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can use this file with students online as long as it follows the Terms of Use.

Using Google Slides

This resource is View Only in my Google Drive. You will need to make a copy of each file
before using it. After you make a copy, you can share the file with students.

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Version Link
Slideshow Slideshow
Digital Student Notes Notes
Digital Quiz Quiz

Note: Some districts’ technology settings do not allow downloads from Google Drive from
outside the district. If Google Drive says you do not have permission to access the file,
please download the file at home.
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 HOW TO MAKE A COPY
1. First, visit the links on the previous page. Make sure you are signed in to Google Drive.

2. For each link, click MAKE A COPY.

You can find your files on ”My

Drive” or search your drive

Science

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 Using Google Classroom
VIDEO TUTORIALS

Please watch the tutorial videos below and

share the student tutorial with your class.

Student Tutorial (includes tutorials for both a

computer and mobile device)
https://vimeo.com/399345078
Teacher Tutorial (how to assign this activity
in Google Classroom)
https://vimeo.com/399881156

Please remember…

1. Make a copy of each differentiated Slides file. You can find your copies in “My Drive” or the folder
you selected or created for these files.

2. Some districts’ technology settings do not allow downloads from Google Drive from outside the
district. If Google Drive says you do not have permission to access the file, please download the
file at home.

3. Make sure you are signed in on the account you want to use for Google Drive.

4. If you see “View Only”, make a copy.

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 Table of Contents
Schedule of Activities (two options) 7
Optional Notebook Activities 9
Student Notes booklet 10
What is Science? 23
How do we practice safety? 24
Which tools are used in science for 25 *includes exploration stations 1-4
observation?
Which tools are used in science for 35 *includes exploration stations 5-10
measurement?
Which measurement system is used in 45
science?
How is data collected and analyzed? 48
What are graphs? 51
How do scientists investigate? 54
What is the Scientific Method? 57 *includes Skittles investigation
What is CER? 73 *includes Skittles investigation
iLearn Science Quiz 80
© The Science Penguin Inc.
 Scientific Method Schedule of Activities
The following recommendations are estimates based on 45-minute class periods
and the scientific method. I would plan to use this unit for 2 whole weeks.

Day Slides & Notes Notebook Activities & Labs

What is Science? Notebook Activity: If I were a scientist…
1
How do we practice safety? Notebook Activity: Safety is important because…

Which tools are used in science?

2 Exploration Stations (Lab): Exploring Observation Tools (1-4)
(Observation)
Which tools are used in science?
3 Exploration Stations (Lab): Exploring Measurement Tools (5-10)
(Measurement)

4 Which measurement system is used in science? Notebook Activity: Making Measurements

How is data collected and analyzed? Notebook Activity: Calculating Averages

5
What are graphs? Notebook Activity: Reading a Graph

6 How do scientists investigate? Notebook Activity: Following Procedures

What is the Scientific Method?

7 Lab: Skittles (Question, Hypothesis, Materials, and Procedure)
(Day 1)
What is the Scientific Method?
8 Lab: Skittles (Data)
(Day 2)
What is the Scientific Method?
9 Lab: Skittles (Analysis and Conclusion)
(Day 3)

10 Quiz

© The Science Penguin Inc.

 CER Schedule of Activities
The following recommendations are estimates based on 45-minute class periods
and the CER model. I would plan to use this unit for 2 whole weeks.

Day Slides & Notes Notebook Activities & Labs

What is Science? Notebook Activity: If I were a scientist…

1
How do we practice safety? Notebook Activity: Safety is important because…

Which tools are used in science?

2 Exploration Stations (Lab): Exploring Observation Tools (1-4)
(Observation)
Which tools are used in science?
3 Exploration Stations (Lab): Exploring Measurement Tools (5-10)
(Measurement)

4 Which measurement system is used in science? Notebook Activity: Making Measurements

How is data collected and analyzed? Notebook Activity: Calculating Averages

5
What are graphs? Notebook Activity: Reading a Graph

6 How do scientists investigate? Notebook Activity: Following Procedures

CER
7 Lab: Skittles (Question, Hypothesis, Experiment, and Data)
(Day 1)
CER
8 Lab: Skittles (Claim and Evidence)
(Day 2)
CER
9 Lab: Skittles (Reasoning)
(Day 3)

10 Quiz

© The Science Penguin Inc.

