Scientific Method Unit Plan: Grade 6 November 8, 2010 Mrs. D.
Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 2
Title: Scientific Method: Mythbusters Style
Goal: 61 Design and carry out an investigation in which variables are identified and controlled, and that provides a fair test of the question being investigated. 62 Recognize the importance of accuracy in observation and measurement; and apply suitable methods to record, compile, interpret and evaluate observations and measurements.
Instructional Technique: Project based, Guided discovery, Multiple learning styles/intelligence types Prior Knowledge/Instruction: Students will have just completed a unit on Investigation for science Definition: Eng: Scientific Method: A method of research based on gathering data, creating a hypothesis and empirically tested, direct investigative approach. It is a tool, but it is not the only way to complete scientific research. Fr: Mthode scientifique: Un mthode de recherche qui lutilise la recherche, une hypothse, la collection du data, et qui forme une conclusion. Cest un utile, mais ce nest pas la seule faon de faire le recherche scientifique. Essential Question: Eng: How can we use the scientific method in scientific research? Fr: Comment es-ce que on peut utiliser la mthode scientifique pour faire la recherche scientifique? Time frame: 3 Weeks 1 class per day (Monday Thursday) 45 minute class (12 - 45 minute classes) Overview: Lesson 1 (Monday) What is the scientific method? o Flocabulary o Skit o Visual o Puzzle Lesson 2 (Tuesday) How do we use the scientific method? o Review of Flocabulary o Introduction of Mythbusters o Discussion of Variables o Application of scientific method to Mythbusters Lesson 3 (Wednesday) o Mythbusters video o Introduction of Mythbusters project o Group creation of rubric Lesson 4 (Thursday) Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 3
o Finalization of rubric o Introduction of timeline o Brainstorming session Lesson 5 11 o Work on projects Lesson 12 o Mythbusters Exhibition Accommodations: Many different methods of teaching used to teach the scientific method visual, auditory, kinaesthetic and many different intelligence types touched on. Overall Unit Assessment: Project assessment based on class made rubric. Lesson 1 Set Induction and Advanced Organizer (10 minutes): Brainstorm with the class to see what they already know about the scientific method. Activity (30 minutes): Teach the scientific method using multiple sources/media/learning styles/intelligence types Flocabulary (lyrics displayed on board) o http://www.flocabulary.com/scientific-method/ Have a 3 students who understand the topic well go quickly work on a skit in the hallway o Appendix 1 Have remaining students complete a puzzle o Each student will have one part of the scientific method. Without talking or showing each other their paper, students will have to line up in order of the scientific method. There will be multiple people with each step. Teachers may participate if there are not enough students to complete the activity. o Appendix 2 Presentation of skit Show diagram of the scientific method o Appendix 3 Discussion (2 minutes): Students turn to a partner and talk about which method helped/will help them understand the scientific method best (Learning style, intelligence types to be discussed next class, or at end of class if time allows) Lesson 2 Set Induction and Advanced Organizer (7 minutes): Review of Flocabulary. The lyrics (with some words missing) will be put on the board. Students will have to shout (not too loudly...) the missing lyrics out as they remember them (FI students will have to say the words in French) http://www.flocabulary.com/scientific-method/ Activity (30 minutes): Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 4
Explanation of variables using a visual (this will be applied in the movie) Students will be shown the video of Mythbusters (http://www.youtube.com/watch?v=htfDnYS15Bo) and students will guided as a class to pick out the different steps of the scientific method and the variables Discussion (3 Minutes): Review what variables (Control, independent, dependent) are and how students can remember them (based on what they discovered in the first lesson). Lesson 3 Set Induction and Advanced Organizer (15 minutes): Mythbusters video to discuss as a class
Activity (20 minutes): Introduction of project for the mini-unit (Mythbusters project) o Demonstrate the scientific method o Presentation of project in different methods Online, poster, etc. that can be displayed in an end of the unit Mythbusters exhibition Class creation of a rubric for the project o Example in Appendix 4 Discussion (10 minutes): Class will create a definition of the scientific method together Lesson 4 Set Induction and Advanced Organizer (10 minutes): Mythbusters video have students determine steps of scientific method on their own then check as a class
Activity (35 minutes): Finalize rubric if necessary and introduce checklist/timeline and check-in points o Appendix 5 Take questions about project if any Brainstorm topics with the class Set partners and/or individuals Begin work on the project Lessons 5-11 Set Induction and Advanced Organizer (10 minutes): Mythbusters video have students determine all of the variables on their own and check as a class (or scientific method checking for understanding and practice)
Activity (35 minutes): Continue working on projects
Teacher: Ok, class, today we're going to demonstrate the scientific method.
