1. PROCESSES OF SCIENCE AMANDA CANTAFIO

2. OBSERVING OBSERVING WHILE USING ALL THE SENSES TO FIND THE DIFFERENT ELEMENTS OF THE OBJECT BEING OBSERVED. OBSERVING WHILE USING ALL THE SENSES TO FIND THE DIFFERENT ELEMENTS OF THE OBJECT BEING OBSERVED. EXAMPLE: EXAMPLE: CHANGING THE COLORS OF WHITE CARNATION FLOWERS BY ADDING FOOD COLORING TO THE WATER. STUDENTS CAN OBSERVE THE CARNATION IN ITS ORIGINAL STATE OF WHITE BEFORE ADDING THEM TO A COLORED WATER.

3. MEASURING MEASURING IS WHEN YOU WANT TO MEASURE THE OBJECT TO SEE THE DIFFERENCES IN GROWTH OR CHANGE OVER TIME. USING RULERS OR SOME OTHER KIND OF MARKING SYSTEM YOU MAY COME UP WITH. MEASURING IS WHEN YOU WANT TO MEASURE THE OBJECT TO SEE THE DIFFERENCES IN GROWTH OR CHANGE OVER TIME. USING RULERS OR SOME OTHER KIND OF MARKING SYSTEM YOU MAY COME UP WITH. EXAMPLE: EXAMPLE: AFTER THE FLOWER IS ADDED TO THE CONTAINERS WITH DIFFERENT COLORED WATER IN EACH OF THEM. THE STUDENTS CAN THEN MEASURE THE CHANGE IN THE COLOR DAY BY DAY. STUDENTS CAN EITHER KEEP A JOURNAL OR USE A STICK PLACED ON THE OUTSIDE OF THE CONTAINER TO MEASURE THE HEIGHT OF THE WATER AND THE INTENSITY OF THE COLOR EACH DAY.

4. CLASSIFYING CLASSIFYING WOULD BE WHEN YOU ORGANIZE THE OBJECTS BEING OBSERVED INTO GROUPS BY CLASS. THOSE CAN BE PUT IN GROUPS BY COLOR, HEIGHT, WEIGHT OR TYPE OF SPECIES. CLASSIFYING WOULD BE WHEN YOU ORGANIZE THE OBJECTS BEING OBSERVED INTO GROUPS BY CLASS. THOSE CAN BE PUT IN GROUPS BY COLOR, HEIGHT, WEIGHT OR TYPE OF SPECIES. EXAMPLE: SORTING THE FLOWERS BY THE INTENSITY OF THE COLORS WOULD BE ONE WAY TO CLASSIFY. ALSO STUDENTS COULD CLASSIFY THE FLOWERS BY WHICH ONES ARE CHANGING THE FASTEST OR SLOWEST. EXAMPLE: SORTING THE FLOWERS BY THE INTENSITY OF THE COLORS WOULD BE ONE WAY TO CLASSIFY. ALSO STUDENTS COULD CLASSIFY THE FLOWERS BY WHICH ONES ARE CHANGING THE FASTEST OR SLOWEST.

5. INFERRING INFERRING WOULD BE WHEN YOU WRITE DOWN WHAT INFORMATION YOU ALREADY KNOW ABOUT THE OBJECT BEING OBSERVED. INFERRING WOULD BE WHEN YOU WRITE DOWN WHAT INFORMATION YOU ALREADY KNOW ABOUT THE OBJECT BEING OBSERVED. EXAMPLE: WITH THE CARNATIONS STUDENTS MIGHT KNOW A FEW THINGS ABOUT HOW FLOWERS TAKE IN THE WATER THROUGH THE STEM. EXAMPLE: WITH THE CARNATIONS STUDENTS MIGHT KNOW A FEW THINGS ABOUT HOW FLOWERS TAKE IN THE WATER THROUGH THE STEM.