 Optional Notebook Activities
(for use with slides)
Suggested Use
At the end of each section, there are optional notebook activities. Each activity
reviews or extends a concept covered in the slides. These activities require students to
explain, illustrate, classify, evaluate, or analyze.

Type of
activity
Name of the
activity

Instructions

Supplies they
will need

© The Science Penguin Inc.

 Student Notes Booklet Options
Two note-taking options are included to accommodate you and your
students’ needs. Print the one you prefer front and back, then fold down the
middle to make a booklet.

Page
Booklet Features
Numbers

1 11-14 Filled in completely

Cloze statements and fill-in-

2 15-18
the-blank tables

Cloze statements and blank

3 19-22
tables

© The Science Penguin Inc.

© The Science Penguin Inc.
 What is Science? Scientists across the globe use the
metric system because it is easy to
Science is the process through use and understand.
which we learn about the
world. Conversion for Length

100 centimeters 1 meter

Scientists are people who study the
world through observation, 1,000 meters 1 kilometer

measurement, and investigation.

Conversion for mass

How do we practice safety?
Safety is practiced in the 1,000 milligrams 1 gram

classroom, in the lab, and

1,000 grams 1 kilogram
during outdoor investigations.

Safety is about: Conversion for volume

Protecting yourself!
1,000 milliliters 1 Liter
Protecting others!

© The Science Penguin Inc.

 Which measurement How is Data collected &
system is used in science? analyzed?
Data is information collected
Scientists use the metric system.
during an investigation.

Units for length Units for mass Accurate data is collected through multiple
trials.
centimeter milligram
cm mg
What are graphs?
Graphs are visual representations
meter m gram g of data.

The 3 types of graphs are:

kilometer km kilogram kg
• line graphs
• bar graphs
• circle graphs
Units for Temperature
Units for Volume
How do scientists
degrees
Celsius
o
C milliliter mL investigate?
Scientists use investigations to
answer questions.
liter L
Units for Weight
The 3 types of investigations are:
• Comparative
Newton N
• Descriptive
• Experimental
© The Science Penguin Inc.
 which tools are used in
which tools are used in
science for observation?
science for measurement?
Tools used for observation include:
Tools Used for measurement include:

Tool Name Image Purpose Tool Name Image Purpose

allows us to see graduated measures small

hand lens small objects with cylinders volumes of liquid
more detail

measures large
beakers
used to test for volumes of liquid
magnets
magnetism
measures the
thermometers temperature of
refracts white light matter
prisms
into the spectrum
measures elapsed
timing devices
allows us to time
observe extremely
microscopes measures weight,
small objects
more closely or the force of
spring scales
gravity on an
object
mirrors reflect light
meter sticks &
measures length
rulers

aquariums & contain organisms

terrariums for observation
balances measures mass

© The Science Penguin Inc.

© The Science Penguin Inc.
 What is Science? Scientists across the globe use the
metric system because it is easy to
________________ is the process use and understand.
through which we learn about
Conversion for Length
the _____________.
100 centimeters
________________ are people who study
the world through ___________________, 1,000 meters

________________, and ________________.

Conversion for mass

How do we practice safety?
Safety is practiced in the 1,000 milligrams

_______________, in the ______,

1,000 grams
and during _________________
investigations.
Conversion for volume
Safety is about:
Protecting ___________ 1,000 milliliters

Protecting ___________
© The Science Penguin Inc.
 Which measurement system How is Data collected &
is used in science? analyzed?
Data is ______________________ collected
Scientists use the _________ system.
during an investigation.

