what is a hypothesis 6th grade

The Scientific Method Lesson Plan: Developing Hypotheses

Submitted by: charlie conway.

This is a lesson plan designed to be incorporated into a elementary or middle school general science class. Using BrainPOP and its resources, students will be introduced (or further exposed) to the steps necessary to undertake scientific experimentation leading (perhaps) to a Science Fair project. The Scientific Method is a core structure in learning about scientific inquiry, and although there are many variations of this set of procedures, they all usually have similar components. This lesson should take 45-60 minutes, with opportunities for extending the lesson further.

Students will:

• Students will use BrainPOP features to build their understandings of the Scientific Method.
• Students will learn how to identify and write effective hypotheses.
• Students will use game play to write an appropriate hypothesis for an experiment.
• Students will identify and utilize the tools necessary to design a scientific investigation.
• Laptops/Computers
• Interactive White Board
• Pencil/Paper
• Class set of photocopies of the Scientific Method Flow Chart
• BrainPOP accounts (optional)

Vocabulary:

Preparation:.

These procedures may be modified according to the needs/resources of each teacher & class. For example, you may decide to do the quiz with pencil/paper, or do the quiz as a class.

Lesson Procedure:

• Ask the students how scientists answer questions and solve problems. Take a few minutes to explore students' prior knowledge with a short discussion.
• Tell the class that you're going to watch a BrainPOP movie about answering a scientific question about plant growth.
• Show the BrainPOP movie on the Scientific Method two times. The first time, students should just watch and listen. The second time they should take notes. Pause the movie at critical STOP points.
• Students should log on to their individual student accounts and take the Scientific Method Quiz to give the teacher some immediate feedback. (This can also be done as a pre-assessment, or at the very end of the lesson). NOTE: If you choose to, you can give a pencil/paper quiz also; students who work best with electronic media can be given accommodations). If you don't have access to individual student logins via MyBrainPOP (a school subscription), students can take the Review Quiz or paper quiz instead.
• Discuss the main points from the movie: a. Write the definition of the scientific method: the procedure scientists use to help explain why things happen. b. Make a list on the board of the steps mentioned as part of the scientific method: problem, fact finding, observation, inference, hypothesis, experiment, conclusions. c. Tell students that there are various versions of the scientific method that they may see, but they are all basically the same.
• Hand out the Scientific Method Flow Chart . Introduce the "If...then...because..." format for writing hypotheses. Give the students 10 minutes to complete the sheet with their group. They may use their notes from the movie to help them, and/or work collaboratively with other students.
• Discuss some of the student responses in class. Focus on the hypotheses, and explain that a good hypothesis is a testable explanation of the problem. For example, a good hypothesis to the third problem would be, "If I move farther away from the microwave oven, then the cell phone signal will improve because I am further away from the source of interference." Show how this is a TESTABLE hypothesis that can lead to a scientific experiment.
• Introduce the students to the Pavlov’s Dog game in GameUP. Allow time for the kids to explore the game without telling them why they are playing it.
• After 10-15 minutes, have the students take a break from playing, and have a short discussion about the game. Ask if anyone was able to complete the task successfully, and have them share how they got the "diploma." If time allows, show the students how to complete the task so that they all understand that the dog has been conditioned to respond to a stimulus (noise before food has been introduced).
• Have the students write a hypothesis that Pavlov may have written before he started his experiment. Students can either do this with pencil/paper, or the teacher may create a BrainPOP quiz and have students submit their hypothesis electronically. This may be used as a part of the assessment.
• Choose some sample responses from the students, highlighting the hypotheses that are TESTABLE, and not just guesses or predictions.

If this lesson is an introduction to allowing students to plan and carry out their own experiments, then all that follows is naturally an extension to the lesson.

Other, shorter extensions are easy to develop as well.

Extension Activities:

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Formative Assessment Probe

What Is a Hypothesis?

By Page Keeley

Uncovering Student Ideas in Science, Volume 3: Another 25 Formative Assessment Probes

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This is the new updated edition of the first book in the bestselling  Uncovering Student Ideas in Science  series. Like the first edition of volume 1, this book helps pinpoint what your students know (or think they know) so you can monitor their learning and adjust your teaching accordingly. Loaded with classroom-friendly features you can use immediately, the book includes 25 “probes”—brief, easily administered formative assessments designed to understand your students’ thinking about 60 core science concepts.

Access this probe as a Google form:  English

Download this probe as an editable PDF: English

The purpose of this assessment probe is to elicit students’ ideas about hypotheses. The probe is designed to find out if students understand what a hypothesis is, when it is used, and how it is developed.

Type of Probe

Justified List

Related Concepts

hypothesis, nature of science, scientific inquiry, scientific method

Explanation

The best choices are A, B, G, K, L, and M. However, other possible answers open up discussions to contrast with the provided definition. A hypothesis is a tentative explanation that can be tested and is based on observation and/or scientific knowledge such as that that has been gained from doing background research. Hypotheses are used to investigate a scientific question. Hypotheses can be tested through experimentation or further observation, but contrary to how some students are taught to use the “scientific method,” hypotheses are not proved true or correct. Students will often state their conclusions as “My hypothesis is correct because my data prove…,” thereby equating positive results with proof (McLaughlin 2006, p. 61). In essence, experimentation as well as other means of scientific investigation never prove a hypothesis—the hypothesis gains credibility from the evidence obtained from data that support it. Data either support or negate a hypothesis but never prove something to be 100% true or correct.