6. HYPOTHESIZING HYPOTHESIZING IS WHEN YOU MAKE A GUESS ABOUT THE OUT COME OF THE PROJECT BEING DONE. HYPOTHESIZING IS WHEN YOU MAKE A GUESS ABOUT THE OUT COME OF THE PROJECT BEING DONE. EXAMPLE: STUDENTS MAY GUESS AT THE NUMBER OF DAYS IT WILL TAKE BEFORE THE FLOWER WILL START TO CHANGE COLORS. THEY CAN ALSO HYPOTHESIZE ON HOW MANY DAYS IT WILL TAKE FOR THE FLOWER TO REACH THE FULL COLOR CHANGE. EXAMPLE: STUDENTS MAY GUESS AT THE NUMBER OF DAYS IT WILL TAKE BEFORE THE FLOWER WILL START TO CHANGE COLORS. THEY CAN ALSO HYPOTHESIZE ON HOW MANY DAYS IT WILL TAKE FOR THE FLOWER TO REACH THE FULL COLOR CHANGE.

7. CONTROLLED INVESTIGATION CONTROLLED INVESTIGATION IS WHEN YOU WOULD MANIPULATE ONE OF THE STEPS IN THE PROCESS TO INVESTIGATE WHAT HAPPENS WHEN SOMETHING IS CHANGED. CONTROLLED INVESTIGATION IS WHEN YOU WOULD MANIPULATE ONE OF THE STEPS IN THE PROCESS TO INVESTIGATE WHAT HAPPENS WHEN SOMETHING IS CHANGED. EXAMPLE: WITH THE CARNATIONS, STUDENTS CAN ADD MULTIPLE COLORS TO THE SAME CONTAINER TO SEE WHAT WOULD HAPPEN. STUDENTS CAN ALSO SLICE THE STEM OF THE FLOWER AND PUT EACH SLICED STEM INTO A DIFFERENT COLOR TO FIND OUT IF THE FLOWER WILL BE ONE MIXED COLOR OR CHANGE TO EACH OF THE COLORS USED. EXAMPLE: WITH THE CARNATIONS, STUDENTS CAN ADD MULTIPLE COLORS TO THE SAME CONTAINER TO SEE WHAT WOULD HAPPEN. STUDENTS CAN ALSO SLICE THE STEM OF THE FLOWER AND PUT EACH SLICED STEM INTO A DIFFERENT COLOR TO FIND OUT IF THE FLOWER WILL BE ONE MIXED COLOR OR CHANGE TO EACH OF THE COLORS USED.

8. PREDICTING PREDICTING IS WHEN YOU MAKE AN EDUCATED GUESS USING ALL THE INFORMATION YOU HAVE BECOME AWARE OF THROUGH OBSERVING AND STUDYING. PREDICTING IS WHEN YOU MAKE AN EDUCATED GUESS USING ALL THE INFORMATION YOU HAVE BECOME AWARE OF THROUGH OBSERVING AND STUDYING. EXAMPLE: STUDENTS CAN TAKE THE INFORMATION THEY HAVE LEARNED THROUGH OUT THE PROCESS TO MAKE A PREDICTION ABOUT THE TIME RANGE IT TAKES TO CHANGE A FLOWERS COLOR. EXAMPLE: STUDENTS CAN TAKE THE INFORMATION THEY HAVE LEARNED THROUGH OUT THE PROCESS TO MAKE A PREDICTION ABOUT THE TIME RANGE IT TAKES TO CHANGE A FLOWERS COLOR.

9. EXPLAINING EXPLAINING IS WHEN YOU TAKE THE INFORMATION YOU HAVE GATHERED AND THE SCIENTIFIC INFORMATION YOU HAVE LEARNED TO MAKE SENSE IF SOMETHING STRANGE OR SURPRISING HAPPENS. EXPLAINING IS WHEN YOU TAKE THE INFORMATION YOU HAVE GATHERED AND THE SCIENTIFIC INFORMATION YOU HAVE LEARNED TO MAKE SENSE IF SOMETHING STRANGE OR SURPRISING HAPPENS. EXAMPLE: IF A FLOWER IS NOT CHANGING COLORS LIKE THE REST OF THEM STUDENTS CAN USE THE INFORMATION THEY LEARNED TO FIGURE OUT WHY THIS FLOWER ISN’T SOAKING UP THE COLOR. EXAMPLE: IF A FLOWER IS NOT CHANGING COLORS LIKE THE REST OF THEM STUDENTS CAN USE THE INFORMATION THEY LEARNED TO FIGURE OUT WHY THIS FLOWER ISN’T SOAKING UP THE COLOR.