Units for length Units for mass ________________ data is collected through multiple
________________.
centimeter milligram
What are graphs?
Graphs are ___________ representations
meter gram
of data.

kilometer kilogram The 3 types of graphs are:

• ________ graphs
• ________ graphs
• ________ graphs
Units for Temperature
Units for Volume

degrees
How do scientists
Celsius milliliter investigate?
Scientists use investigations to answer

liter questions.
Units for Weight
The 3 types of investigations are:
Newton • ___________________________
• ___________________________
• ___________________________
© The Science Penguin Inc.
 which tools are used in which tools are used in
science? science?
Tools used for observation include: Tools used for measurement include:

Tool Name Image Purpose Tool Name Image Purpose

allows us to see measures small

small objects with volumes of liquid
more detail

beakers
magnets
measures the
temperature of
refracts white light matter
into the spectrum
timing devices
allows us to
observe extremely
small objects measures weight,
or the force of
more closely
gravity on an
object
mirrors
meter sticks &
rulers

aquariums & contain organisms

terrariums for observation measures mass

© The Science Penguin Inc.

© The Science Penguin Inc.
 What is Science? Scientists across the globe use the
metric system because it is easy to
_______________ is the process use and understand.
through which we learn
Conversion for Length
about the _____________.

_______________ are people who study

the world through __________________,
________________, and ______________.

Conversion for mass

How do we practice safety?
Safety is practiced in the
_______________, in the ______,
and during _________________
investigations.
Conversion for volume
Safety is about:
Protecting ___________
Protecting ___________
© The Science Penguin Inc.
 Which measurement system How is Data collected &
is used in science? analyzed?
Scientists use the ___________ system. Data is ______________________ collected
during an investigation.

Units for length Units for mass ________________ data is collected through multiple
________________.

What are graphs?

Graphs are ___________ representations
of data.

The 3 types of graphs are:

• ________ graphs
• ________ graphs
Units for Temperature
• ________ graphs
Units for Volume
How do scientists
investigate?
Scientists use investigations to answer
questions.
Units for Weight
The 3 types of investigations are:
• ___________________________
• ___________________________

© The Science Penguin Inc.

• ___________________________
 which tools are used in which tools are used in
science? science?
Tools used for observation include: Tools used for measurement include:

Tool Name Image Purpose Tool Name Image Purpose

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Suggested Use
What is Science?
DISCUSS
Slide 3-4
• Start with an optional
discussion before
beginning lesson.

LEARN
Slides 5-6
• Introduce/Review “What
is Science?”
• Complete notes in
student booklet.

JOURNAL
Slide 7
• Complete “If I were a
scientist…” activity in
notebook.

Extend
Have students share their work with their peers at
their table or as a gallery walk. Encourage
students to explain different components of their
illustration.

© The Science Penguin Inc.

 How do we practice safety?
Suggested Use

DISCUSS
Slide 8-9
• Start with an optional
discussion before beginning
lesson.

LEARN
Slides 10-13
• Introduce/Review “How do
we practice safety?”
• Complete notes in student
booklet.

JOURNAL
Slide 14
• Complete “Safety is
important because…”
activity in notebook.

Extend
Have students share their work with their peers at
their table or as a gallery walk. Encourage
students to explain different parts of their
illustrations.
© The Science Penguin Inc.
Which tools do we use in science for observation?
Suggested Use

DISCUSS
Slide 15-16
• Start with an optional
discussion before beginning
lesson.

LEARN
Slides 17-24
• Introduce/Review “Which
tools are used in science for
observation?”
• Complete notes in student
booklet.

Explore
Slide 25
• Have students move
through all 4 stations. Each
station requires students to
complete a task before
moving on.

© The Science Penguin Inc.

EXPLORATION STATIONs: OBSERVATION

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 EXPLORATION STATIONs: OBSERVATION
Suggested Use
Introduce each of the stations, the student sheet, and review the tools before sending
students to their first station. Because there are 4 stations, I suggest grouping students
up for station work. There can be more than one group at each station if necessary.
Groups of 3 or 4 work best. Each station has a sign with directions and requires basic
supplies and lab equipment. These stations should take 5-7 minutes to complete, so a
timer is helpful for management. Also, remind students to put stations back the way
they found them for effective use of time.

