Scientific method, inquiry outline, lab, with a teacher example.

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Lauren Sanit

4 Followers

Grade Levels

2nd - 9th

Subjects

Science, Writing

Resource Type

Activities, Assessment, Laboratory

Standards

CCSS5.G.A.1

CCSS5.G.A.2

NGSS5-ESS2-2

NGSSMS-ESS2-3

NGSSMS-ESS2-2

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Google Docs™

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Lauren Sanit

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Description

This contains a scientific method, or scientific inquiry, outline of the steps. It includes: question, hypothesis, create/perform/record the experiment in a table, analyze and make a conclusion for the experiment using a graph, communicating results, an example of a graph, an example of a table, dependent variables, independent variables. It provides students with the steps, which they can fill in during a lab at school, or a lab students create. This includes an example of the outline for a lab and a teacher example of what the lab should look like. I have also included three step by step parts of scientific inquiry. In my classroom, I have provided students with one part at a time, so I can check and approve their work before they move on and complete the experiment.

I have uploaded this file from google documents. I have copied and pasted my google document into a word document to convert into a PDF for preview, so it may look funny.

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Standards

to see state-specific standards (only available in the US).

CCSS5.G.A.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 𝘺-coordinate).

CCSS5.G.A.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.

NGSS5-ESS2-2

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.

NGSSMS-ESS2-3

Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches). Paleomagnetic anomalies in oceanic and continental crust are not assessed.

NGSSMS-ESS2-2

Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.

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