10. COMMUNICATING COMMUNICATING IS WHEN THE STUDENT USES ALL THEIR INFORMATION THEY HAVE GATHERED THROUGHOUT THE SCIENTIFIC PROCESS TO COMMUNICATE WITH OTHERS THE INTERESTING FACTS AND THEIR FINDINGS THROUGHOUT THE PROCESS. COMMUNICATING IS WHEN THE STUDENT USES ALL THEIR INFORMATION THEY HAVE GATHERED THROUGHOUT THE SCIENTIFIC PROCESS TO COMMUNICATE WITH OTHERS THE INTERESTING FACTS AND THEIR FINDINGS THROUGHOUT THE PROCESS. EXAMPLE: STUDENTS CAN SHARE WITH OTHER CLASSMATES AND TEACHERS OR FAMILY AT HOME THE INFORMATION THEY HAVE GAINED ON THE METHOD OF CHANGING WHITE CARNATIONS TO MULTICOLORED AND SOLID COLORED CARNATIONS. STUDENTS CAN EXPLAIN THE PROCESS IT TOOK AND THE AMOUNT OF TIME IT TOOK TO SEE RESULTS. EXAMPLE: STUDENTS CAN SHARE WITH OTHER CLASSMATES AND TEACHERS OR FAMILY AT HOME THE INFORMATION THEY HAVE GAINED ON THE METHOD OF CHANGING WHITE CARNATIONS TO MULTICOLORED AND SOLID COLORED CARNATIONS. STUDENTS CAN EXPLAIN THE PROCESS IT TOOK AND THE AMOUNT OF TIME IT TOOK TO SEE RESULTS.

11. 5 COMPONENTS OF GOOD SCIENTIFIC OBSERVATION SENSES SENSES EXAMPLE: Using the sense of sight to see measurements that have been recorded over time. Beginning size, color or height. MEASURMENTS MEASURMENTS EXAMPLE: counting the number of carnations that are lighter in color and counting the carnations that are darker in color and recording your findings. CHANGES CHANGES EXAMPLE: Watching the colors become more vibrant the longer the carnation sits in colored water. Changing the colors by adding new ones to see what occurs. QUESTIONS QUESTIONS EXAMPLE: Keep asking questions and being curious as to why the flower is changing. Ask how the flowers are changing in color. Why does the flower soaks up the colors into its petals? COMMUNICATION COMMUNICATION EXAMPLE: Using the knowledge you have collected through the observation to explain what you have learned about the process to others.

12. VARIABLES IN AN EXPERIMENT MANIPULATED VARIABLE: This is a variable that the experimenter deliberately changes. MANIPULATED VARIABLE: This is a variable that the experimenter deliberately changes. EXAMPLE: The colors used in the containers the carnations are kept in. EXAMPLE: The colors used in the containers the carnations are kept in. RESPONDING VARIABLE: This is a variable that changes in an investigation in response to changes in the manipulated variable. RESPONDING VARIABLE: This is a variable that changes in an investigation in response to changes in the manipulated variable. EXAMPLE: The time it takes for the petals on the carnation to change color after being placed in the colored water. EXAMPLE: The time it takes for the petals on the carnation to change color after being placed in the colored water. CONTROL VARIABLE: This is a variable that is deliberately kept constant or unchanged in an investigation in order not to confound the results. CONTROL VARIABLE: This is a variable that is deliberately kept constant or unchanged in an investigation in order not to confound the results. EXAMPLE: The amount of water in the container, the amount of color added to the container and the amount of flowers per container. EXAMPLE: The amount of water in the container, the amount of color added to the container and the amount of flowers per container.

