gRADE 5 eSSENTIAL lAB # 4 (teacher’s version)
Which brand of paper Towels do you think is best?
STEM 3.0 (Science, Engineering and Math)
Benchmarks:
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explaining must always be linked with evidence.
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
LAFS.5.W.3: Research to Build and Present Knowledge. 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. Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.5.SL.1: Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
MAFS.5.MD.2: Represent and interpret data.
MAFS.4.MD.1.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb., oz.; l, ml; hr., min, sec.
Objective/Purpose:
· Formulate/investigate scientific questions that can be answered through experimentation.
· Develop a hypothesis.
· Identify the appropriate procedures, materials, and the variables.
· Investigate through experimentation.
· Collect and analyze appropriate data using charts and tables.
· Analyze data trends through graphs.
· Draw conclusions and make applications using generated data.
· Communicate findings with logical reasoning.
Background Information:
This 5 E’s lesson asks students to consider a concept that is subjective (term best) and then develop an experiment that is testable and repeatable. The emphasis on this well-known investigation is given new life with emphasis on developing critical-thinking skills and a deeper understanding of the use of the Scientific Method as a guide to full inquiry.
Teacher Notes:
A paper towel inquiry power point and additional resources are available at
http://science.dadeschools.net/elementaryScienceFair/resources.html
Students can use their science notebooks to record the investigation information or use the SCIENCE INVESTIGATION LAB FORM that is included.
Collect a variety of materials to be available for testing to see which paper towel is best. Add anything else you can think of that could be used to the following list.
Materials:
3 - 4 paper towel brands measuring cups graduated cylinders droppers
blue trays stopwatches scissors rulers
balances gram cubes pennies marbles
deli containers plastic bowls rubber bands hand lens
If a student group needs additional help with the procedures, the following procedure choices may be offered for students as a guided inquiry:
Procedure to test absorbency: Roll a measured piece of towel (14x14cm) and dip into a graduated cylinder (50mL or larger capacity) with a specific amount of water (30 mL) for 10 seconds. Remove and read the amount of water left in the graduated cylinder. Find the difference (amount absorbed).
Procedure to test strength: Secure a measured piece of towel (16x16cm) with a rubber band over a “deli” plastic container. Pour a measured amount of water (5mL) to wet the towel. Pennies or marbles can be added one at a time, until the towel breaks. Then count the number of pennies or marbles the towel held. The number of pennies or marbles can be converted to grams.
Or they can go online for additional ideas for paper towel tests.
How to Test Paper Towels Absorbency:
http://www.ehow.com/how_5676085_test-paper-towels-absorbency.html
Science Fair Projects for Paper Towels Absorbency:
http://www.ehow.com/info_8046146_science-ideas-paper-towel-absorbency.html
Part One
Engage:
Show students various brands of paper towels with purchase prices (name brands, store brands, school paper towels) and ask them “Which brand of paper towels do you think is best? Tell them to think about which ones are used at their home and at school. Have they seen TV ads for paper towels? Ask them to explain their responses.
Explore:
Guide students to research background information.
Give each group of students a roll of paper towels, with the cost per square foot (This can be found on the grocery shelf tag when the paper towels are purchased) so that each group has a different brand to present to the class (Research background information).
Students can: observe a single sheet and describe its properties; read the package for facts and claims (advertisement information). If online access is available, groups can look for more information. For example, The World’s Strongest Paper Towel: http://handdryerreview.com/paper-towel-strength.html
Explain:
Students groups then present the background information on their assigned brand of paper towel from the explore activity. It can be presented on a power point slide or as a poster.
Tell students to think about what was learned from each group’s presentation on a different brand of paper towels. Ask how are they alike, different? (cost, content, ply, absorbency, strength, etc.) Direct students to summarize the key paper towel research information from each group’s presentation. Students can use their science notebooks or the SCIENCE INVESTIGATION LAB FORM that is included. Discuss opinions on which attribute determines which paper towel is best.
Evaluation:
Ask them again “Which brand of paper towels do you think is best? Ask them how can we determine which brand is really the best? Say that’s right, we can conduct an experiment using the scientific method to test different brands comparing one “best“attribute. Review the scientific method steps. Ask which steps have they already done? (Ask a question and do research) Then ask what is the next step. (Construct a testable question or the Problem Statement).
Part Two
Engage:
Show students a variety of materials you have collected that are available for testing to see which paper towel is best. You’ll need to include measuring cups, graduated cylinders, droppers, rulers, stopwatches, scissors, balances, gram cubes, pennies, marbles, hand lens, deli containers, plastic bowls, rubber bands, blue trays, and anything else you can think of that could be used. Tell students they will not need to use all of the materials.
Tell the student groups that you want them to come up with a test to determine the “best” paper towel. Students use their science notebooks/journals or use the SCIENCE INVESTIGATION LAB FORM that is included to record all investigation information. Students must come up with the following:
Their testable question
Their hypothesis
Their independent/manipulated variable
What they plan to measure and how (dependent/responding variable)?
List of materials they think they will need.
Explore: Students work in their assigned groups to set up their experimental design (variables, procedures, materials).
