CYU: Check Your Understanding

At this point students should understand the basic process of scientific inquiry. Before students can conduct their own investigations a quick check of their understanding is necessary (cyu). Students will create an illustration in response to a scientific question. Students can choose their question or it can be dictated by you.

Objectives
SWBAT illustrate and display the steps of the scientific method in order to develop scientific inquiry skills
Materials
Poster Materials: Poster paper, markers, colored pencils, crayons, etc.
Scientific Method Illustrations Instructions (in either powerpoint or paper format)
Procedure
Drill: Differentiate between a constant and control. Review the scientific method posters addressing the 3 variable questions.
 
Using grouping sticks divide students into groups (or use lab groups or another method of grouping). Provide students with a question or have them choose their question. Students need to design an experiment based on the problem. They are to follow the proces of scientific inquiry. Students must illutrate this process on the provided piece of poster paper. Students will be graded based on inclusion of all the steps of the scientific inquiry - be sure to emphasize the need to include all variables. *Be sure to check accuracy of independent, dependent, and control variables before students draw up their method. In their discussion they are to readdress their hypothesis at the discussion and provide evidence to support their conclusion. Also they will be graded on neatness, appropriate charts, tables, graphs, etc, appropriate pictures, and time. Students only have the class period to complete this. They are not allowed to take it home.
 
An example follows:

Time of a Candle Burning

  1. Purpose: How fast does a candle burn?
  2. Hypothesis: If a candle is made of beeswax then it will burn slow.
  3. Experiment: Burn each candle for 5 minutes 3 times a day. Make sure there is no wind. Record observations
    1. IV: Make-up of a candle
    2. DV: height of the candle
    3. Control: Parrafin Wax
  4. Data Collection make a table or chart
  5. Data Analysis make a graph
  6. Conclusion HYPOTHESIS CORRECT, WHY?????
SAMPLE QUESTIONS:
  1. How much water flows through a faucet at different openings?
  2. Does listening to music while taking tests improve the score?
  3. Are generic laundry detergents as effective as brand name detergents?
  4. Does eating breakfast in the morning improve academics?
  5. Does drinking energy drinks improve awareness?
  6. Who listens to music the most: teenagers or their parents?
  7. Is a classroom noisier when the teacher leaves the room?
  8. Do plants grow faster in different color lights?

 

References
State Standards
1.1.2- The student will modify or affirm scientific ideas according to accumulated evidence.
1.2.1- The student will identify meaningful, answerable scientific questions.
1.2.3- The student will formulate a working hypothesis.
1.2.5- The student will select appropriate instruments and materials to conduct an investigation.
1.2.6- The student will identify appropriate methods for conducting an investigation (independent and dependent variables, proper controls, repeat trials, appropriate sample size, etc.).
1.4.2- The student will analyze data to make predictions, decisions, or draw conclusions.
1.4.6- The student will describe trends revealed by data.
1.5.9- The student will communicate conclusions derived through a synthesis of ideas.
Lesson Resources