# Da’Zha Hairston – Week 7 Blog Post

SOL 4.1: The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which: a) distinctions are made among observations, conclusions, inferences, and predictions; b) objects or events are classified and arranged according to characteristics or properties; c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units; d) appropriate instruments are selected and used to measure elapsed time; e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources; f) independent and dependent variables are identified; g) constants in an experimental situation are identified; h) hypotheses are developed as cause and effect relationships; i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs; j) numerical data that are contradictory or unusual in experimental results are recognized; k) data are communicated with simple graphs, pictures, written statements, and numbers; l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and m) current applications are used to reinforce science concepts.

Objective: Given a matching activity, the student will be able to identify which independent variable goes with which dependent variable with at least 90% accuracy.

Class code:  ntd2kar

The assignment is a matching game (independent variables to dependent variables)

Content: An independent variable is a variable that is changed or controlled in a scientific experiment to test the effects of the dependent variable (example: stress) A dependent variable is the variable being tested and measured in a scientific experiment (example: heart rate). The amount of stress (independent) you experience effects your heart rate (dependent).

Pedagogy: Based on previous lessons in the classroom, we will use a matching worksheet to see how well the student can pair up the independent variable with the dependent variable.

Technology: Matching worksheet posted on Google Classroom.

TCK: The technology supports the content knowledge because we are using what we already know about independent and dependent variables to complete the matching activity.

TPK: The technology supports the pedagogy because in order to complete the worksheet, we must be able to apply what we learned in the classroom about independent and dependent variables.

PCK: The pedagogy supports the content knowledge because we use what we already know about independent and dependent variables to be able to complete the worksheet.

## 2 Replies to “Da’Zha Hairston – Week 7 Blog Post”

1. I loved this activity so much. I appreciate the way everything supports the other parts of the lesson.

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