Students put six steps of an ice-melting test in order, plan their own fair test, and analyze practice data from a sugar cube experiment.
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Five steps of an investigation (question, hypothesis, procedure, data and conclusion) open page 1, and students use them twice. First they put six shuffled steps from a class ice-melting test in order. Then they read how Priya timed sugar cubes dissolving in cold, room-temperature and warm water, write an If… then… hypothesis for her test, read her table and write a conclusion from the data. A short planning box asks for a question of their own, the thing they will change and what they will keep the same.
Steps D (freeze the water) and F (set out the shapes and start the timer) are both part of the procedure, so students often swap them. Ask which one has to happen before the other can.
On question 9, check that the If part names the water temperature and the then part says faster or slower. "If the water is warm, then the sugar will dissolve" can't be checked against the table.
Ways to adjust the two student pages for different learners.
Each one is checked against the official document. Where the resource covers only part of a standard, the note says so.
Students put the steps of an ice-melting test in order, plan their own fair test by naming what they will change and keep the same, and, for a sugar-cube test, name the question, write a hypothesis, read the data table and write a conclusion. Students plan and study a test on paper but do not carry out an experiment themselves.
No. Both investigations are on paper, and the sugar cube test comes with practice data. The planning box can become a real test if you want one.
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