The goal of the lesson is to familiarize students with the scientific method thought process via their experimentation. Students will be able to hypothesize, investigate, draw conclusions from said investigation, and communicate their results via academic language.
The goal of the lesson is to familiarize students with the scientific method thought process via their experimentation. Students will be able to hypothesize, investigate, draw conclusions from said investigation, and communicate their results via academic language.
The goal of the lesson is to familiarize students with the scientific method thought process via their experimentation. Students will be able to hypothesize, investigate, draw conclusions from said investigation, and communicate their results via academic language.
process via their experimentation. Students will be able to hypothesize, investigate, draw conclusions from said investigation, and communicate their results via academic language. The goal of the lesson is to familiarize students with the scientific method thought process.
Title of the Lesson
Warm water vs. Cold water.
Academic Standards
2-PS1-1. Plan and conduct an
investigation to describe and classify dierent kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that
dierent materials share.]
2-PS1-2. Analyze data obtained from
testing dierent materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and
Objectives
The students will be able to identify and
demonstrate scientific methods and phrases. The students will be able to raise questions about the world and investigate them by observing. The students will be able to explain that similar results should occur when investigations are repeated.
Explain how scientists are continually looking
for new ways to solve problems.
Vocabulary: Three Tier
Investigate, draw conclusions, hypothesis,
communicate.
Estimated Time
1 hour and 15 minutes
Materials Required
Cups, water, food coloring, tape and a
marker, and student worksheets
Procedure
Beginning: The teacher will begin the
lesson with a short video that explains the scientific process. (E-LEARNING.) The teacher will then ask the students to reflect upon the scientific process and how scientists acquire new answers. The class will do a brief worksheet together that emphasizes how scientists think in order to prepare the students for the proceeding lesson that embodies said concepts.(ENGAGE) The teacher will go over the vocabulary (hypothesis, draw conclusions, communicate, investigate) with the students as a group. The teacher will highlight the importance of scientific investigation and explain to the students that they are about to conduct their own investigation. (EXPLORE)
Middle: The teacher will draw the
students attention to the various cups of water and food coloring. The teacher will ask the students to hypothesize whether or not food coloring will spread faster in cold water of warm water. The teacher will ask the students how they think they will investigate this question and what materials they will need to do so. (EXPLAIN) The students will then conduct the experiment in pairs and test their hypothesis by adding food coloring to the water. The students will do two tests for the warm water and two tests for the cold water.
!End: The students will then draw conclusions
via their experimentation and fill out an
accompanying picture that reflects the results of their experiments. Upon finishing the students will communicate to one another whether or not their hypothesizes were correct. (EVALUATE) The students will analyze the data they collected and reflect upon how the water temperature affected the food coloring. The teacher will then have the students summarize the steps of the investigation on several workbook pages. These pages will reinforce the concepts of
Procedure
Formative Assessment
The teacher will assess the students
based on their ability to hypothesize, investigate, draw conclusions, and communicate the results of their experimentation. The teacher will assess the students based on their ability to engage in scientific thinking and answer related questions throughout the experimentation process.
The teacher will assess the students based
on their ability to apply their learned concepts on a worksheet that reinforces the scientific process via academic language.
Student Resources
! !
Science Fusion: How do Scientists Think
(Lesson 4) teacher and student editions and accompanying listed materials.