Robot: I enjoy the scientific method
Teacher: To help make it easier to understand, last year's science fair winner, Johnny Gassenwhiffer, will go through all 7 steps of the scientific method with me.
Robot: Step one...IDENTIFY THE PROBLEM
Teacher: So, Johnny, what was the problem you wanted to answer?
Johnny: Uh, why did my living room smell so bad?
Robot: Step two...MAKE OBSERVATIONS
Teacher: What observations did you make about that smelly room, Johnny?
Johnny: Well, Uncle Bill and his dog Beans were in the room.
Robot: Step three...STATE YOUR HYPOTHESIS
Teacher: Your hypothesis is a likely explanation of the problem. What did you think the problem was, Johnny?
Johnny: It smelled like somebody farted!
Robot: Step four...TEST YOUR HYPOTHESIS
Teacher: To test your hypothesis, you have to set up your experiment so that it has only one variable. That way, you can be fairly sure that the changes you observe are caused by that variable. You should also set up a control, which is a different setup that does not have the variable you're testing. So Johnny, how did you set up your experiment?
Johnny: Well, I first smelled the room when Uncle Bill was alone and then I smelled the room when Uncle Bill and Beans were together in the room and then I smelled the room when Beans was alone.
Robot: Step five...COLLECT AND RECORD DATA
Teacher: Data is the information from your experiment that you can use to make conclusions. What data did you collect, Johnny? Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 7
Johnny: Well, sometimes when Uncle Bill and Beans were together, the room smelled terrible and sometimes when Uncle Bill was alone, the room still smelled bad and when Beans was alone, the room never was never stinky!
Robot: Step six...STUDY THE DATA
Teacher: So mister Johnny Gassenwhiffer, what do you suppose that information means?
Johnny: Uh, uh, the room was smelly only when Uncle Bill was around.
Robot: Step seven...MAKE CONCLUSIONS
Teacher: So, does your data support your hypothesis?
Johnny: Oh, yeah. Uncle Bill can cut a really mean fart!
Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 8
Appendix 2
QUESTION
RESEARCH
HYPOTHESIS
PROCEDURE/ METHOD
DATA
OBSERVATIONS/INFERENCES
CONCLUSION
Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 9
Appendix 2b
QUESTION
RECHERCHE
HYPOTHSE
PROCDURE
DONNES
OBSERVATIONS AND INFRENCES
CONCLUSION
Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 10
Appendix 3
http://www.google.ca/imgres?q=scientific+method+diagram&um=1&hl=en&client=firefox-a&sa=N&rls=org.mozilla:en- GB:official&biw=1270&bih=709&tbm=isch&tbnid=IjzQJRGTgedjbM:&imgrefurl=http://merlincentral.com/troop18/hand outs.htm&docid=iCjyuF6phKKhmM&imgurl=http://merlincentral.com/troop18/resources/Sci%252520method.gif&w=62 5&h=782&ei=bAu6TuuBC- jdiALgvpzzBA&zoom=1&iact=hc&vpx=1028&vpy=137&dur=283&hovh=251&hovw=201&tx=98&ty=106&sig=1183771315 54542866640&page=1&tbnh=167&tbnw=133&start=0&ndsp=18&ved=1t:429,r:5,s:0 Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 11
1. Project complete and on time (0-10 pts) __________ 2. Poster is neat and well organized (0-10 pts) __________ 3. Myth well explained (0-10 pts) __________ 4. Experiment well defined (0-10 pts) __________ 5. Experiments carefully completed (0-10 pts) __________ 6. Data collected and documented (0-10 pts) __________ 7. Controls explained and appropriate (0-10 pts) __________ 8. Data analysis fits actual data (0-10 pts) __________ 9. Conclusion is clear and appropriate (0-10 pts) __________ 10. Presentation of project (0-10 pts) __________ Total Points __________
Appendix 5 Name(s): _________________________________ Topic: _________________________________ Checklist for Mythbusters Project *Check in with Mrs. Kendall after you have completed each section QUESTION Brainstorm questions that could lead to a good project Choose a question that you could research TEACHER INITIALS ______________
RESEARCH Find 5 sources Make point form notes on each source as you research Ensure you reference each source (List the website name and address, list the book name and author, etc.) Write out a one paragraph summary of each source TEACHER INITIALS ______________
HYPOTHESIS Based on your research, create a hypothesis (and educated guess) which can be tested TEACHER INITIALS ______________
