THE SCIENTIFIC METHOD

Unit essential questions:

- What safety precautions must be taken before an experiment?
- What happens when the data results are different then the
hypothesis?
- Why is safety in the science classroom so important?
- How can I use the scientific method in my life?
- What are the steps of the scientific method? How do they connect or
work together?
- How does data help us understand the world?
Lesson question:
- What are the steps to the scientific method?
- What information can we find out from a data table? Graph?
Standards:
Common Core Standards:
-CCSS.ELA-Literacy.RI.6.7
Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
- CCSS.ELA-Literacy.RI.5.7
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
- CCSS.ELA-Literacy.W.5.8
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources.
- CCSS. MATH-Geometry. 5.G.1
Graph points on the coordinate plane to solve real-world and
mathematical problems.
1. Use a pair of perpendicular number lines, called axes, to define a
coordinate system, with the intersection of the lines (the origin)
arranged to coincide with the 0 on each line and a given point in the
plane located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the second
number indicates how far to travel in the direction of the second axis,
with the convention that the names of the two axes and the
coordinates correspond (e.g., x-axis and x- coordinate, y-axis and ycoordinate).
2. Represent real world and mathematical problems by graphing points
in the first quadrant of the coordinate plane, and interpret coordinate
values of points in the context of the situation.
Lesson objective:

Students will take data from a chart and apply it to a bar graph.
Students will identify the steps to the scientific method.

Assessment:
Students will answer questions by looking at the chart on
the projector
Students will be given a worksheet with Data that is
needed to be put into a bar graph.
Students will need to identify and label a title, key, and
scale and plot data correctly.
Opening:
Students will gather in the LGI room (Lecture hall) down the hall
and sit in the first few rows with the worksheets in front of them.
Then we will activate prior knowledge by reviewing what the
scientific method is and what the steps are.
Then I will tell the students we are going to be working on
graphing the data we find using the scientific method.
Procedure:

1. Anticipatory Set: First I will ask the students what we have

been working on in science. When they answer the scientific
method I will then go on to ask for the specific steps to the
scientific method. Then I will tell the students today we will be
working on graphing data from an experiment.
2.
Then we as a class will go over a sample experiment and quickly
go over the steps to solving.
3.
Then once the students have seen how we got the data we will
move to the graphing portion of the lesson.
4
I will have graph paper to be projected on the Elmo and I will
show students how to label a graph correctly.
5.
Once we have labeled the graph as a class we will make some
predictions based on the data from the chart. (What had the
most,least,same?)
6.
Then we will go over how to graph the data and ask for helpers
to show me what I should do.
7.
Then student will be put into groups and be given a set of data
with which they have to label and put together a bar graph.
8.
As a class we will go over the answers and ask for ending
questions about the lesson.

Tiered by: Complexity

Tier 1:
Students in tier 1 will be given a data chart with the class
favorite colors.
The options are red, blue, green, and purple.

The set of numbers are all single digit numbers from 1-6.
The students will have to correctly label the graph and then plot
the data from the chart onto the graph
The graph must have a title, scale, a bar for each color, labeled x
and y axis, and a key.
Tier 2:
Students will be given a different experiment in tier 2.
These students will be given an experiment of the effect of
mentos in 4 different types of soda.
Each of the four sodas will have been tried three times and the
students are given the final data collection chart.
This chart unlike that of tier 1 has 4 groups being tried 3 times
each which will make for a tougher graph.
The number of feet the geyser went when a mento was added
varied from 2-7 feet in the air.
This tier of students will have to label the same things in the
graph from tier 1 but they will also have more bars in their
graph.
This will make it so they have to label each trial as well as create
a key to show which bar on the bar graph is which soda from the
experiment.
Tier 3:
The third tier is the most complex out of the three.
Students in this tier will be given the same experiment as tier 2
but instead of whole numbers they will be given numbers with
decimal points.
They will have four different types of soda all being tried three
times again.
The results given to them for this one will have a decimal point.
Each soda will have been tried 3 times and will have results with
decimals.
When graphing students must have all the requirements listed in
tier 1 and 2 except in this tier they will need to have an
appropriate scale in order to graph the decimal point results. (1
box= .5 etc.)
Closure:
Students will raise their hands and tell me what they learned
today? I will also ask particular questions about the lesson to
make sure the students retained key ideas and details of the
lesson. (For example. What must every graph have on it? Title,
scale etc.)

Materials:
ELMO
Data charts and graph paper for each of the three tiers.

Example problems for practice projected on ELMO.

Pencils

Name:_____________________________________
Directions: Using the data from the chart make a graph that includes a
key and appropriate scale.
Tier 1
Mr. Perillos Favorite Colors
RED
BLUE
GREEN
PURPLE

4
6
2
5

Tier 2
Type of Soda
#1 Coke
#1 Diet Coke
#1 Pepsi
#1 Diet Pepsi
#2 Coke
#2 Diet Coke
#2 Pepsi
#2 Diet Pepsi
#3 Coke
#3 Diet Coke
#3 Pepsi
#3 Diet Pepsi

Feet
2
5
5
6
3
7
5
6
2
7
5
6

Tier 3
Type of Soda
#1 Coke
#1 Diet Coke
#1 Pepsi
#1 Diet Pepsi
#2 Coke
#2 Diet Coke
#2 Pepsi
#2 Diet Pepsi
#3 Coke
#3 Diet Coke
#3 Pepsi
#3 Diet Pepsi

Feet
2.25
5.6
5.6
6.2
3
6.9
5.4
6.0
2.4
7.1
5
6.5

Practice Problem Used during the lesson

Brands of gum

Time Flavor Lasted (Min)

Trident #1
Stride #1
Orbit #1
Trident #2
Stride #2
Orbit #2
Trident #3
Stride #3
Orbit #3

6
2
4
7
4
3
6
5
3

Types of Bouncy ball

Pinky
MEGA Bounce
Hyperbounce
SuperBall
Wham-O
Spalding

Height it bounced (Yards)

7 Yards
10 Yards
12 Yards
5 Yards
9 Yards
11 Yards