Jeremy Fiel

Biology I

50 min

Objectives:

·         The students will describe each step of the scientific method.

·         The students will apply the scientific method to solve a hypothetical problem.

·         The students will differentiate between controlled, dependent, and independent variables.

Materials:

Scientific Method Handout: method.pdf

Scientific Method Crossword:  scimethodpuzzle.pdf

Variables and Controls Notes.doc

Simpsons-Identify the Controls and Variables.doc

Laptop with car sound effects prepared

Bell-work:  Describe an “everyday” problem you’ve had to solve lately.  What was wrong and how did you solve it?

Set:  Have students discuss their bell-work.  Identify the steps in problem solving: problem, observing/researching, hypothesizing, experimenting, observing, analyzing, concluding.  These are general steps that are used to solve problems, and in science we call them the scientific method.  Today we’ll review those steps and we’ll also talk about some of the detailed parts of scientific experiments called variables.

Procedures:

1.       Pass out Scientific Method Flowchart to each student.  Remind them that these are general steps to solve problems, and there are different versions of it, but these are the basic steps.

2.       I’m going to tell the class about a problem I had recently.  Describe my old white car and all the trouble it’s had, the several times it’s broken down, the battery, alternator, air compressor, belt, etc.  “It was a sunny morning.  It was sunny because I was late to work.  My alarm hadn’t gone off.  So I called the school and told them I’d be there in 15 minutes.  I managed to get dressed and brush my teeth and grab my stuff.  I ran out to the car and hopped in…”

(Sit in desk and pretend to grab wheel; Play sound effects of car not starting).

3.       So, what’s my problem?  What should I do next? (observe and research).  What could be wrong? (make a hypothesis) Design an experiment (procedure); test;  observe results (now play the sound effects for when the car starts) and analyze them; make a conclusion. 

4.       Pass out variables notes to each student. 

5.       Explain each definition to the students, and then have them write one IYOW (In their own words).  Have students share them with the class.  At the bottom, they should fill in the blanks for the Tylenol example.  Review this together.

6.       Pass out the Simpsons Worksheet for identifying variables. 

7.       Work the Smithers example (#1-5) together and discuss the reasoning behind each answer. 

8.       Have the students complete the remainder of the worksheet.  If they do not finish in class, it will be homework.

9.       Walk around to observe and help students individually.

Closure:  Review the steps of the scientific method and the different types of variables.  Have students share the definitions they made in their own words.  If there is time, have students discuss answers to the Simpsons worksheet.

Assessment:

Informal- Verbal questioning during scenario and note taking.

Formal- The Simpsons worksheet will be graded and recorded in the gradebook. 

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