Hypotheses are often confused with questions. A hypothesis is not framed as a question but rather provides a tentative explanation in response to the scientific question that leads the investigation. Sometimes the word hypothesis is oversimplified by being defined as “an educated guess.” This terminology fails to convey the explanatory or predictive nature of scientific hypotheses and omits what is most important about hypotheses: their purpose. Hypotheses are developed to explain observations, such as notable patterns in nature; predict the outcome of an experiment based on observations or prior scientific knowledge; and guide the investigator in seeking and paying attention to the right data. Calling a hypothesis a “guess” undermines the explanation that underscores a hypothesis.

Predictions and hypotheses are not the same. A hypothesis, which is a tentative explanation, can lead to a prediction. Predictions forecast the outcome of an experiment but do not include an explanation. Predictions often use if-then statements, just as hypotheses do, but this does not make a prediction a hypothesis. For example, a prediction might take the form of, “If I do [X], then [Y] will happen.” The prediction describes the outcome but it does not provide an explanation of why that outcome might result or describe any relationship between variables.

Sometimes the words hypothesis , theory , and law are inaccurately portrayed in science textbooks as a hierarchy of scientific knowledge, with the hypothesis being the first step on the way to becoming a theory and then a law. These concepts do not form a sequence for the development of scientific knowledge because each represents a different type of knowledge.

Not every investigation requires a hypothesis. Some types of investigations do not lend themselves to hypothesis testing through experimentation. A good deal of science is observational and descriptive—the study of biodiversity, for example, usually involves looking at a wide variety of specimens and maybe sketching and recording their unique characteristics. A biologist studying biodiversity might wonder, “What types of birds are found on island X?” The biologist would observe sightings of birds and perhaps sketch them and record their bird calls but would not be guided by a specific hypothesis. Many of the great discoveries in science did not begin with a hypothesis in mind. For example, Charles Darwin did not begin his observations of species in the Galapagos with a hypothesis in mind.

Contrary to the way hypotheses are often stated by students as an unimaginative response to a question posed at the beginning of an experiment, particularly those of the “cookbook” type, the generation of hypotheses by scientists is actually a creative and imaginative process, combined with the logic of scientific thought. “The process of formulating and testing hypotheses is one of the core activities of scientists. To be useful, a hypothesis should suggest what evidence would support it and what evidence would refute it. A hypothesis that cannot in principle be put to the test of evidence may be interesting, but it is not likely to be scientifically useful” (AAAS 1988, p. 5).

Curricular and Instructional Considerations

Elementary Students

In the elementary school grades, students typically engage in inquiry to begin to construct an understanding of the natural world. Their inquiries are initiated by a question. If students have a great deal of knowledge or have made prior observations, they might propose a hypothesis; in most cases, however, their knowledge and observations are too incomplete for them to hypothesize. If elementary school students are required to develop a hypothesis, it is often just a guess, which does little to contribute to an understanding of the purpose of a hypothesis. At this grade level, it is usually sufficient for students to focus on their questions, instead of hypotheses (Pine 1999).

Middle School Students

At the middle school level, students develop an understanding of what a hypothesis is and when one is used. The notion of a testable hypothesis through experimentation that involves variables is introduced and practiced at this grade level. However, there is a danger that students will think every investigation must include a hypothesis. Hypothesizing as a skill is important to develop at this grade level but it is also important to develop the understandings of what a hypothesis is and why and how it is developed.

High School Students

At this level, students have acquired more scientific knowledge and experiences and so are able to propose tentative explanations. They can formulate a testable hypothesis and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment (NRC 1996).

Administering the Probe

This probe is best used as is at the middle school and high school levels, particularly if students have been previously exposed to the word hypothesis or its use. Remove any answer choices students might not be familiar with. For example, if they have not encountered if-then reasoning, eliminate this distracter. The probe can also be modified as a simpler version for students in grades 3–5 by leaving out some of the choices and simplifying the descriptions.

K–4 Understandings About Scientific Inquiry

• Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world.
• Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge).

5–8 Understandings About Scientific Inquiry

• Different kinds of questions suggest different kinds of investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models.
• Current scientific knowledge and understanding guide scientific investigations. Different scientific domains employ different methods, core theories, and standards to advance scientific knowledge and understanding.

5–8 Science as a Human Endeavor

• Science is very much a human endeavor, and the work of science relies on basic human qualities such as reasoning, insight, energy, skill, and creativity.

9–12 Abilities Necessary to Do Scientific Inquiry

• Identify questions and concepts that guide scientific investigations.*

9–12 Understandings About Scientific Inquiry

• Scientists usually inquire about how physical, living, or designed systems function. Conceptual principles and knowledge guide scientific inquiries. Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists.

*Indicates a strong match between the ideas elicited by the probe and a national standard’s learning goal.

K–2 Scientific Inquiry

• People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens.

3–5 Scientific Inquiry

• Scientists’ explanations about what happens in the world come partly from what they observe and partly from what they think. Sometimes scientists have different explanations for the same set of observations. That usually leads to their making more observations to resolve the differences.

