This week, as we continued to learn
about the scientific method, we dove into a lesson on variables. This concept
is always a bit tricky for students, especially independent and dependent
variables, but my students seem to have a clear understanding after our
introductory lesson. We started off by cutting and pasting our “Science
Variables” flap books into our science journals. I projected PDF posters on the Promethean Board, which
showed the terms, definitions and sample illustrations. Students wrote the definitions under
each term in their flap books.
Next, we set up our “Ready, Set, Melt”
demonstration lab. Being that we live in South Florida, we do not have much experience
with snow, so we did discuss how we have seen on the news, trucks up north
driving down the roads after snow storms shooting out salt onto the snow covered streets. Some
students had no idea what we were talking about, while others had actually
experienced it while visiting up north. After our discussion, we set up three
clear cups, one small ice cube in each cup and three timers. Students wrote
these items on the inside flap of “Constant Variable” in their flap book. We
followed that by adding the 2 tablespoons of sugar to cup number two, 2 tablespoons
of salt to cup number three, and documenting it in our flap book under
“Independent Variable.” We started our timers, and were ready to observe.
demonstration lab. Being that we live in South Florida, we do not have much experience
with snow, so we did discuss how we have seen on the news, trucks up north
driving down the roads after snow storms shooting out salt onto the snow covered streets. Some
students had no idea what we were talking about, while others had actually
experienced it while visiting up north. After our discussion, we set up three
clear cups, one small ice cube in each cup and three timers. Students wrote
these items on the inside flap of “Constant Variable” in their flap book. We
followed that by adding the 2 tablespoons of sugar to cup number two, 2 tablespoons
of salt to cup number three, and documenting it in our flap book under
“Independent Variable.” We started our timers, and were ready to observe.
I explained to the students that “I, the Scientist,”
change one variable. Hence, “Independent” starts with “I.” I found this was an
easy little trick that helped them remember what the “Independent Variable”
was. As we waited, and watched, we worked on a “Science Variables” worksheet. This
worksheet contains 3 different illustrations with labels. We started off by
circling the Independent Variable. The ONE thing I, the scientist, changed in the experiment. We then wrote down the other variables that we could see in
the experiment under Constant Variable.
We went on to discuss the Dependent Variable, the measurable result that we
would get at the end of the experiment.
Students realized it would have to do with time since there was a timer
in the illustration. After some discussion, they realized it would be how long
it took for the bead to fall off of the spoon.
change one variable. Hence, “Independent” starts with “I.” I found this was an
easy little trick that helped them remember what the “Independent Variable”
was. As we waited, and watched, we worked on a “Science Variables” worksheet. This
worksheet contains 3 different illustrations with labels. We started off by
circling the Independent Variable. The ONE thing I, the scientist, changed in the experiment. We then wrote down the other variables that we could see in
the experiment under Constant Variable.
We went on to discuss the Dependent Variable, the measurable result that we
would get at the end of the experiment.
Students realized it would have to do with time since there was a timer
in the illustration. After some discussion, they realized it would be how long
it took for the bead to fall off of the spoon.
At this point we went back to our
demonstration. In both of my classes, the ice with the salt melted in half the
time the others did. It took about 18-19 minutes for the ice cube to melt with
the salt in it. You could hear the oh’s and ah’s.
demonstration. In both of my classes, the ice with the salt melted in half the
time the others did. It took about 18-19 minutes for the ice cube to melt with
the salt in it. You could hear the oh’s and ah’s.
As a review next week, I will be sending
how a worksheet with a scenario, and students will have write down the
constant, independent and dependent variables. As an assessment, the students
will be doing a cut and paste activity where they will match the terms with the
definitions and examples.
how a worksheet with a scenario, and students will have write down the
constant, independent and dependent variables. As an assessment, the students
will be doing a cut and paste activity where they will match the terms with the
definitions and examples.
All of these activities can be found in
my Science Variables resource found HERE.
my Science Variables resource found HERE.
Your Thrifty Co-Teacher,
~Cristy
Great post!
Thanks for stopping by. 😉
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http://thirdtimeinthird.blogspot.com/2014/10/youll-be-famous-as-famous-as-can-be.html
Thank you so much! I am over the moon with your nomination. I look forward to looking at your blog as well. =)