PROCEDURE Create a step by step list of your procedure List all materials to be used (be descriptive) List all of your variables (Manipulated/ Independent, Responding/Dependent, and Controlled) Construct a chart to enter your data into Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 15
Refer to the experiment report for an example of how to set up your procedures TEACHER INITIALS ______________
DATA Complete your experiment exactly as you described in your procedures Record all data in the chart created in your procedures Ensure that all data collective is accurate, and if the data is not numbers, you must be descriptive TEACHER INITIALS ______________
OBSERVATIONS Describe the data you collected in full sentences to create an observations paragraph Note any other important observations you made TEACHER INITIALS ______________
CONCLUSION (IN PARAGRAPH FORM) Summarize your experiment State your obtained data/observations and results State whether your hypothesis was correct or not in a full sentence Describe possible explanations for your findings Note any recommendations to improve this study TEACHER INITIALS ______________
PRESENTATION Choose a method to present your mythbusters experiment (website, video, trifold, poster, etc.) Ensure you check the rubric to make sure you meet all of the criteria TEACHER INITIALS ______________
Suggested timeline: Question Completed Thursday Dec. 1 Research - Completed Tuesday Dec. 5 Hypothesis Completed Tuesday Dec. 5 Procedure Completed Wednesday Dec. 6 Data (and Experiment) Completed Monday Dec. 12 Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 16
* You can be working on your presentation throughout the project and inserting the components as you finish them.
Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 17
Apprendix 5b Nom(s): _________________________________ Topic: _________________________________ Liste pour le projet Mythbusters *Montrer ton travaille a Mme. Kendall aprs chaque section QUESTION Brainstorm les questions qui peut mener un bon projet Choisir une question que tu peux rechercher INITIALS DE LENSEIGNANTE ______________
RESEARCHE Trouve 5 sources Faire les notes sous forme de point a propos de chaque source Assurez-vous de rfrence pour chaque source (liste les noms de les sites web et les adresses, liste le nom de lauteur et de le livre) crivez un paragraphe propos de chaque source INITIALS DE LENSEIGNANTE ______________
HYPOTHSE Base sur ton recherche, cre une hypothse que tu peux tester INITIALS DE LENSEIGNANTE ______________
PROCDURE Cree une procdure, tape par tape Liste tout les matriaux que tu vas utiliser Liste toute les variables (Manipuler, rponde, et contrler) Construire un tableau pour entrer tes donnes dedans Regarder a le rapport de lexprience pour un exemple Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 18
INITIALS DE LENSEIGNANTE ______________
DONNES Complter ton exprience exactement comme tu las dcrit dans tes procdures Enregistrer tous tes donnes dans le tableau construit dans tes procdures Fait certain que tous tes donnes sont correctes et descriptive INITIALS DE LENSEIGNANTE ______________
OBSERVATIONS Dcrire quest que ta trouver en des phrases complte pour construire un paragraphe dobservations Note tous les autres observations importantes que ta trouves INITIALS DE LENSEIGNANTE ______________
CONCLUSION (EN FORME DE PARAGRAPHE) Rsumer ton exprience Dcrire tes donnes, observations, et rsultats Dcrire si ton hypothse tait correcte ou incorrecte dans une phrase complte Dcrire les explications possibles for tes rsultats Noter tout des futures recommandations pour amliorer cette exprience INITIALS DE LENSEIGNANTE ______________
PRESENTATION Choisir une mthode pour prsenter ton exprience mythbusters (site web, affiche, vido, etc.) Vrifier la rubrique pour faire certain que tu rpondre a tous les critres INITIALS DE LENSEIGNANTE ______________
Calendrier suggrer: Question Complete jeudi le 1 de dcembre Recherche - Complete mardi le 5 de dcembre Hypothse Complete mardi le 5 de dcembre Procdure Complete mercredi le 6 de dcembre Donnes (and Exprience) Complete lundi le 12 de dcembre Observations Complete mardi le 13 de dcembre Mrs. D.: SCIENTIFIC METHOD UNIT PLAN 19
Conclusion Complete mardi le 13 de dcembre Prsentation* Complete jeudi le 14 de dcembre
* Tu peux travailler sur ton prsentation pendent le reste de le projet. Quand tu fini un parti de le projet, tu peux le mettre dans ton prsentation.