6–8 Scientific Inquiry

• Scientists differ greatly in what phenomena they study and how they go about their work. Although there is no fixed set of steps that all scientists follow, scientific investigations usually involve the collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected evidence.*

6–8 Values and Attitudes

• Even if they turn out not to be true, hypotheses are valuable if they lead to fruitful investigations.*

9–12 Scientific Inquiry

• Hypotheses are widely used in science for choosing what data to pay attention to and what additional data to seek and for guiding the interpretation of the data (both new and previously available).*

Related Research

• Students generally have difficulty with explaining how science is conducted because they have had little contact with real scientists. Their familiarity with doing science, even at older ages, is “school science,” which is often not how science is generally conducted in the scientific community (Driver et al. 1996).
• Despite over 10 years of reform efforts in science education, research still shows that students typically have inadequate conceptions of what science is and what scientists do (Schwartz 2007).
• Upper elementary school and middle school students may not understand experimentation as a method of testing ideas, but rather as a method of trying things out or producing a desired outcome (AAAS 1993).
• Middle school students tend to invoke personal experiences as evidence to justify their hypothesis. They seem to think of evidence as selected from what is already known or from personal experience or secondhand sources, not as information produced through experiment (AAAS 1993).

Related NSTA Resources

American Association for the Advancement of Science (AAAS). 1993. Benchmarks for science literacy. New York: Oxford University Press.

Keeley, P. 2005. Science curriculum topic study: Bridging the gap between standards and practice. Thousand Oaks, CA: Corwin Press.

McLaughlin, J. 2006. A gentle reminder that a hypothesis is never proven correct, nor is a theory ever proven true. Journal of College Science Teaching 36 (1): 60–62.

National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press.

Schwartz, R. 2007. What’s in a word? How word choice can develop (mis)conceptions about the nature of science. Science Scope 31 (2): 42–47.

VanDorn, K., M. Mavita, L. Montes, B. Ackerson, and M. Rockley. 2004. Hypothesis-based learning. Science Scope 27: 24–25.

Suggestions for Instruction and Assessment

• The “scientific method” is often the first topic students encounter when using textbooks and this can erroneously imply that there is a rigid set of steps that all scientists follow, including the development of a hypothesis. Often the scientific method described in textbooks applies to experimentation, which is only one of many ways scientists conduct their work. Embedding explicit instruction of the various ways to do science in the actual investigations students do throughout the year as well as in their studies of investigations done by scientists is a better approach to understanding how science is done than starting off the year with the scientific method in a way that is devoid of a context through which students can learn the content and process of science.
• Students often participate in science fairs that may follow a textbook scientific method of posing a question, developing a hypothesis, and so on, that incorrectly results in students “proving” their hypothesis. Make sure students understand that a hypothesis can be disproven, but it is never proven, which implies 100% certainty.
• Help students understand that science begins with a question. The structure of some school lab reports may lead students to believe that all investigations begin with a hypothesis. While some investigations do begin with a hypothesis, in most cases, they begin with a question. Sometimes it is just a general question.
• A technique to help students maintain a consistent image of science as inquiry throughout the year by paying more careful attention to the words they use is to create a “caution words” poster or bulletin board (Schwartz 2007). Important words that have specific meanings in science but are often used inappropriately in the science classroom and through everyday language can be posted in the room as a reminder to pay careful attention to how students are using these words. For example, words like hypothesis and scientific method can be posted here. Words that are banned when referring to hypotheses include prove, correct, and true.
• Use caution when asking students to write lab reports that use the same format regardless of the type of investigation conducted. The format used in writing about an investigation may imply a rigid, fixed process or erroneously misrepresent aspects of science, such as that hypotheses are developed for every scientific investigation.
• Avoid using hypotheses with younger children when they result in guesses. It is better to start with a question and have students make a prediction about what they think will happen and why. As they acquire more conceptual understanding and experience a variety of observations, they will be better prepared to develop hypotheses that reflect the way science is done.
• Avoid using “educated guess” as a description for hypothesis. The common meaning of the word guess implies no prior knowledge, experience, or observations.
• Scaffold hypothesis writing for students by initially having them use words like may in their statements and then formalizing them with if-then statements. For example, students may start with the statement, “The growth of algae may be affected by temperature.” The next step would be to extend this statement to include a testable relationship, such as, “If the temperature of the water increases, then the algae population will increase.” Encourage students to propose a tentative explanation and then consider how they would go about testing the statement.

American Association for the Advancement of Science (AAAS). 1988. Science for all Americans. New York: Oxford University Press.

Driver, R., J. Leach, R. Millar, and P. Scott. 1996. Young people’s images of science. Buckingham, UK: Open University Press.

Pine, J. 1999. To hypothesize or not to hypothesize. In Foundations: A monograph for professionals in science, mathematics, and technology education. Vol. 2. Inquiry: Thoughts, views, and strategies for the K–5 classroom. Arlington, VA: National Science Foundation.

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Biology library

Course: biology library   >   unit 1, the scientific method.

• Controlled experiments
• The scientific method and experimental design

Introduction

• Make an observation.
• Ask a question.
• Form a hypothesis , or testable explanation.
• Make a prediction based on the hypothesis.
• Test the prediction.
• Iterate: use the results to make new hypotheses or predictions.

