Scientific Inquiry
9/8/2012 11:36:00 PM
Week of August 27-31
~Monday
Clear Learning Goal: Students will be able to identify and classify
observations as qualitative or quantitative data.
Mini-Lesson 8/27/12
Write down your observations of what you noticed as you entered school
today.
Essential Vocabulary for Observations and Inferences
1. observation: an act of noting and recording an event, characteristic,
behavior, or anything else detected with an instrument or with the senses
2. qualitative data: information or observations made with the 5 senses
(see, hear, taste, smell, touch) or by descriptions
3. quantitative data: information or observations made with numbers or
measurements
Collaboration Activity:
Discuss with your learning partners what you noticed about your
observations. Compare observations and classify your observations as
either qualitative or quantitative data.
Homework: Get forms signed!
~Tuesday
Clear Learning Goal: Students will be able to classify observations as
qualitative or quantitative observations and analyze why.
Mini-lesson 8/28/12
Complete the following assignments:
1. Analyze how you know which observations are qualitative or quantitative.
2. What factors did you use to determine whether your observations are
qualitative or quantitative?
3. Discuss with your learning team to see if you all agree with each other’s
classifications based on your analysis.
Examples of qualitative observations:
The skies are cloudy.
It is raining today.
The moon is full.
Examples of quantitative observations:
There are 10 clouds in the sky.
It is 85% humidity.
The temperature is 95 degrees F.
Collaboration Activity:
lhttp://tiscience.wikispaes.com/file/view/Qualitative+Quantitative+Data.ppt/
86868199Qualitative%20vs20Quantitative%20Data.ppt
After viewing the above powerpoint we will distinquish the difference
between qualitative and quantitative data with pictures and objects in the
classroom.
Homework: Get forms signed and study for quiz on Friday Aug. 31.
~Wednesday
Clear Learning Goal: Students will be able to validate observations as real
or inferences.
More Essential Vocabulary for Observations and Inferences
4. inference: a logical conclusion based on evidence and prior knowledge
Mini-Lesson 8/29/12
With your learning team use the matching cards to show that you know the
definitions for the essential vocabulary.
Collaboration Activity:
Using the visuals we will distinguish between real observations and
inferences. We will be validating with evidence.
Examples of inferences:
Due to a chance of rain I might need to take my umbrella to school.
Because there is a child playing sign we must be near a park.
The clouds look like snow so the children might be sledding.
Examples of Predictions:
Since you passed the first quiz with a 100 I think that you will pass the next
quiz.
Hawley had a good football team last year so I’m sure they will be good
again this year.
Homework:
Write one paragraph describing what you have learned thus far in Mrs.
Eagle’s science class.
Study for quiz on Friday.
Great study tool:
http://quizlet.com/13327648/observations-flash-cards/
~Thursday
Clear Learning Goal: We will be able to analyze evidence to make
inferences and predictions.
Mini-Lesson 8-30-12
Independently define the following terms in your own words:
1. prediction
2. fact
3. opinion
4. bias
5. faulty reasoning
More Essential Vocabulary for Observations and Inferences
5. fact: a piece of information that can be strictly defined and proved true
6. opinion: a statement that expresses a belief, value, or feeling
7. prediction: an expectation of what will be observed or what will happen
8. bias: a slanted point of view, or personal prejudice
9. faulty reasoning: conclusion based on insufficient evidence
Independent assignment:
Complete the worksheet ---Making Inferences
Read the information given and answer questions #1-4. If you finish early
try the challenge question!
Group discussion once all students have completed the assignment.
Homework:
Study for tomorrow’s quiz!
~Friday
Clear Learning Goal: We will demonstrate an understanding of the
differences in the terms observations and inferences and will be able to
classify observations as being either qualitative or quantitative data.
Reflection Assignment:
8-31-12
Quiz on observations and inferences
Homework: None
Week of Sept. 3-7, 2012
~Monday
No school!
~Tuesday
Clear Learning Goal: We will identify and categorize in order the steps of
the Scientific Method.
Mini-lesson 9-4-12
Watch the video clip to see if you recall the 7 steps of the Scientific Method:
http://www.brainpop.com/science/scientificinquiry/scientificmethod/
user Id: gchawley
password: brainpop
List as many steps as you can remember.
Collaboration Activity:
As a group arrange the steps of the scientific method in order from first step
to the “final” step.
Independent Activity:
Create a foldable with steps and explanations. The step is listed on the front
of the flap. In your own words explain how these steps are used. Put these
on the inside flap of the foldable.
*We will use these tomorrow in class for notes from the BrainPop
clip.
Homework:
Complete the scientific method foldable. Bring to class tomorrow for more
notes!
~Wednesday
Clear Learning Goal: We will be able to connect and compile scientific
inquiry notes from BrainPop for a foldable assignment.
