Work Sample Instruction ED607 with Jon Yoder, 2011/12 School Year
Judy Short @ Houck MS 7th Grade Integrated Science
Topic
Domain
Status
What is Science
Forming a Question or Hypothesis
Submitted
Measuring in Science
Collecting & Presenting Data
Submitted
Natural Resources
Analyzing & Interpreting Results
April
Gravity
Designing an Investigation
April
TASK
What is Science
DESCRIPTION
How does choosing a good testable question affect the hypothesis you create and the
resulting lab you undertake.
Learning Targets
Science: Through observations and inference I can determine if a question is testable and
then I can form a hypothesis to test it.
Literacy: I can ask questions and form hypotheses regarding the relationships between
observations and inferences to decide whether or not something is a testable question.
Procedures
1.
Introduction Hook: Discovery video: Inquiring minds: Fire Questions and Answers
2.
Worksheet: Testable Questions
3.
29 Questions in an envelope
4.
Magazine ad – determine testable question being presented.
5.
D&T Hypothesis activity.
6.
Lab: How long does a candle burn when covered?
Key Instructional
Small group interaction
Strategies
Elbow partner discussion
Whole class Discussion
Inquiry investigation
Products
Worksheet completion
Magazine ad selected with testable question written
Inquiry lab Data table
Time to Complete
ADAPTATIONS
5-7 class hours
For students who struggle with reading, I have
DIFFERENTIATIO
-
Assigned them into a small group with a strong reader
N
-
Provided several magazine ads pre-selected for them to choose from
-
Sentence starters will be provided
For students who need a challenge, an opportunity to write hypotheses for some of their
own questions. Some selected magazine ads that are more challenging to find the testable
question will be provided as a challenge.
RESOURCES
Discovery Education
My Science Lessons: “D&T” Activity (mysciencelessons.blogspot.com)
Various magazines
Teacher Comments.
Recommendations
This unit is especially effective for active class discussion and is a good introduction to all
future lab procedures
ATTACHMENTS
D & T activity
Testable Questions Worksheet
Magazine Ad example
WORK SAMPLE
Strand
General Science
Grade Level
7th
Scoring Guide Used
6,7,8
Dimensions. Domains
Forming a Question or Hypothesis
Content Standards
7.3S.1
Based on observations and science principles, propose questions or hypotheses that
can be examined through scientific investigation. Design and conduct a scientific
investigation that uses appropriate tools and techniques to collect relevant data
Pre-requisite Skills
Pre-requisite Knowledge
How to make observations and inferences.
-
What is an observation
-
What is an inference
-
Knowledge of use of a timer
-
Knowledge of filling in a data table
What is Science Scoring Guide for Forming a Question or Hypothesis
Nearly Meets
Meets
Exceeds
- I provide limited or fragmented
- I discuss and/or draw and label pictures of
- I discuss and give reasons for my
descriptions, observations or
what I’ve learned through experiences and
understanding of testable questions
connections of how a question is
explorations about testable questions and
and hypothesis by richly describing
testable
forming a hypothesis.
observations, and is able to see the
connections between observations,
- I construct a general question or
- I construct a specific testable question or
hypothesis that only hints at some
hypothesis.
kind of test.
inferences and what is testable.
- I construct a specific and challenging
or creative testable question or
- I provide some evidence that my
- I discuss the connection between some of
question or hypothesis is related
my experiences or explorations and my
to some of my experiences or
question or hypothesis.
explorations.
hypothesis.
- I suggest compelling reasons for a
connection between my understanding
and my question or hypothesis.
Scientific Inquiry
Forming a Question or Hypothesis
5/6

Proposes a question or hypothesis that can be scientifically investigated and demonstrates understanding
of relationships between variables (scientific relationships?)

Provides background observations and science principles to establish a detailed context for the
investigation.
4
3

The question or hypothesis clearly guides the design of an effective and/or innovative investigation.

Proposes a question or hypothesis that can be scientifically investigated.

Provides background observations and scientific principles related to the question or hypothesis.

The question or hypothesis is specific enough to guide the design of an effective investigation.

Proposes a question or hypothesis that is incomplete but could be scientifically investigated.

Provides background, observations and/or scientific principles that partially relate to the question or
hypothesis.
1/2

The question or hypothesis lacks the clarity necessary to guide the design of an effective investigation.

Proposes a question or hypothesis that cannot be scientifically investigated.

Provides background, observations and/or scientific principles that are not relevant to the question or
hypothesis.

The question or hypothesis cannot guide the design of an effective investigation.
Testable Questions
The following testable and non-testable questions are cut into pieces and placed in envelopes,
one for each group of two students. Students are to separate the questions into two groups.
Testable questions vs. non-testable questions. Results are then copied into their notebooks.
Are there more seeds in Fugi Apples or Washington Apples?
What types of apples grow in Missouri?
Why do people smoke?
How does talking to a plant affect a plants height?
Where are whales found in the world?
What happens if you do not eat breakfast?
Which planet is the most interesting one to study?
Which objects are attracted by a magnet: paperclip, penny, foil?
Will larger or smaller seeds germinate faster?
Do larger or smaller seeds make prettier flowers?
Do flying saucers really exist?
Which pill design – tablet, caplet, or capsule – will dissolve faster?
Does the color of a surface affect its temperature?
Why does doing homework help your grades?
How does the size of a helicopter’s blade length affect the speed and number of rotations?
Does the temperature of a classroom affect student performance?
How does talking to a plant affect the plant
D&T Hypothesis Activity – Hypothesis activity
Inside the foldable – 15 words are chosen Hypothesis #3 is written then student is asked to
share and create a group hypothesis.
Next all of the words are turned over and a final group hypothesis is created. Group
hypothesis is shared with class and compared. Discussion about the information scientists need in
order to create conclusions.
Candle Experiment
Purpose; How long will a candle stay lit when covered?
Step 1: Teacher Demo: Predict how long the candle stays lit when the teacher covers it with a
250 mL beaker.
Estimate __________________seconds
Actual ____________________seconds
Step 2: Student Activity
Purpose: Design an experiment that will cause the candle to burn longer than the teacher’s
demo candle
Materials: pans to set candle in
Candles of various sizes
Glass containers of various sizes
Hypothesis: If I cover a ______________candle with a ___________________container
then I predict ____________________________________________________ because
___________________________________________________________________________
_______
Data:
Independent
Variable
!st Combination
2nd
Combination
3rd Combination
Trial 1
Trial 2
Trial 3
Average
Control
Candle time
Results: Compare the results of your experiment to your hypothesis.