Marilyn+and+Skyler

a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria. b. Develop a testable question. c. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure. d. Identify the dependent and controlled variables in an investigation. e. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment. f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data. h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion. i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.
 * "Scientific Method with Candy"**
 * Grade:** Fifth
 * Standard:** 6.Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:


 * Objective**: The students will work individually to conduct an official experiment using the Scientific Method. They will observe, hypothesize, test, record and report data in order to verify their hypothesis.

Anticipatory Set- The teacher will ask students to make predictions about their various tastes in candy flavors. **Making predictions is a great way to __engage__ learners at the beginning of a lesson. By tapping into the students’ prior knowledge, the teacher gains an understanding about his/her students.** The students will be told that today they will be conducting an experiment of their own regarding types of candy. (This activity will be done a few days prior to Halloween.) The teacher will talk briefly about the Scientific Method and the necessary steps one must take to conduct a proper experiment.
 * Instructional Strategies:**

Input/Modeling- Before lesson begins, instruct students to clear their desks of all materials except a pencil and their science notebooks. This helps the students to be fully engaged in the upcoming activity. Engaged students will learn more because they will be free from distraction. The teacher will give each student three types of candy and one paper plate. Without talking students will divide their plate into three equal sections using their pencils. Each section will be labeled with one of the following letters: A, B, and C. Allot one type of candy to each section. Teacher will demonstrate plate divisions on the white board and show students one way they might label and assign the candy on their plate. Guided Practice: The first step of the Scientific Method is to __ask questions__. Instruct students to unwrap their candy and place it back into its proper location. Students will then spend a few minutes observing their candy without touching it and formulating five questions in their science journals. For example, a student might ask, “What will the texture of Candy A be?” Or “Will Candy C taste sour or sweet?”. The next step of the Scientific Method is finding __background information__. The students will do so by reflecting on the various looks of the candy. They will compare and contrast the candy on their plate with candy they have seen and tasted in the past. During this time students will observe each candy individually beginning with Candy A. Give the students enough time to record their observations about the appearance of each in their science notebooks. For example, students may want to focus on the size, color, shape, texture, etc. Follow this procedure for each candy. The next step in the process will be to determine a __hypothesis__ about what their favorite candy will be. The teacher will ask students what their understanding of a hypothesis is. Every student should be clear that a hypothesis is an educated guess about the present experiment which uses the format, “If [I do this], then [this] will happen.” For example, one student might hypothesize that, “If I like chocolate, then I will enjoy Candy B the best.” The next step will be to __test__ each hypothesis. The teacher will guide students through a series of questions and steps to aid them in finding results. First rate the appearance of each candy on a three point scale by awarding 3 points to the candy that is the most visually appealing regardless of their taste preference, and 1 point to the least appealing. Continuing with the 3 point system, ask students different questions (depending on types of candy selected) about taste, texture, candy filling, etc. At the conclusion of the testing, students will add up the total amount of points for each candy. Based on the points given to each candy, students will then determine the validity of their hypothesis. If the candy they hypothesized would be their favorite was given the most points, then their prediction was correct. This step is __Analyzing Data and Drawing Conclusions__. Have the students write a concluding sentence in their science notebook. For example, “My top choice was Candy A.” In order to __Communicate Results__, the students will share their highest scoring candy with the class. This will be communicated through a class bar graph. The teacher will hang a poster on the front board with a pre-labeled data graph. Each student will come up individually and place a sticker in the column of the candy of their choice.
 * Student Activities:**

Independent Practice: The students will now be asked what other forms of data representation could be used to show their class’ results. Each student may now select one of these forms and do a graph or chart of their own in their science notebook. After completing their individual graph/chart, students will write an individual report of their investigation as the final step of the Scientific Method. Students should include ways they observed the candy and whether their hypothesis was correct or not and why.