Monday, October 29th AGENDA: Today’s Goal: Students will be able to explain the steps of the scientific method Homework 1. Classroom Materials (see p. 3) 2. Scientific Method (see p. 6) AGENDA: 1 – Bell Ringer 2 – Scientific Method 3 – Exit Ticket Announcements Last day for late assignments is Friday

Monday, October 29th Objective: Students will be able to explain the steps of the scientific method Bell Ringer (p. 15): Describe one time you discovered something by accident. Describe one time you discovered something on purpose. What did you do differently in each case? How are you going to do better in this class this week?

4 MINUTES REMAINING…

Monday, October 29th Objective: Students will be able to explain the steps of the scientific method Bell Ringer (p. 15): Describe one time you discovered something by accident. Describe one time you discovered something on purpose. What did you do differently in each case? How are you going to do better in this class this week?

3 MINUTES REMAINING…

Monday, October 29th Objective: Students will be able to explain the steps of the scientific method Bell Ringer (p. 15): Describe one time you discovered something by accident. Describe one time you discovered something on purpose. What did you do differently in each case? How are you going to do better in this class this week?

2 MINUTES REMAINING…

Monday, October 29th Objective: Students will be able to explain the steps of the scientific method Bell Ringer (p. 15): Describe one time you discovered something by accident. Describe one time you discovered something on purpose. What did you do differently in each case? How are you going to do better in this class this week?

1minute Remaining…

Monday, October 29th Objective: Students will be able to explain the steps of the scientific method Bell Ringer (p. 15): Describe one time you discovered something by accident. Describe one time you discovered something on purpose. What did you do differently in each case? How are you going to do better in this class this week?

30 Seconds Remaining…

Monday, October 29th Objective: Students will be able to explain the steps of the scientific method Bell Ringer (p. 15): Describe one time you discovered something by accident. Describe one time you discovered something on purpose. What did you do differently in each case? How are you going to do better in this class this week?

BELL-RINGER TIME IS UP!

Monday, October 29th Objective: Students will be able to explain the steps of the scientific method Bell Ringer (p. 15): Describe one time you discovered something by accident. Describe one time you discovered something on purpose. What did you do differently in each case? How are you going to do better in this class this week?

Monday, October 29th AGENDA: Today’s Goal: Students will be able to explain the steps of the scientific method Homework 1. Classroom Materials (see p. 3) 2. Scientific Method (see p. 6) AGENDA: 1 – Bell Ringer 2 – Scientific Method 3 – Exit Ticket Announcements Last day for late assignments is Friday

Shout Outs Period 1 – Tahmera, Rodnell Period 2 – Odie Period 3 – Malik

Homework 1. Classroom Materials – Bring classroom materials from page 3 by Thursday at the latest. I will not provide calculators or writing utensils for the rest of the year. 2. Scientific Method HW – Page 6

Week 8 Monday 10/29 – Scientific Method Weekly Agenda Monday 10/29 – Scientific Method Tuesday 10/39 – Types of Variables Wednesday 10/31 – Precision & Accuracy, Chemical & Physical Changes Thursday 11/1 – Review Friday 11/2 – Review

CHAMPS for October 29th C – Conversation – No talking unless directed H – Help – RAISE HAND for questions A – Activity – Take notes so you can study later. M – Materials and Movement – Pen/Pencil, Paper P – Participation – Take notes, answer questions S – Success – Understand the Scientific Method

Video http://www.youtube.com/watch?v=IqArHwtvE9Y

Topic: Scientific Method Date: 10/29/2012 Cornell Notes: Please take out your notebook and properly set up your paper. Topic: Scientific Method Date: 10/29/2012

Scientific Method Definition: series of steps that allow scientists to investigate a natural occurrence What is a natural occurrence?

Steps of the Scientific Method 1. State the Problem/Ask a Question 2. Gather Information 3. Form a Hypothesis 4. Perform an Experiment 5. Analyze Data 6. Draw a Conclusion

Pair-Share Pause Turn to your neighbor and explain what the scientific method is and why we use it.

Notes 1. State the Problem/Ask a Question Have to have something to answer MUST be testable/measurable Ex: Think up a question with the person sitting next to you.

Notes 2. Gather Information Ask other scientists what they already know Look up published research Ex: How might you research your question?

Notes 3. Form a Hypothesis Educated guess that answers the problem/question Usually in an “If…then” format Ex: What is your hypothesis?

Brainstorm 4. Perform Experiment Carry out procedure Need materials list Actually attempt to answer the problem/question Outcome must be quantifiable/measurable Ex: Describe an experiment to test your hypothesis?

Pair-Share Pause Turn to your neighbor and explain the first FOUR steps of the scientific method!

Notes 5. Analyze Data Once you gather numbers and results from the experiment, organize into tables and graphs Use these tables and graphs to see if your hypothesis was correct Ex: What sort of data would you get for your experiment?