Station Set-Up for Tools Day 1 (Observation Tools)

Station 1 Station 2 Station 3 Station 4

Hand Lens Magnet Prism Mirror or Microscope
small object (I suggest 2 bar magnets 1-2 prisms 4 small mirrors
a coin on a paper mini flashlight
plate) mixture of metal and light source (I suggest
plastic paperclips sunlight or a small OR
2-4 hand lenses flashlight)
Suggestion: use binder 2-4 microscopes
clips to stand the 2-4 prepared slides
mirrors up

**Optional/Extra: Replace the mirrors and flashlight in station 4 with a microscope and
observe prepared slides. I suggest a strand of hair, a printed letter, or an insect.
© The Science Penguin Inc.
 Exploration Stations: Observation
1 Hand Lens 2 Magnets
Illustrate the magnets Illustrate the magnets
attracting to one another repelling one another

Sketch the
object as you
see it through
the lens.

3 Prism Show the white light moving

through the prism and the 4 Mirror Illustrate the setup you
designed. Be sure to show
spectrum refracting out of how the the light traveled.
the prism.

© The Science Penguin Inc.

 Exploration Stations: Observation
1 Hand Lens 2 Magnets
Illustrate the magnets Illustrate the magnets
attracting to one another repelling one another

Sketch the
object as you
see it through
the lens.

3 Prism Show the white light moving

through the prism and the 4 Microscope
spectrum refracting out of Sketch the object as you see it through
the prism. the lens of the microscope.

© The Science Penguin Inc.

Hand Lens
TASK: Lenses magnify small objects making them
easier to see. Use a hand lens to observe a small object.

Procedure:
1. Look at the object on the plate with your eyes.

2. Use the hand lens to observe the object more closely.

3. Sketch the object as you see it through the hand lens.

4. Be sure to complete your student sheet.

© The Science Penguin Inc.

Magnet
TASK:Magnets are special materials that can attract other
magnetic materials. Use a magnet to observe magnetic attraction.

Procedure:
1. Place the two north poles of each magnet close together. What do you
observe?

2. Place the two south poles of each magnet close together. What do you
observe?

3. Place the north pole of one magnet and the south pole of the other
magnet close together. What do you observe?

4. Hover a magnet over the pile of paperclips. What do you observe?

5. Be sure to complete your student sheet.

© The Science Penguin Inc.

PRISM
TASK: Prisms refract light. Use a prism
to observe white light splitting into the spectrum
of colors.

Procedure:
1. Hold the prism near a light source so that light shines through the
prism.

2. Rotate the prism until you see a “rainbow” of colors.

3. Be sure to complete your student sheet.

© The Science Penguin Inc.

Mirror
TASK: Mirrors reflect light. Use a mirror to reflect
light in different directions.

Procedure:
1. Shine a flashlight into a mirror. Change the angle
of the mirror and observe how the path of light changes.

2. Set the four mirrors up so that the beam of light travels in a zig zag
pattern.

3. Be sure to complete your student sheet.

© The Science Penguin Inc.

microscope
TASK: Microscopes use mirrors and light to magnify
extremely small objects. Use a microscope to view
objects up close.

Procedure:
1. Choose one of the prepared slides and place the slide under the
clips.

2. Observe the object through the eyepiece. Use the coarse and
fine adjustment knobs to view your image clearly if it appears
blurry.

3. Be sure to complete your student sheet.

© The Science Penguin Inc.

Which tools do we use in science for measurement?
Suggested Use

DISCUSS
Slide 26-27
• Review the types of tools
discussed the day before.

LEARN
Slides 28-34
• Introduce/Review “Which
tools are used in science for
measurement?”
• Complete notes in student
booklet.

Explore
Slide 35
• Have students move
through all 4 stations.
Each station requires
students to complete a
task before moving on.

© The Science Penguin Inc.

EXPLORATION STATIONS: MEASUREMENT

© The Science Penguin Inc.

 Exploration Stations: Measurement
Station Set-Up for Tools Day 2 (Measurement Tools)
Station 5 Station 6 Station 7
Mass Force Length
pan balance OR triple beam spring scale 1 meter stick or metric tape
balance measure

3 objects in a bag ramp (I suggest stacking 3

textbooks with a long piece of
cardboard)

toy car

Station 8 Station 9 Station 10

time Volume Temperature
1 timer 3-100 mL graduated cylinders 2 thermometers

small ball 1 small pitcher of water (add 2 plastic beakers:

food coloring) 300 mL of ice water
300 mL of warm water
1 pipette

© The Science Penguin Inc.

