1. 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…

2. 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

3. 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.

4. 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

5. 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

6. 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.

7. 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

8. 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)

9. 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…

10. 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.

11. 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.

12. 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?

13. 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!

15. 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

16. 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?

17. 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); :25ish(5th); 2:25ish(6th)

19. 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

20. 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?)