Evaluation (Teacher) Walk around them and offer assistance as needed (facilitate), checking to make sure their hypothesis and experimental design is complete with variables, materials, and procedures listed in their notebooks or SCIENCE INVESTIGATION LAB FORM. If a student group needs additional help with the procedures, the procedure choices found in the teacher notes section at the beginning of the lab may be provided to the students.
Evaluation (Students) Have students finalize their group’s experimental design.
· Problem Statement
· Hypothesis:
· Test (Independent/Manipulated) Variables
· Outcome (Dependent/Responding) Variables
· Constant Variables
· Procedures
Check procedures to insure:
Ø Each procedure step is numbered.
Ø Each step begins with a verb.
Ø All variables are kept the same (constant) except the one you are testing (independent/manipulated).
· Collect the materials needed for the experiment.
· Create data tables.
Explore:
Student groups then conduct their experiment, collecting evidence and recording this data on a chart or table.
Explain:
Students analyze the data (evidence) collected.
· Students create a graph to present the data from all trials. (Students can use the mnemonic device Dry Mix as a reminder that the Dependent or Responding variable is placed on the Y-axis and Manipulated or Independent variable is placed on the X-axis.)
· If resources are available, students can create a graph through excel, word, PP excel slide or use an online resource such as Kids’ Zone Learning with NCES: Create a Graph http://nces.ed.gov/nceskids/createagraph/
Students restate the data listed in the table or chart in a narrative form under Results.
Students answer the following questions to complete the Conclusion:
1. What was investigated? (State the purpose of the experiment by describing the problem statement.)
2. Was your hypothesis supported by the data? (Write a statement as to whether the data supports or does not support the hypothesis including a restatement of the hypothesis.)
3. What were the major findings? (Describe the data collected that provides the evidence as to why the hypothesis was supported or not supported.)
4. What possible explanations can you offer for your findings? (Think about everything that may have affected your results.)
Students answer the following questions to complete the Application:
1. How can the investigation be improved?
2. What are some possible applications of the experiment? (day-to-day life)
3. What questions has your experiment lead you to ask that could be tested in a
new investigation.
Evaluate:
Give each group a large presentation size sticky note to present their groups’ data (evidence), conclusion and applications to the class. Students can write an abstract (summary) of their inquiry. Students could also present using a power point.
The following can be discussed:
· Did they do enough trials to collect evidence with certainty?
· Compare and contrast all the data collected from different groups.
· Discuss why some data are the same and why some data are different.
· Are their ways the investigation could be improved and done over?
· What should be done differently?
· What new question(s) could be investigated?
Extension:
Students can make revisions and do the experiment over or students can investigate a new question and report their new findings to the class.
Another idea is for the group to do a survey of the social construct of “best”. The group can be taught how to gather social science data by surveying their peers. Students can be facilitated as they develop a short survey in which participants are asked to rank the towels on texture, color, or another subjective element. It can provide opportunities for students to discuss the merits of their scientific findings and how it compares to the social science research.
Reference
Joseph, Jann. Which Paper Towel is Best? Science and Children, March 2011, Volume 48, Number 7
Please note the SCIENCE INVESTIGATION LAB FORM for students follows on the next page.
Which brand of paper Towels do you think is best?
Group # ______Date: ______
Group Members ______
______
SCIENCE INVESTIGATION PLANNING FORM – Keep in Notebook
Research
Write a brief summary of the background information each group presented on a paper towel brand.
______
Problem Statement: (The testable question that can be answered by performing an experiment.)
______
Form a Hypothesis (Use an “If …. then …” statement.)
______
Experiment Design:
Variables:
Test (Independent/ Manipulated) Variable (What do I change?)
______
Outcome (Dependent/ Responding) Variable (What data do I collect?)
______
Constant Variables (What do I keep the same in the experiment?)
______
______
______Materials (Use metric measurement tools and list in column form.)
Procedures (Use a step by step numbered list. Each step should also begin with a verb.)
______
Data: Create a data table(s) to collect and record data observed and measured during the experiment. Now you’re ready to conduct the Experiment. Remember to repeat the experiment at least three times.
Paper Towel Brand / Trial 1 / Trial 2 / Trial 3 / AveragePaper Towel Brand / Trial 1 / Trial 2 / Trial 3 / Average
Make a graph to display the data collected and recorded on data table. (Remember to use Dry Mix to help you place your data on the correct axis.)
Results: (Record collected data from the experiment in a narrative summary form.) ______Conclusion: Answer the following questions:
1. What was investigated? (State the purpose of the experiment by describing the problem statement.)
2. Was your hypothesis supported by the data? (Write a statement as to whether the data supports or does not support the hypothesis including a restatement of the hypothesis.)
3. What were the major findings? (Describe the data collected that provides the evidence as to why the hypothesis was supported or not supported.)
4. What possible explanations can you offer for your findings? (Think about everything that may have affected your results.)
______
______
Application: Answer the following questions:
1. How can the investigation be improved?
2. What are some possible applications of the experiment? (Describe how the findings from this investigation can be used in day-to-day life.)
3. What questions has your experiment lead you to ask that could be tested in a new investigation.
______
______
______Abstract (Lab Report)
Write three or more paragraphs. Include what was being investigated and the hypothesis. Write about the procedures followed in the investigation. Include information on the data and conclusions reached. Last write about your project’s applications.
______
______
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