 Exploration Stations: Measurement
5 mass 6 force 7 length
Which object did you choose? How much force was required to How far did the toy car travel
lift the smallest shoe? from the end of the ramp?

What was the mass of your How much force was required to
object? lift the largest shoe?

8 time 9 volume 10 temperature

How long did the ball roll across Color each graduated cylinder Calculate the difference in
the floor before coming to a to show the volume of liquid. temperature between Cup #1
stop? and Cup #2.

#1 #2 #3

© The Science Penguin Inc.

Mass
TASK: Mass is the amount of matter in something. Use a balance to
measure the mass of an object.

Procedure:
1. Choose one of the items from the bag. Write down what object
you chose.

2. Use the balance to determine the mass of your object. If you are
using a triple beam balance, make sure the sliding masses are in
the grooves of the beam.

3. When the pointer is at the zero mark, add up the masses from the
3 beams.

4. Be sure to complete your student sheet.

© The Science Penguin Inc.

Force
TASK: Force is a push or a pull. Use a spring scale to
measure the force of gravity on an object.

Procedure:
1. Remove one shoe. Use the shoelaces or straps to
attach the shoe to the hook on the spring scale.

2. Use the spring scale to determine the amount of force

needed to lift the shoe from the ground. Be sure to read
the value in Newtons.

3. Compare the force needed to lift each shoe in your group.

4. Be sure to complete your student sheet.

© The Science Penguin Inc.

Length
TASK: Distance is the length traveled from start to finish.
Use the meter stick to measure the distance traveled by
a toy car from a ramp.

Procedure:
1. Set the toy car at the top of the ramp. Let the car roll
down the ramp and come to a stop.

2. Use the meter stick to measure the distance traveled

by the toy car from the end of the ramp to its stopping
point.

3. Be sure to complete your student sheet.

© The Science Penguin Inc.

TIME
TASK: Elapsed time is the amount of time that has passed from start
to finish. Use the timing device to measure the elapsed time of a ball
rolling across the floor.

Procedure:
1. Practice using the timer. Have one partner hop on one foot for 15
seconds. Use the timer to start and stop. Clear it, then have the
other person hop on one foot for 15 seconds.

2. Roll the ball across the floor and measure how long it takes from
when you release the ball to when the ball stops. Record this
time.

3. Be sure to complete your student sheet.

© The Science Penguin Inc.

VOLUME
TASK: Volume is the amount of space matter takes up.
Use the graduated cylinders to measure different volumes
of water.

Procedure:
1. Fill Graduated Cylinder #1 with 10 mL of water.

2. Fill Graduated Cylinder #2 with 20 mL of water.

3. Fill Graduated Cylinder #3 with 30 mL of water.

4. Be sure to complete your student sheet.

© The Science Penguin Inc.

Temperature
TASK: Temperature is the amount of thermal energy
matter has. Use the thermometer to measure different
temperatures of water.

Procedure:
1. Put the thermometer in Cup #1 and leave it in there
while you whisper count to 50.

2. Look at the Celsius side of the thermometer to

determine the temperature.

3. Put the thermometer in Cup #2 and leave it there while you whisper
count to 50.

4. Look at the Celsius side of the thermometer to determine the

temperature. Fill out your student sheet.

© The Science Penguin Inc.

Which Measurement system is used in science?
Suggested Use

DISCUSS
Slide 36-37
• Start with an optional
discussion before
beginning lesson.

LEARN
Slides 38-43
• Introduce/Review
“Which measurement
system is used in
science?”
• Complete notes in
student booklet.

JOURNAL
Slide 44
Complete “Making
Measurements” activity in
notebook.

© The Science Penguin Inc.

 Making measurements Making measurements
sort cards sort cards
✄ ✄
The aluminum The aluminum
The ball traveled was cut into 13- The ball traveled was cut into 13-
27 meters. centimeter strips 27 meters. centimeter strips
for the circuit. for the circuit.

The air in the The air in the

The aquarium The aquarium
room measured room measured
holds 38 L of holds 38 L of
31 degrees 31 degrees
water. water.
Celsius. Celsius.

The marble The marble

displaced 5 displaced 5
The digital scale The digital scale
milliliters of water milliliters of water
read 42 g. read 42 g.
in the graduated in the graduated
cylinder. cylinder.

