and record answers on the board.
Student Actions: Record answers on guided practice sheet.

17. Controlled Experiments Mastery Worksheet
Lesson Learning Strategy
Controlled Experiments Mastery Worksheet
Teacher Actions:
Establish Independent Work Norms:
If working in pairs, keep your volume at a level 2
If you have a question, use the stop / go cards to indicate that you need support
Circulate room, checking in on students who need additional support. Sign the bottom of the page once complete.
Student Actions: Complete the independent practice portion of the lesson with a partner.

18. WHAT ABOUT CONTROLLED VARIABLES?
See if you can identify what a controlled variable is. Write your proposed definition on a post-it.
Teacher Actions: Pass out post-it notes. Cold call a student to read the directions on the slide. Answer found at 3:20
Student Actions. Watch video, looking explicitly for the definition of a controlled variable. Have students jot down the definition on the post it as they hear it.

19. What is a controlled variable
What is a controlled variable? What is the point of a controlled variable?
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.

20. What is a controlled variable?
A controlled variable is something which is the same in all trials; a controlled variable is sometimes called a constant
There can be more than one controlled variable in an experiment
What is a controlled variable?
Teacher Actions: Direct students to record information on the RH side of their notebook
Student Actions: Students record notes

21. Teacher Actions: Tell students that sometimes diagrams of experimental setups are given. Students can use this informationto identify the IV, DV, 2 CVs, EG and CG from the following diagram of an experimental set up.
Student Actions: Complete OUTPUT and glue into notebook.

22. A CONTROLLED EXPERIMENT has an IV, DV, several CVs, EG and CG.
A CONTROLLED EXPERIMENT is a test of the effect of a single variable by changing it while keeping all other variables the same.
A CONTROLLED EXPERIMENT has an IV, DV, several CVs, EG and CG.
Teacher Actions: Cold call students to read bullet points.
Student Actions: Students review their notes and highlight the key points in their notes.

23. Final Exam
Identify the IV, DV, 2 CVs, EG and CG in the experiment found on your checkpoint ticket.
Assessment (i.e. SAT or ACT practice, Writing: RACE+C)
Student Actions: Complete checkpoint

24. Objective
Define and identify independent, dependent and control variables & experimental and control groups in a simple experiment.
Teacher Actions: Ask students to signal a thumbs up after posing the question “Did we (read objective)”
Then, ask students for a pulse check (fist to 5) on how confident they feel that they would be able to master this objective on an assessment.
Student Actions: Respond to teacher prompts

25. We will answer the question: How do I write a strong hypothesis?