Scientific method example: Failure to toast

1. make an observation., 2. ask a question., 3. propose a hypothesis., 4. make predictions., 5. test the predictions..

• If the toaster does toast, then the hypothesis is supported—likely correct.
• If the toaster doesn't toast, then the hypothesis is not supported—likely wrong.

Logical possibility

Practical possibility, building a body of evidence, 6. iterate..

• If the hypothesis was supported, we might do additional tests to confirm it, or revise it to be more specific. For instance, we might investigate why the outlet is broken.
• If the hypothesis was not supported, we would come up with a new hypothesis. For instance, the next hypothesis might be that there's a broken wire in the toaster.

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Science Skill: Formulating and Testing Hypotheses

Scott Foresman, an imprint of Pearson

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Learn more: Owl Pellets at Gift of Curiosity

Study sound waves with a spoon

With just yarn and a metal spoon, learn how vibrations create sound, and explore the role of conductors.

Learn more: Spoon Sound Waves at KC Edventures With Kids

Make sparks with steel wool

All you need is steel wool and a 9-volt battery to perform this science demo that’s bound to make their eyes light up! Kids learn about chain reactions, chemical changes, and more.

Learn more: Steel Wool Reaction at The Homeschool Scientist

Create a colorful cell model

There are lots of cell model projects out there, but this might be one of the cutest ones we’ve seen! And it’s easier to assemble than you might think.

Learn more: Cell Model at Angelic Scalliwags

Extract DNA from a strawberry

It’s surprisingly easy to pull a strand of DNA from this sweet fruit. Teach your kids about genetics and DNA with this 6th grade science project that uses only basic household supplies.

Design a biodome

There’s so much to learn in this 6th grade science project. Kids build a scale-model biodome to learn more about different environments and ecosystems, decomposition, the food web, and more.

Learn more: Biodome Project at Teach Engineering

Pull an egg into a bottle

This is another classic science demo that never fails to delight. Use the power of air pressure to suck a hard-boiled egg into a jar—no hands required.

Learn more: Egg in a Bottle at Left Brain Craft Brain

Make a pH indicator from a vegetable

Who knew such a simple material could be used to determine a substance’s acidity or alkalinity? Your students can explore acids and bases with this simple experiment.

Learn more: Red Cabbage Indicator at Compound Interest

Need supplies for your 6th grade science fair projects and activities? Check out these 24 Science Kits for Middle and High School That Make Hands-On Lessons Easy .

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6th Grade Science Fair Projects

6th grade science fair projects can be fun as well as educational. The key to finding a good project idea is to pick one that can be completed in time, uses materials you can actually find, and incorporates the scientific method . You can turn any science project into a science fair project by finding one factor you can change (the independent variable ) and measuring its effect on another factor (the dependent variable ). Either predict what you expect to happen or form a hypothesis , record the data, determine whether it upholds the prediction, and report your findings.

Here is a collection of 6th grade science fair project ideas. The projects include chemistry, biology, physics, geology, weather, environmental science, and engineering.

Grow Geodes in Egg Shells

Geodes form when minerals crystallize from water trickling into holes within rocks. While natural geodes take millions of years to form, you can make your own geode in a few hours or days. Use an eggshell as your “rock” and crystallize salt, sugar, borax, or Epsom salts.

Make It an Experiment: Turn this cool project into a science fair experiment by predicting how temperature affects crystal formation. You can explore the effect of rate of cooling on crystallization by insulating the growing geode with a hot water bath, leaving it at room temperature, and refrigerating it.

Build a Structure to Withstand an Earthquake

Explore the principle engineers use to construct buildings to withstand seismic events like earthquakes. Use styrofoam plates as the “ground” and make buildings using craft sticks. Join the craft sticks to each other using mini-marshmallows. Use a sharp pencil to poke holes in the bottom of the plate to insert craft stick supports. These will be the building’s foundation. When you have finished construction, shake the plate from side to side to simulate an earthquake.

Make It an Experiment: What type of structure survives the simulate earthquake the best? Is it rigid or flexible. You can perform a similar simulation by constructing a structure meant to withstand a hurricane. Use a fan as the wind and examine how the type of wall affects the building’s stability.

Control the Rate of a Color Change Reaction

Many color change chemical reaction are clock reactions. What this means is that if you mix the same amounts of chemicals under the same conditions, the color change occurs after the same time interval (like clockwork). The blue bottle reaction and vanishing valentine are excellent clock reactions for 6th grade science projects.

Make It an Experiment: Predict whether changing the concentration of the starting chemicals or the temperature of the liquids will increase or decrease the speed of the color change. Perform the experiment, record the results, and see if you can explain them.

Turn Milk Into Plastic

Many common plastics come from petroleum, but you can make a plastic from milk. Basically, all you do is curdle the milk . Heat 1/2 cup of milk or heavy cream over low to medium heat until it simmers. Stir in lemon juice or vinegar until the mixture starts to thicken. Remove the pot from heat. When the liquid has cooled, rinse the curds with water. These curds are a natural casein polymer. You’ve made homemade plastic!

Make It a Science Experiment: Your experiment might explore the properties of this plastic, including how far it will stretch, how much weight it can hold, and whether it can be used as a modeling compound. Another option is to compare the amount of plastic you get from cow’s milk compared to goat milk or sheep milk. Do you get the same amount of plastic from cream as from milk?