22 grams of 22 grams of
The wagon The wagon
baking soda was baking soda was
required 2 N to required 2 N to
added to the added to the
pull up the hill. pull up the hill.
vinegar. vinegar.

During the During the

chemical chemical
1 Newton is equal 1 Newton is equal
reaction, the reaction, the
to 0.22 pounds. to 0.22 pounds.
mixture increased mixture increased
15 ℃. 15 ℃.

© The Science Penguin Inc. Which Measurement System is Used In Science?

 Making Measurements
KEY

Length Mass Temperature Volume Weight

The ball The digital During the The aquarium The wagon
traveled scale read chemical holds 38 L of required 2 N
27 meters. 42 g. reaction, the water. to pull up the
mixture hill.
The aluminum 22 grams of increased The marble
was cut into baking soda 15 ℃. displaced 5 1 Newton is
13-centimeter was added to milliliters of equal to
strips for the the vinegar. The air in the water in the 0.22 pounds.
circuit. room graduated
measured cylinder.
31 degrees
Celsius.

© The Science Penguin Inc. Which Measurement System is Used In Science?

 How is data collected & analyzed?
Suggested Use

DISCUSS
Slide 45-46
• Start with an optional
discussion before
beginning lesson.

LEARN
Slides 47-48
• Introduce/Review “How
is data collected and
analyzed?”
• Complete notes in
student booklet.

JOURNAL
Slide 49
• Complete “Calculating
Averages” activity in
notebook.

© The Science Penguin Inc.

 Does the mass of the ball affect how far it rolls? ✄
Distance rolled (cm)

© The Science Penguin Inc.

Ball Mass
Trial 1 Trial 2 Trial 3 Average

A 50g 111 110 100

Example card

B 110g 73 78 80
Calculating Averages

Does the mass of the ball affect how far it rolls?

✄

Distance rolled (cm)

Ball Mass
Trial 1 Trial 2 Trial 3 Average

A 50g 111 110 100

Example card

B 110g 73 78 80
Calculating Averages

How is Data Collected & Analyzed?

 Calculating Averages
KEY

107

77

© The Science Penguin Inc. How is Data Collected & Analyzed?

 What are graphs?
Suggested Use

DISCUSS
Slide 50-51
• Start with an optional
discussion before
beginning lesson.

LEARN
Slides 52-54
• Introduce/Review “What
are graphs?”
• Complete notes in
student booklet.

JOURNAL
Slide 54
• Complete “Reading a
Graph” activity in
notebook.

© The Science Penguin Inc.

 Does the height of a ramp affect the speed of a cart?
40
✄

© The Science Penguin Inc.

30

20

Speed (m/s)
10
Example card
Reading a graph

0
Ramp A Ramp B Ramp C Ramp D
10cm 20cm 40cm 80 cm

Does the height of a ramp affect the speed of a cart?

40
✄

30

20
Speed (m/s)

10
Example card
Reading a graph

0
Ramp A Ramp B Ramp C Ramp D
10cm 20cm 40cm 80 cm
What are Graphs?
 Reading a graph
KEY

1. What is the independent variable in this investigation?

The height of the ramp
2. What is the dependent variable in this investigation?
The speed of the cart
3. What is the difference between the fastest cart and the slowest cart?
35 m/s
4. What scale was used on the y-axis?
A scale of 10
© The Science Penguin Inc. What are Graphs?
 How do scientists investigate?
Suggested Use

DISCUSS
Slide 55-56
• Start with an optional
discussion before beginning
lesson.

LEARN
Slides 57-60
• Introduce/Review “How do
scientists investigate?”
Complete notes in student
booklet.

JOURNAL
Slide 61
• Complete “Following
Procedures” activity in
notebook.

© The Science Penguin Inc.

 Graph the results from the data table.

Place each wrapped ice cube in the windowsill. ✄

Place the third ice cube inside the square of wax paper. Secure

© The Science Penguin Inc.

with tape and label it Ice Cube C.

Place the first ice cube inside the packing foam and wrap it
tightly. Secure with tape and label it Ice Cube A.
cards

Cut the packing foam, aluminum foil, and wax paper to measure
12cm by 12cm.

