FC: DISCOVERIES THROUGH SCIENTIFIC INQUIRY
1: The first step in the Scientific Process is to: State the Problem | Does the shape of an ice cube affect how long it takes to melt?
2: The Second Step in the Scientific Process is: Gather Information and Resources | even though both ice shapes have the same mass, density and volume, they have different amounts of surface area, depending upon the dimensions (length, height, radius) of the shapes. By increasing the surface area, the rate of a process (such as ice melting) increases as more of the ice is exposed to the warmer atmosphere.
3: The Third Step in the Scientific Process is: Form a Hypothesis (or an educated guess) | Based on what we know about the surface area of the ice cube affecting its melting rate, we believe that a semi-circle cube will melt faster than a cube shaped ice cube.
4: The Fourth Step in the Scientific Process is: Perform Experiement and Collect Data | Observe the melting rate of two ice cubes with the same mass but a different shape and surface area Which melted faster? The one with more surface area or less surface area?
5: The Fifth Step in the Scientific Process is: Analyze Data | It is always best to perform the experiment more than once so that you have a collection of data to compare. Our Data: Trial 1 : The Semi Circle Ice melted Faster Trial 2: Results are the same as trial 1 Trial 3: Results are the same as trials 1 and 2
6: The Sixth Step in the Scientific Process is: Interpret Data and Draw Conclusions | Was your hypothesis correct? | Our results were consistant with our hypothesis: The Ice Cube with less surface area (semi-circle ice) will melt faster than ice with more surface area (cubed ice)
7: The Final Step in the Scientific Process is: Publish Results | Problem Research/Resources Hypothesis Experiment Data Results of Hypothesis
8: MixBook Lesson Plan (Copy and Paste from the lesson plan below into the back section of your MixBook) SECTION ONE Author: Amy Brendle Email Address: email@example.com Semester Created: Spring 2009 LESSON OVERVIEW Title: Discoveries through Scientific Inquiry Brief Description: The students will be learning the process by which scientists form questions, gather data, make estimations, experiment, collect data, and draw conclusions. They will be doing this by performing an experiment as a class. Each day we will discuss a new step in the process. ESSENTIAL QUESTIONS/GENERALIZATIONS: I want the students to understand that all of the scientific data that we have, and which exists in our text books, have not been known since the beginning of time, but that they were all part of this scientific inquiry process. In order for something to become a “fact” or “known” it has to be tested against variables. ENGAGING QUESTION/SCENARIO: I will engage the students by asking them questions about how we know things, like how do we know the freezing point of water? How do we know the boiling point of water? I will also ask them things more relevant to their lives. This will lead us into the discussion of how we start with a problem or a question, and then we use the scientific process to find an answer to our problem or question. SUBJECT AREA(S) (Put an X by all relevant subject areas.) _X_ Math _X_ Science _X_ Reading _X_ Writing ___ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE ___ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 ___ Grade 4 _X_ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION GLE #1: The SWBAT : formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation(GLE Science, Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking, Strand 7 Scientific Inquiry Concept A - Grade 5) (Performance Standards STUDENT ASSESSMENT Because we will be working as a class, students work/class participation will be observed for understanding. Each student will submit their own copy of work we do as a class for grading. Students will write their own constructed response in the form of a journal entry at the end of each day with their reflections on the lesson. For a final presentation of our work, students will create a mixbook containing the steps we took in our discovery. LESSON IMPLEMENTATION Length of Unit : Prerequisite Skills: Students must be able to . . . Read and develop questions ACCOMMODATION OPTIONS ELL/IEP Students: We will be working in part as a class, and in part as groups, these students will have the assistance of their peers and myself. Assistive Technology Needs: N/A MANAGEMENT/ORGANIZATION TIPS : Use an experiment that can be done easily in the classroom. MATERIALS AND RESOURCES REQUIRED FOR UNIT Cubed Ice Semi-circle shaped ice Thermometer Timer Data recording devices (pencil /paper) TECHNOLOGY Web-based resources: MadSci Network http://www.madsci.org/posts/archives/jan2002/1011029677.Ch.r.html UNIT PLAN FLOW CHART/TIMELINE Day 1: Developing a question/Stating the Problem Day 2: Gathering Information/Resources - MadSci Network Day 3: Develop a Hypothesis/Trial #1 Day 4: Trial #2 Day 5: Trial #3/Recording Data Day 6: Interpreting Data Day 7: Publishing Results Day 8: Mixbook Compilation Day 9: Mixbook Con't
9: Performance Assessment