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Grade 5:
Variables Unit
Overview
This unit is a Full Option Science System (FOSS) kit
created by the Lawrence Hall of Science at the University of California,
Berkeley. It is published by Delta Education. The Variables kit introduces
students to the concept of a variable. Students identify variables, control
variables, and conduct controlled experiments using a variety of
multivariable systems: pendulums, airplanes, boats, and catapults. Skills
students learn while conducting scientific experiments will benefit them
throughout the remainder of their education. Knowing the scientific process
helps children and adults in all areas of life. Being able to identify and
isolate variables is a critical skill required in problem solving. Whether
dealing with machines, or process, or interactions with others, being able
to identify and isolate variables is a skill that promotes lifelong learning
and increases the quality of life.
Building Successful Foundations in Science - Elementary science
integrates and organizes student scientific knowledge through a foundation
made up of 'Bricks" of Big Ideas put together with the "Mortar" of Unifying
Concepts. |
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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
- A common vocabulary is needed to communicate about
the scientific procedure.
- A hypothesis is a testable prediction as to the
outcome of a scientific investigation.
- A well designed investigation involves the use of a
written plan that identifies the materials to be used, the procedure to
follow, and the variables. A plan needs to be followed to make sure all
steps in an investigation are completed. A scientist uses many tools
when conducting an investigation.
- Complete data makes it possible to explain the
results of an investigation and check our prediction.
- When data is analyzed, the results can be
communicated in a variety of ways.
- An investigation should be done more than once to
make sure the data is accurate.
- Scientist compare and contrast data with other groups
to make sure it is accurate.
- Data can be visually represented with labeled
diagrams, charts, tables, or graphs.
- Errors can be determined by comparing data with
another student or repeating the investigation.
- Data can be graphically represented through bar
graphs, line graphs, pictographs, or pie charts.
- Data can be analyzed to predict further change.
- Models make it possible to study or represent events
or objects.
- There are many safety rules to follow when doing an
investigation to keep yourself and others safe.
- Specific tools are available to help gather
data/specific information.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- What common vocabulary should be used when
conducting an investigation?
- Why are predictions an important part of the
scientific process? How can we make better predictions?
- Why should we follow a plan when conducting an
investigation?
- What tools are available and how can they be used
to gather data when conducting an investigation?
- How does data help us explain our investigation?
What are some of the ways we can collect data?
- How can we communicate the results of our
investigation to others?
- How can a plan be written to allow someone else
to follow the directions?
- How can we make sure our data is accurate? How
can we visually represent data?
- How can errors in data be discovered? What are
the components of a graph?
- How does data help us make better predictions?
How can models be used to help explain/study science?
- What tools are available to help gather data?
When are these tools used?
Highest
Frequency Standards
 High
Frequency Standards
 Other
Standards & E-skills
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Sample Lessons
District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
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Vocabulary: variable,
prediction, cycle, capacity, system, patterns, independent variable,
dependent variable, control, fair test, hypothesis (if…then),
results of an investigation should be verified through repetition |
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Parents
You can help your child apply what he or she has learned in this unit by
asking questions about variables that may be identified and isolated when
solving any problem. Take any problem your child needs to solve, regularly
completing homework, interacting positively with peers or siblings, etc.
Guide your child to identify the problem. Then write all of the variables
that might impact the end result. Ask your child to identify the one
variable that seems to have the greatest impact on the end result, either
negatively or positively. Now guide your child to think of ways to address
or deal with the most powerful variable. |
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