• Life Science
• Scientific Method and Characteristics of Living Things
  • Scientific Method and Characteristics of Living Things
  • Cells
  • Human Body Systems
  • Cell Cycle and Division
  • Heredity and Genetics
  • Evolution
• 9.1 Formulating Hypotheses and Identifying Variables
  • 8.25 Introduction to Class and Learning Styles Inventory
  • 8.26 Class Big Goal and Review of Lab Equipment
  • 8.27 Lab Safety and BCCS Science Big Ideas
  • 8.30 Scientific Method Vocab Day
  • 8.31 Observation and Inferences
  • 9.1 Formulating Hypotheses and Identifying Variables
  • 9.2 Creating Graphs
  • 9.3 Drawing Conclusions
  • 9.7 Characteristics of Living Things Vocabulary
  • 9.8 Introduction of Characteristics of Living Things
  • 9.9 Characteristics of Living Things Project
  • 9.10 Characteristics of Living Things Project Part II
  • 9.13 Scientific Method Assesment Review
  • 9.14 Scientific Method Assessment Part I
  • 9.15 Scientific Method Assessment Part II

Lesson Objective

Form a hypothesis Identify the independent and dependent variables as well as constants.

Lesson Plan

– Each Wednesday students that failed to demonstrate master the weekly vocabulary on Tuesday have a second chance. This comes in the form of the vocabulary quiz retake.

– Students come into the classroom find their seat, take out their binders, write down their aims for the day, and write vocabulary quiz retake for the do now.

– If they do not have to retake the quiz (received an 80% or higher on Tuesday) they take out their silent sustained reading book and read during this time.

– If a student has to retake the quiz they complete their do now sheet, clear their desk, and I hand them out.

– In the first quarter the retake takes the form of a multiple choice quiz and if the score is higher than the Tuesday quiz it replaces this grade in the grade book. (In future quarters the retake format changes and the grade gets averaged with the first quiz grade in order to give students increasing incentive to master the vocabulary the first time around.

2.Forming a hypothesis information sheet. (10)

– To be popcorn read as a class. I pick the first reader and when I give the signal for another reader to read and the student reader picks the next reader. The only rule is that they cannot pick someone that has already read.

– This activity in done in partners.

– After the work time, we will share out as whole class afterwards and decide for each hypothesis shared if it is in the correct format and if it is testable.

– This sheet is also popcorn read as a class. I pick the first reader and when I give the signal for another reader to read and the student reader picks the next reader. The only rule is that they cannot pick someone that has already read (including those that read during the hypothesis reading).

5. Practice Identifying Variables (10)

– This exercise is to be completed individually so that I can circulate throughout the room and see exactly where each students stands with their ability to correctly identify variables.

– Once everyone is finished, we will review the most challenging questions as a whole class.

– Today’s wrap-up includes a review of the format of hypotheses and the guidelines for forming testable hypotheses.

Also we review the definitions of the three types of variables and then identify the variables in 3 different situations.