Explore the Pigments in Leaves

Most leaves look green from chlorophyll, but actually contain several different pigments. In the autumn, plants make less chlorophyll, so you can see the other colors. You can use paper chromatography to see pigments in leaves. To do this, grind leaves to break open their cells (a blender works well), place them in a small jar, add just enough alcohol to cover the leaves, and insert a long strip of coffee filter paper into the jar. You want one end of the paper strip in the leaf mixture and the other end extending up and outside of the jar. As liquid moves up the paper, it pulls pigment molecules along. Smaller molecules move faster, while larger molecules move slower. Over time, this separates the colors.

Make It an Experiment: See if you can identify which pigments the leaves contain based on their colors. Gather leaves from a single plant from multiple seasons. Compare the pigments from spring, summer, and autumn. Can you tell the season by the pigments present in the leaves?

See the Iron in Breakfast Cereal

Use a magnet to separate the iron from breakfast cereal so you can actually see it. To do this, pour one cup of crushed cereal into a zipper-lock bag and fill the bag half full of warm water. Shake the bag to mix the contents and allow at least 20 minutes for the flakes to dissolve. Place a strong magnet against the side of the bag and slosh the contents around so the magnet can capture the iron. Finally, keep the magnet up against the side of the bag but tilt the bag so you can see the iron. It will appear as tiny black specks.

Make It an Experiment: Compare the iron in different cereals. Do all cereals contain about the same amount of iron? Does it look the same in every product?

Use Eggs to See Which Drinks Stain Teeth

Tooth enamel is the mineral hydroxyapatite (hydrated calcium phosphate), while egg shell is calcium carbonate. Egg shell is more porous than tooth enamel, so it stains more quickly. Soak eggs in tea, coffee, soda, and other liquids to determine which ones stain teeth. Common drinks also contain acids in addition to pigments, so some drinks dissolve egg shell (and teeth). Can you identify them?

Make It an Experiment: After staining the eggs, predict which methods work to remove the stains. Test these methods and see if you can discover how they work.

Use Household Chemicals to Clean Old Coins

Learn about oxidation, which includes tarnish, patina, and rust. Explore the cleaning power of common household chemicals. Soak discolored coins in soap, laundry detergent, lemon juice, salt water, soda, ketchup, vinegar, salsa, or any other products you like. After soaking, remove the coins and rinse them to see which ones clean the coins the best.

Make It an Experiment: Part of making this project an experiment is predicting which chemicals make the best cleaners. Also, you’ll have to determine the best amount of time to soak the coins. You can compare how well these chemicals work on different types of coins (like pennies, quarters, and nickels). Do you think the metal composition of the coin affects how well the cleaners work?

Make a Graphite Circuit

Graphite is a form of carbon that conducts electricity. You can draw a line of graphite using a pencil to make a simple circuit . Use a battery with both terminals on top (like a 9V). Turn the battery upside down on the paper and draw heavy pencil lines whether the terminal rest (don’t connect these lines!). Take an LED and bend the wires apart so they can rest separate on the paper. Rest each wire on a pencil dot. Complete the circuit by drawing lines to connect one terminal of the battery to one end of the LED light and the other end of the battery to the other LED wire.

Make It an Experiment: Explore whether the length or thickness of the line affects how brightly the LED glows. You can make a circuit using aluminum foil strips instead of graphite, too.

See Whether Food Color Affects Its Flavor

Examine the effect of color on perceived taste by coloring different drinks with food coloring and asking subjects to describe their flavor.

Make It an Experiment: Compare the flavor of colored and uncolored versions of the same drinks. Start with drinks that don’t have any color so subjects are less likely to guess the drink flavor in advance.

Test Whether Temperature Affects Maximum Balloon Size

Start with a package of party balloons (ideally all the same color and brand). Part of the fun of this science fair project is planning how you can test the effect of temperature on balloon size. Consider your options in terms of indoor versus outdoor weather and access to freezers and saunas. You need to blow up a balloon and measure its maximum size before it pops. Either get a friend to help with the measurement or fix a measuring tape to the wall and keep an eye on the numbers.

Make It an Experiment: You are well on your way to making an experiment if you make a prediction about whether temperature affects maximum balloon size and design a method to test the hypothesis. Can you propose an explanation for your results?

See If All Crayon Colors Melt at the Same Temperature

Crayons consist of wax, colorants, and sometimes fillers. See whether all crayons melt at the same temperature. You’ll need a bunch of different colors of crayons, a thermometer, and a way to melt them. Fortunately, wax melts at a lower temperature than water boils, so you can slowly heat water, watch for melting, and record the temperature. Another method is to place crayons (not-touching) on a sheet of wax paper on a cookie sheet, heat an oven to 350 ºF (or any temperature, really), and record which crayons melt first.

Make It an Experiment: Make predictions and answer questions. Do you get the same results with different brands of crayons? Do old crayons have the same melting point as new crayons? Watch for control variables , like the size of the crayons and whether you pre-heated the oven.