Review and Reflection of Quiz
What caused you to miss questions?
What do you still not understand?
How could you help someone to understand this information better?
*If you missed 6 or more questions on the quiz you will be able to
retake it on Friday 9-7.
Mini-lesson 9-5-12
Locate and have your Scientific Method foldable accessible and ready for
note taking.
How well do you understand the terms for scientific inquiry?
Essential Vocabulary for the Scientific Method
1. conclusion: your final answer to the problem
2. constant: the same factors in both the experimental and control group
3. control: group that does not contain the factor being tested
4. data: information gathered by observation or experimentation used in
calculating or reasoning
5. variable: any factor that can change
6. dependent variable: the factor that you measure to gather results
7. independent variable: the factor that you wish to test and that is
changed
8. problem: an idea or purpose for investigating
9. hypothesis: a tentative explanation for an observation or scientific
problem that can be tested
10. procedure: steps in testing a hypothesis
11. results: information gained from testing the problem
Collaboration Activity:
Think back to Tim and Moby…what were they investigating?
We will be linking the steps to the scientific method with what they were
doing in the video clip.
On your foldable add the following notes:
1. Making observations-Moby noted and recorded that his fig plant was
not doing well.
2. Questions-What is wrong with the fig plant? Why is it dying? Why is
the soil so soggy?
3. Research-Moby needed to know what a healthy fig plant looked like and
how much water did it require?
4. Hypothesis-If the fig plant is watered only once a week it would be
healthier.
5. Experiment-Four fig plants were watered at different times throughout
the week. One plant received no water, one plant was watered every day,
one plant was watered twice a week, and one plant was watered only once a
week.
6. Results-The fig plant that was watered once a week for a month was the
healthiest plant.
7. Reconstruct hypothesis or experiment- There was no need to do
this since the data supported the hypothesis and answered the questions
about the observation.
8. Conclusion-Fig plants only need to be watered once a week in order to
remain healthy.
Homework:
Study vocabulary terms on quizlet:
http://quizlet.com/13504112/scientific-method-flash-cards/
*Bring foldable to class tomorrow to use as a model for another
assignment.
Important dates to note in agenda:
Re-take quiz on observations and inferences on Friday 9-7-12.
Scientific Method quiz on Tuesday 9-11-12.
Scientific Inquiry Unit Test on Friday 9-14-12.
~Thursday
Clear Learning Goal: We will be able to connect and compile scientific
inquiry notes from “Dust Busting” to understand a real-world problem and to
begin creating a PowerPoint to be used as a teaching tool.
Independent Activity:
While viewing the video, “Dust Busting,” take notes and answer the handout
questions so that you will be able to use this information to create a
PowerPoint about this scientific mystery of the dying coral. Beside of each
question list what scientific step is being followed.
*We modeled how to do this in class yesterday with the foldable.
Look at it if necessary to guide you.
Collaboration Activity:
Discuss the role of the scientists in the video and connect what they were
doing to the steps of the Scientific Method.
Guideline for your PowerPoint Presentation:
You should have 7 slides
1. title and your name
2. problem
3.
4.
5.
6.
7.
research
hypothesis
experiment
data results
conclusion
Homework:
Study for re-take of observation quiz if you missed 6 or more questions.
Work on your PowerPoint. Add images to your slides.
You will be presenting these as a group on Monday 9-10-12.
~Friday
Clear Learning Goal: We will demonstrate an understanding of the
differences in observations and inferences. We will also be able to connect
and compile scientific inquiry notes from “Dust Busting” to create a
PowerPoint.
Independent Assignment:
1. Observations and Inferences quiz re-take (only if you missed 6 or more
questions)
2. Create a PowerPoint from your notes on the Scientific Method with the
“Dust Busting” video.
Your
1.
2.
3.
PowerPoint should have 7 slides:
Title and name (ex. Mystery of the Dying Coral)
Problem (This should include observations and questions)
Research (What did they need to know before they could begin?)
4. Hypothesis (A tentative explanation for problem)
5. Experiment (What did the scientists do?)
6. Data results (What did they discover?)
7. Conclusion (What were the results? Did the data support the
hypothesis?)
Homework:
Work on your PowerPoint presentation. Due Monday 9-10-12.
Each



learning
Be sure
Be sure
Be sure
~Monday
team will be presenting one slide!
you have followed the grading rubric.
you have included images for each slide.
you have done your best!
Clear Learning Goal: We will be able to produce a teaching tool to aid in
planning for the Scientific Method quiz and unit test.
Mini-lesson 09-10-12
Set up your own online science notebook by choosing one from Word.
Copy and paste the teacher’s notes into your created notebook. Save as
Science Notebook 2012-2013 in either documents or your desktop.
9/8/2012 11:36:00 PM
9/8/2012 11:36:00 PM