Name:  Peter Nelson    Subject: Biology I  Period: 1st    Approximate Time: 50 minutes

Objectives:

The student will analyze (Blooms level: analysis) bar graphs by identifying key concepts associated with graphs (independent variables, dependent variables) (Biology, 1.d)

Materials:

Whiteboard, whiteboard markers, paper, writing utensils.

Bell work:

If I wanted to test the effectiveness of three different types of dietary supplements (A, B, C) on the amount of time needed to complete a mile run, how might he set up an experiment to test the supplements? How many groups? What would and wouldn’t be held constant? (hint: I would first test the athletes to get a baseline measurement).    5-6 minutes

Set: 

In general, how do you get stronger and faster? Hands. Would you get much stronger or faster if you didn’t do those things? One outcome is always dependent on another. If one person was deprived of water for a whole day and another got to drink water whenever they wanted. Who do you think would drink more water at the end of the day? Exactly. Why is that? Again one outcome is dependent on another. Take 2 minutes to think of a time in your life when one outcome was dependent on another.  Listen to and mold examples. Today we will be talking about nothing more complicated than what you have come up with. Today we will go over independent and dependent variables and how to interpret data from graphs using those variables.

Procedure:

1. Make an overhead with the formal definitions for independent and dependent variables. Also on the overhead, draw an example using water allowance (none, some, a-lot  v ounces consumed at the end of the day) have the students decide which is the independent and which is the dependent variable. Also have them decide what the bars would look like. Ask repetitive questions about the graph.

2. Ask the students to remember the bell ringer (it should still be on the board) and decide what would be the IV and DV. Tell them that C worked the best, B had no effect and C had a negative effect. Have them try to draw a graph like yours. While they are working, draw a fake baseline graph on the board.  Go over all aspects of the problem (control group, new numbers etc.)

3. Simpson’s experimental scenario worksheet 10-15 minutes. Have them hand in the worksheet.

4. Go over the worksheet.

Closure:

Great job today. Review the steps of the scientific method. Components of an experiment. IV and DV...what axis in a graph?  Why is it important to be able to understand IVs, DVs, and bar graphs? (state test, most data is represented this way). What other ways have you seen data represented? Tomorrow we will look at other graphs used to display information. 

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