Make Lightning in Your Mouth

To make lightning in your mouth, crunch a Lifesaver Wint-O-Green or Pep-O-Mint candy in your mouth in front of a mirror in a dark room. Saliva can ruin the effect, so you might want to dry out your mouth with a paper towel first. The blue sparks that resemble lightning are due to an effect called triboluminescence . The sugar in the candy releases electrical energy when the crystals are compressed. The tiny charges attract nitrogen in the air, making miniature lightning bolts. Make It an Experiment: Get different types of hard candies and predict whether they will produce sparks in the dark. See if you can explain why some candies work better than others.

More 6th Grade Science Fair Project Ideas

Here are more ideas for projects to try:

• Test which brand of gum lasts the longest. Does it matter whether it contains sugar?
• What is the tallest tower you can build with 100 Legos?
• What is the fastest way to cool a soda?
• What metal is most resistant to corrosion by sea water?
• Does the shape of an ice cube affect how quickly it melts?
• Which soft drink sprays the most liquid after it is shaken?
• What type of sweetener do ants prefer?
• Does the color of a crayon affect how long of a line it will write?
• Do different types of knots affect the breaking strength of a rope?
• What type of air freshener makes a school bus smell best to the greatest number of students?
• How long does it take for milk to go “bad” refrigerated and unrefrigerated?
• Which apps run down a cell phone battery the fastest?

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Understanding Science

How science REALLY works...

• Understanding Science 101
• Misconceptions
• Testing ideas with evidence from the natural world is at the core of science.
• Scientific testing involves figuring out what we would  expect  to observe if an idea were correct and comparing that expectation to what we  actually  observe.
• Scientific arguments are built from an idea and the evidence relevant to that idea.
• Scientific arguments can be built in any order. Sometimes a scientific idea precedes any evidence relevant to it, and other times the evidence helps inspire the idea.

Misconception:  Science proves ideas.

Misconception:  Science can only disprove ideas.

Correction:  Science neither proves nor disproves. It accepts or rejects ideas based on supporting and refuting evidence, but may revise those conclusions if warranted by new evidence or perspectives.  Read more about it.

The core of science: Relating evidence and ideas

In this case, the term  argument  refers not to a disagreement between two people, but to an evidence-based line of reasoning — so scientific arguments are more like the closing argument in a court case (a logical description of what we think and why we think it) than they are like the fights you may have had with siblings. Scientific arguments involve three components: the idea (a  hypothesis  or theory), the  expectations  generated by that idea (frequently called predictions), and the actual observations relevant to those expectations (the evidence). These components are always related in the same logical way:

• What would we expect to see if this idea were true (i.e., what is our expected observation)?
• What do we actually observe?
• Do our expectations match our observations?

PREDICTIONS OR EXPECTATIONS?

When scientists describe their arguments, they frequently talk about their expectations in terms of what a hypothesis or theory predicts: “If it were the case that smoking causes lung cancer, then we’d  predict  that countries with higher rates of smoking would have higher rates of lung cancer.” At first, it might seem confusing to talk about a prediction that doesn’t deal with the future, but that refers to something going on right now or that may have already happened. In fact, this is just another way of discussing the expectations that the hypothesis or theory generates. So when a scientist talks about the  predicted  rates of lung cancer, he or she really means something like “the rates that we’d expect to see if our hypothesis were correct.”

If the idea generates expectations that hold true (are actually observed), then the idea is more likely to be accurate. If the idea generates expectations that don’t hold true (are not observed), then we are less likely to  accept  the idea. For example, consider the idea that cells are the building blocks of life. If that idea were true, we’d expect to see cells in all kinds of living tissues observed under a microscope — that’s our expected observation. In fact, we do observe this (our actual observation), so evidence supports the idea that living things are built from cells.

Though the structure of this argument is consistent (hypothesis, then expectation, then actual observation), its pieces may be assembled in different orders. For example, the first observations of cells were made in the 1600s, but cell theory was not postulated until 200 years later — so in this case, the evidence actually helped inspire the idea. Whether the idea comes first or the evidence comes first, the logic relating them remains the same.

Here, we’ll explore scientific arguments and how to build them. You can investigate:

Putting the pieces together: The hard work of building arguments

• Predicting the past
• Arguments with legs to stand on

Or just click the  Next  button to dive right in!

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Scientific arguments rely on testable ideas. To learn what makes an idea testable, review our  Science Checklist .

• Forming hypotheses — scientific explanations — can be difficult for students. It is often easier for students to generate an expectation (what they think will happen or what they expect to observe) based on prior experience than to formulate a potential explanation for that phenomena. You can help students go beyond expectations to generate real, explanatory hypotheses by providing sentence stems for them to fill in: “I expect to observe A because B.” Once students have filled in this sentence you can explain that B is a hypothesis and A is the expectation generated by that hypothesis.
• You can help students learn to distinguish between hypotheses and the expectations generated by them by regularly asking students to analyze lecture material, text, or video. Students should try to figure out which aspects of the content were hypotheses and which were expectations.

Summing up the process

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Grade 6 Earth Science

Plate tectonics.