13. INVESTIGATIONS DESCRIPTIVE INVESTIGATIONS: STUDENTS GATHER OBSERVATIONAL AND MEASUREMENT DATA TO ANSWER QUESTIONS ABOUT THE PROPERTY AND ACTIONS OF THE OBJECTS, EVENTS, AND SYSTEMS. DESCRIPTIVE INVESTIGATIONS: STUDENTS GATHER OBSERVATIONAL AND MEASUREMENT DATA TO ANSWER QUESTIONS ABOUT THE PROPERTY AND ACTIONS OF THE OBJECTS, EVENTS, AND SYSTEMS. EXAMPLE: WHAT MAKES THE CARNATION CHANGE COLOR? EXAMPLE: WHAT MAKES THE CARNATION CHANGE COLOR? CLASSIFICATORY INVESTIGATIONS: STUDENTS FOCUS ON USING CLASSIFICATION PROCESS TO ORGANIZE COLLECTED INFORMATION BY SORTING AND GROUPING IT ACCORDING TO ONE OR MORE PROPERTIES. CLASSIFICATORY INVESTIGATIONS: STUDENTS FOCUS ON USING CLASSIFICATION PROCESS TO ORGANIZE COLLECTED INFORMATION BY SORTING AND GROUPING IT ACCORDING TO ONE OR MORE PROPERTIES. EXAMPLE: HOW DOES COLORED WATER MANIPULATE THE FLOWER? EXAMPLE: HOW DOES COLORED WATER MANIPULATE THE FLOWER? EXPERIMENTAL INVESTIGATIONS: STUDENTS USE EXPERIMENTAL PROCEDURES, INCLUDING CONTROLLED EXPERIMENTS TO DETERMINE HOW VARIABLES ARE RELATED AND TO ISOLATE CASUAL FACTORS IN NATURAL PHENOMENA. EXPERIMENTAL INVESTIGATIONS: STUDENTS USE EXPERIMENTAL PROCEDURES, INCLUDING CONTROLLED EXPERIMENTS TO DETERMINE HOW VARIABLES ARE RELATED AND TO ISOLATE CASUAL FACTORS IN NATURAL PHENOMENA. EXAMPLE: DO DIFFERENT AMOUNTS OF FOOD COLORING HELP THE COLORS SOAK IN FASTER? EXAMPLE: DO DIFFERENT AMOUNTS OF FOOD COLORING HELP THE COLORS SOAK IN FASTER?

14. SCIENTIFIC METHOD ASK A QUESTION: Can a white carnation be changed to a colored carnation by putting water with food coloring in it into the container with the flowers stem? ASK A QUESTION: Can a white carnation be changed to a colored carnation by putting water with food coloring in it into the container with the flowers stem? DO BACKGROUND RESEARCH: Students should research how a flower takes the water in and how its distributed through the flower petals. DO BACKGROUND RESEARCH: Students should research how a flower takes the water in and how its distributed through the flower petals. CONSTRUCT A HYPOTHESIS: Students can guess at how long it will take the flower to change in color or if it even will change in color. Students could make a hypothesis about why the flower will change colors. CONSTRUCT A HYPOTHESIS: Students can guess at how long it will take the flower to change in color or if it even will change in color. Students could make a hypothesis about why the flower will change colors. TEST WITH AN EXPERIMENT: Students can experiment by taking the carnation and placing the flower in the dyed water. TEST WITH AN EXPERIMENT: Students can experiment by taking the carnation and placing the flower in the dyed water. ANALYZE DATA AND DRAW CONCLUSIONS: Students can analyze the findings throughout the experiment and understand why the carnation changed in color and how long it took and how many colors you can mix.

15. SOURCES CITED: "STEPS OF THE SCIENTIFIC METHOD." STEPS OF THE SCIENTIFIC METHOD. N.P., N.D. WEB. 07 MAR. 2014.. “METHODS FOR TEACHING SCIENCE AS INQUIRY” CLASS BOOK