Lesson: Variables and Constants
SWBAT define and identify variable and control in scientific applications. SWBAT discern between independent and dependent variable
Activating Prior Knowledge: Scientific Questions
1. (5-6 minutes) Ask: “What makes a question scientific? / What makes a question a good experimental question?”
Looking for at least the following responses:
- Can be answered
- Can be measured
- Has an independent variable and dependent variable
- Other aspects of experiments can be controlled
- Replicable, both by yourself and others
- Get consistent results
2. (3 minutes)Active prior knowledge by brainstorming previous scientific questions tested. <<Pre-write questions -- dissect>>
a. Chemical weathering creates the fastest weathering process for sedimentary, igneous, or metamorphic rocks? (7)
b. Mechanical weathering creates the fastest weathering process for sedimentary, igneous, or metamorphic rocks? (7)
c. How does an environment change the size of a cell? (5)
d. How does temperature affect ocean level rise? (5)
3. (3-4 minutes) Compile class list of previous labs completed.
4. (4 minutes) Students will provide definitions for control, independent, dependent variables from last year.
5. CFU – independent writing on notes:
· Which is there only one of: Independent Variable, DV, or Control? Why?
· How does the dependent variable relate to the independent variable?
· Explain whether this statement is true or false: You only have 3 controls in an experiment.
6. (3-5 minutes) Review CFU using cold call.
Identifying Controls and Variables in Scientific Applications
7. (7-8 minutes)We do. I will select one of the brainstormed labs that has easily identifiable controls and variables. Together we will identify these components. Additionally, we will discuss what makes this particular experiment challenging.
8. (5 minutes) You do. Students will independently identify controls and variables in two scenarios. During this time I will check in with students 1:1.
9. (3 minutes) 1st time: Pair and Share. Students will turn, share and provide feedback to improve their responses.
10. (4-5 minutes) Whole class review of response to Experimental Question #2.
11. (8 minutes )You do. Continue onto Experimental Question #3.
12. (3 minutes) 2nd time: Pair and Share. Students will turn, share and provide feedback to improve their responses.(10 minutes) You do: Together partners will create a scientific question, compile variables and controls and consider challenges within their experimental design.
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