Written By: Kim Castagna Jennifer Foster Meagan Callahan Tracy Schifferns Jean Rogers-O’Reilly Summer Bray

With input from: Barbara Barr

Developed in Conjunction with K-12 Alliance/WestEd

All 6th Grade Earth Science Plate Tectonics Lessons and Literature can be Downloaded here

Earth Science: Plate Tectonics Introduction and Conceptual Flow Narrative

Introduction: This Grade 6 Earth Science Plate Tectonics Unit focuses on plate tectonics and addresses the California Science Standards for 6th grade for the topic of plate tectonics and Investigation and Experimentation. By the end of the unit students will know: Plate tectonics accounts for important features of the Earth’s surface and major geological events. Evidence for plate tectonics is derived from the fit of continents; the location of earthquakes, and midocean ridges; and distribution of fossils, rock types, and ancient climatic zones. The Earth is composed of several layers: a cold, brittle lithosphere, a hot, convecting mantle; and a dense, metallic core. These layers have different densities, compositions and temperatures (energy). Lithospheric plates the size of continents and oceans move at rates of centimeters per year responding to convection currents in the mantle. Geologic events, such as earthquakes and mountain building, result from movement of the plates. Earthquakes are sudden motions along the breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface. Epicenters of earthquake can be determined. The effects of the earthquake on any region varies, depends on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region. Every plate boundary is a dynamic place resulting in changes to the earth’s surface. Mountains and sea floor trenches can be explained if you understand the possible combinations of crust movement at the boundaries. When two continental plates collide, large mountain ranges (like the Himilaya) are formed. Because an oceanic plate will subduct, deep sea trenches result. Even transform boundaries involve great pressure that can alter land formations and result in small mountain ranges. Major features of California geology, including the Channel Islands, are the result of plate tectonics.

The Grade 6 Earth Science Unit on Plate Tectonics is presented to students through a series of investigations using indirect evidence (models) and direct evidence, experiments, active learning experiences, researching using a variety of sources, questions, and assessments. Assessments include: pre-, post- and 4 formative assessments.

Conceptual Flow Narrative: The Grade 6 Conceptual Flow Narrative for Earth Science: Plate Tectonics builds on the concepts presented on the conceptual flow graphic by describing the concept(s) addressed in each lesson and the links that connect each lesson to the next. Lessons are linked to the previous lesson and the lesson that follows via a conceptual storyline to enable the development of student understanding as they progress from one concept to the next.

After students have completed the Pre-Assessment , they begin their exploration of plate tectonics with Lesson 1, “Densities’ Effect on Layers” which includes three linked sessions building the concept that density determines the order of layering of earth materials. During the first session, students study pictures of the Grand Canyon to raise the question of why Earth materials are in layers on canyon walls. Students observe a model with sediments sinking, floating, or suspending in a liquid. The second session deepens the exploration of how different materials sink or float using the model of diet and regular coke. The third session focuses on relative density through a student exploration of building models with different densities. Students apply concepts of density to explain the layers of Earth materials visible in the Grand Canyon pictures.

In the previous lesson students learned that density of materials determines order of layers. Lesson 2, “Layers of the Earth” includes six sessions establishing how indirect (models) and direct lines of evidence are used to understand that different layers have different densities, compositions, and temperatures (energy). The first session begins with a video exploration showing different layers of the Earth. During session two, students explore how two different models of the Earth represent layers (M&M) and scale (playground). Session three develops an understanding of how indirect evidence is used to build accurate models of the interior of the Earth. Session four demonstrates using a cupcake model of core samples how direct evidence builds knowledge of the top of the crust. Session five uses cooperative groups to research text information about layers of the Earth. The densest layer, the core, is at the center. It is solid on the inside and liquid on the outside. This layer is so dense it produces intense heat. The next middle layer, the mantle, also has two parts like the core. Its outer layer the asthenosphere (mantle) can flow like a liquid. The least dense layer, the lithosphere, floats on the asthenosphere (mantle). The lithosphere is not all one piece. It is composed of large sections called plates that are continually moving. The top of the lithosphere is the crust where we live. In session six, students summarize their learning about Earth layers in a “layer book”.

Formative Assessment #1 is aligned to the concepts in Lessons 1 & 2. As a formative assessment, student answers provide feedback to the teacher and student for any adjustments in the learning. In Formative Assessment #1 students demonstrate their understanding that direct evidence and indirect evidence from models are used to explain how density of materials affects the layering of the Earth. Students are asked to explain how “models of layering” relate to the actual earth layers

Lesson 3, “Convection Currents in the Mantle,” links the exploration of Earth layers from lesson 2 to what causes movement in the layers. Students use convection models to explore how fluids or semi-fluids such as the mantle transfer heat. The model is used to show how the hotter, less dense mantle rises towards the surface where it cools, becomes more dense and sinks back toward the center of the Earth. These convection currents in the mantle constantly and slowly move the plates around.

Formative Assessment #2 is adding the explanation that convection causes movement of the upper level of the mantle and the lower level of the crust. This continuous movement within the mantle causes changes in the crust.

In Lesson 4, “Continental Drift,” students link lesson 3 concept of convection current to changes in the Earth’s crust from one super-continent to present day forms. Evidence on different continents including similar land forms, fossils from similar geologic periods and climatic features such as evidence from glaciers pointed to the super continent Pangaea, followed by millions of years of “Drifting Continents”. Students explore with a newspaper puzzle model explaining how scientists piece together evidence showing continental movement. Wegener’s multiple lines of evidence for continental drift is explored through a “readers theater” bringing a voice to the developing theory. The culminating exploration develops a prediction of where plates will be in 50 million years based on the plate movement from the past 200 million years.