Brainstorm 6. Draw a Conclusion Look at data See if you REJECT or SUPPORT your hypothesis Make recommendations for more studies Ex: What sort of conclusions could you draw?

Practice (p. 4 in packet) 1. Write the six steps of the scientific method in order below. Beside of each step explain what scientists do during this step.

1. State the Problem/Ask a Question Practice (p. 4 in packet) Write the six steps of the scientific method in order below. Beside of each step explain what scientists do during this step. 1. State the Problem/Ask a Question 2. Gather Information 3. Form a Hypothesis 4. Perform an Experiment 5. Analyze Data 6. Draw a Conclusion

Practice (p. 4 in packet) Read the following experiment and data. Use this information to answer question 2. Mr. Rana wants to make sure that every Harlan student has a balanced breakfast. He wonders if breakfast makes a difference in how focused students are during their morning classes:   1. First, he starts asking other teachers if they notice if students do better in class when they eat breakfast. The other teachers do not know, so he decides to test it! 2. Mr. Rana thinks that if students eat breakfast, they will perform better on their weekly chemistry quiz. He uses two groups of students to study—Group A eats breakfast and Group B does not eat breakfast. 4. For the next month, Mr. Rana gathers the students’ chemistry quiz grades. The data is below:

Practice (p. 4 in packet)

Practice (p. 4 in packet) 2. Using the experiment explained above, write what Mr. Rana does for each step:   State the Problem: Mr. Rana wants to know if eating breakfast makes students get higher quiz grades. Gather Information: Form Hypothesis: Perform Experiment: Analyze Data: Draw Conclusion:

Practice (p. 4 in packet) 2. Using the experiment explained above, write what Mr. Rana does for each step:   State the Problem: Mr. Rana wants to know if eating breakfast makes students get higher quiz grades. Gather Information: Asked other teachers. Form Hypothesis: Perform Experiment: Analyze Data: Draw Conclusion:

Practice (p. 4 in packet) 2. Using the experiment explained above, write what Mr. Rana does for each step:   State the Problem: Mr. Rana wants to know if eating breakfast makes students get higher quiz grades. Gather Information: Asked other teachers. Form Hypothesis: Eating breakfast results in higher test scores. Perform Experiment: Analyze Data: Draw Conclusion:

Practice (p. 4 in packet) 2. Using the experiment explained above, write what Mr. Rana does for each step:   State the Problem: Mr. Rana wants to know if eating breakfast makes students get higher quiz grades. Gather Information: Asked other teachers. Form Hypothesis: Eating breakfast results in higher test scores. Perform Experiment: Tracking quiz scores over a month, Analyze Data: Draw Conclusion:

Practice (p. 4 in packet) 2. Using the experiment explained above, write what Mr. Rana does for each step:   State the Problem: Mr. Rana wants to know if eating breakfast makes students get higher quiz grades. Gather Information: Asked other teachers. Form Hypothesis: Eating breakfast results in higher test scores. Perform Experiment: Tracking quiz scores over a month, Analyze Data: Created a data table and a graph. Draw Conclusion: Eating breakfast does result in higher test scores.

Practice (p. 4 in packet) 3. Identify the following as one of the steps from the scientific method (write E for experiment, P for problem, H for hypothesis, C for conclusion, D for analyze data, and GI for gather information)   _____ Portoria Birks buys four different foods for her puppy and tries each one for a month. _____ Yolanda Mosley decided that Chow© dog food was making her dog fat. _____ Emmanuel Hunt is concerned that his dog’s food is making him fat. _____ Tahmera Kelley measures the dog’s weight every day and graphs her results. _____ Harvella Lee thinks she might sing better after she drinks Coke. _____ Jordan Bennet plays basketball in his old Nikes and compares his performance to his ability to shoot baskets in his new Jordans. ______ Jamir Elliston uses three different fertilizers in his garden. He is going to measure how high his sunflowers grow in each type. ______ Diamond Whitelow is excited to get a new cell phone, but she can’t decide between a Motorola, a Droid, and an IPhone. Before deciding which one, she looks to see if there is any information about which one is best, and she asks her friends if they think one works better.

Exit Ticket (p. 16) Identify the following as one of the steps from the scientific method (write E for experiment, P for problem, H for hypothesis, C for conclusion, D for analyze data, and GI for gather information) _____ Ms. Parkhouse put a set of tiles in a dark cabinet and another set in the sunlight. _____ Mr. Friedman took measurements of the mold for a month and tried to make sense of the numbers. _____ Ms. Meagan wondered why mold always grew in only one corner of her classroom. She decided to investigate this. _____ Mr. Spring’s students looked at the data and decided the mold was growing in dark places. They decided to make a graph of the data. _____ Ms. McCleary suggested that the lack of light in the corner might be causing the mold to grow.