Having learned that continents have moved and are continuing to move in Lesson 4, students in Lesson 5 “Seismic News” explore evidence that years of earthquake records started to give shape to plate boundaries. Students use Internet data to plot current earthquake activity discovering patterns of seismic activity at plate boundaries. Discussions of current earthquakes leads to understanding varying factors that cause damage to structures.

Lesson 6 “Sea Floor Spread” deepens understanding that the evidence from the sea floor- including drilling samples, molten materials and the age of the rock itself, provided the final piece of the puzzle explaining the guiding theory of earth sciences: Plate Tectonics. Students build sea floor models showing ages of the rock combined with a written assignment explaining sea floor spread to parents.

Formative Assessment #3: “Continental Drift and Sea Floor Spread”  assesses concepts in lessons 4,5, and 6 that link Wegener’s evidence for continental drift with added evidence of sea floor spread to the growing support for Plate Tectonic theory. Sea floor evidence provided the final data needed to explain plate movement.

While lesson 6 established the final piece of evidence (sea floor spread) for continental drift, Lesson 7, “ Plate Tectonics” includes explorations of different types of movement depending on the density of materials at plate boundaries. Types of boundaries include transform, transverse, and convergent boundaries and result in different landforms. Students map plates and demonstrate understanding of different types of boundaries.

Identifying different types of movements at plate boundaries in the previous lesson are linked to measuring plate movement in Lesson 8 “Dynamic Planet”. Students become experts at the speed and velocity of one piece of 18 individual pieces of the planet (crust). All students in the class collaborate using a process to assemble 18 pieces of the crust into a whole. Arrows and velocities are used to indicate speed and direction of movement.

Having experienced the world view of plate movement in lesson 8, students are able to bring plate movement connections to how local land was formed in Lesson 9, “Channel Island Tectonics” Students use a combination of video explanations and evidence from types of rocks and magnetic direction to construct a model of the Channel Islands’ movement.

Understanding the formation of the Channel Islands in lesson 9 leads to explorations of mountain formation in Lesson 10, “Mountain Building” . When two continental plates converge or collide (convergent boundary), large mountain ranges form (Himalaya). Transform boundaries do not collide but involve great pressure that can alter land formations and result in small mountain ranges. Divergent plates on land result in rift valleys and in the ocean become a mid- oceanic ridge with new sea floor. The lesson continues to use models to explore different land formations at plate boundaries.

Formative Assessment #4: “Fault Line Performance Assessment” provides an opportunity for students to explain what they know about California landforms and movement along plates. The assessment includes; directions, task, and rubric for scoring.

In the previous lesson and performance assessment, students learned that different landforms develop on plate boundaries. Lesson 11 “Density of Granite and Basalt” returns students to how relative density of material (rocks) can predict how a dense oceanic plate will subduct under a less dense continental plate. Students explore the relative density of granite and basalt. When the two rock forms meet at a boundary the more dense basalt subducts.

Upon completion of the 11 lessons, students take a Post-Assessment to determine their overall understanding of the concepts presented in the unit.

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'Planet Parade' 2024 coming Monday as 6 planets align: What to know, how to watch

Get an early start this Monday for a chance to see six planets align in the sky.

A planetary alignment, or " planet parade ," will see six planets — Jupiter, Mercury, Uranus, Mars, Neptune, and Saturn — align in the sky during the predawn hours on Monday.

Here's a look at what to know ahead of Monday's planetary alignment.

Start the day smarter. Get all the news you need in your inbox each morning.

What to expect

Planets continuously orbit the sun in the solar system and slowly catch up to one another over time.

As the planets travel along the same ecliptic path, as they pass the Earth it appears as though they are aligned, according to NASA . However, the alignment formation will be short-lived since each planet moves at different speeds, depending on its distance from the sun.

Planetary alignments occur several times per year, especially with two to four planets. With five or more planets aligning, it is less common. The last planetary alignment seen in the Northern Hemisphere occurred on April 8.

Viewing chances

Looking in the eastern sky, the planetary alignment will be visible almost everywhere in the Northern Hemisphere, weather permitting.

You'll need high-powered binoculars to view the majority of the planets — Mercury and Jupiter will be extremely low in the sky. Uranus will be fairly dim and Neptune will appear star-like with binoculars due to its distance from Earth. But Mars and Saturn should be visible to the naked eye.

To catch a glimpse of the planetary alignment, start your viewing an hour before sunrise. Tall buildings may obstruct your view of the alignment, so look for an open area and clear skies.

Opinion: Rural water crisis vital to health of the planet

Alignment schedule

The six planets will align in the night sky during the early morning hours Monday. Keep an eye on the weather forecast for optimal viewing.

Saturn and Neptune will be in the sky from late night, then Mars will rise a bit later, followed by Uranus, Jupiter and Mercury appearing on the eastern horizon at dawn, according to StarWalk.space .

The next six-planet alignment will happen on Aug. 28, when Mercury, Mars, Jupiter, Saturn, Uranus, and Neptune align, according to StarWalk.space.

This article originally appeared on Detroit Free Press: 'Planet Parade' 2024 coming Monday as 6 planets align: What to know, how to watch