After 10 minutes, measure the amount of ice melt (liquid water)

using a graduated cylinder. Record measurements in data table.
Following procedures

Place the second ice cube inside the square of aluminum foil.
Label the foil Ice Cube B.

Graph the results from the data table.

✄

Place each wrapped ice cube in the windowsill.

Place the third ice cube inside the square of wax paper. Secure
with tape and label it Ice Cube C.

Place the first ice cube inside the packing foam and wrap it
tightly. Secure with tape and label it Ice Cube A.
cards

Cut the packing foam, aluminum foil, and wax paper to measure
12cm by 12cm.

After 10 minutes, measure the amount of ice melt (liquid water)

using a graduated cylinder. Record measurements in data table.
Following procedures

Place the second ice cube inside the square of aluminum foil.
Label the foil Ice Cube B.
How Do Scientists Investigate?
 Following procedures
KEY

1 Cut the packing foam, aluminum foil, and wax paper to measure 12cm
by 12cm.
2 Place the first ice cube inside the packing foam and wrap it tightly.
Secure with tape and label it Ice Cube A.
3 Place the second ice cube inside the square of aluminum foil. Label the
foil Ice Cube B.
4 Place the third ice cube inside the square of wax paper. Secure with
tape and label it Ice Cube C.

5 Place each wrapped ice cube in the windowsill.

6 After 10 minutes, measure the amount of ice melt (liquid water) using a
graduated cylinder. Record measurements in data table.

7 Graph the results from the data table.

© The Science Penguin Inc. How Do Scientists Investigate?

 What is the scientific method?
Suggested Use
LEARN- Day 1
Slides 62-65
• Discuss/Review the Question,
Hypothesis, and Experiment slides.

Project slide 71 and complete the

Question, Hypothesis, Materials, and
Procedure portion of the Skittles
Investigation.

Learn- Day 2
Slide 67
• Discuss/Review the Data slide.

Project slide 70 and complete the

investigation including observations
and data.

Learn- Day 3
Slides 68-69
• Discuss the Analysis and Conclusion
slides.

Project slide 71 and complete the

Analysis and Conclusion portion of the
Skittles Investigation
© The Science Penguin Inc.
 Skittles Investigation
(scientific Method)
Suggested Use
This will likely take 3-5 class periods to complete. On the following pages, I have
suggestions for a 3-day lesson. Depending on your class periods and how long the
planning, activities, and discussions take, it could take 5 class periods.

Conduct an experimental investigation using the following question:

How does the temperature of water affect the time it takes Skittles to dissolve?

Materials
Per Class Per group Per student
hot plate (or way to heat 6 skittles (same color) Skittles Experiment Student
water to “warm” for teacher booklet copied front and back
use only!) cup of warm water for gluing in science journals

pot for water and way to cup of cold water

pour it into cups
2 spoons

*make sure the cups are the same size

and have the same amount of water

© The Science Penguin Inc.

 Skittles Investigation
(scientific Method)
3-day Lesson

Day 1:
Google Slides: Go over slides 62-66 in the Scientific Method portion of the slideshow. Introduce the
question, guide students through writing hypotheses, write a procedure as a class, list materials, and
identify variables.

Question: How does the temperature of water affect the time it takes Skittles to dissolve?

Hypothesis: If ______, then ______ because ______.

Example: “If I dissolve skittles in hot water and cold water, the skittles will dissolve faster in hot water
because hot water has more energy.”

Procedure:
1. Fill a cup with 300 ml of cold water and another cup with 300 ml of warm water.

2. Drop a Skittle in each at the same time and start the stopwatch.

3. Stir both with a spoon and continue stirring until the candy dissolves.

4. Record how long it takes for each to dissolve.

5. Repeat steps 2-4 two more times.

© The Science Penguin Inc.

 Skittles Investigation
(scientific Method)
3-day Lesson

Day 1: Suggestions
Use this as a guided experiment to make sure your students understand the scientific
method. Rather than provide students with step-by-step directions, I prefer to have
students help develop the procedures under the teacher’s guidance. You can do
“think-alouds” to model your thought processes.

For variables, you may want to discuss the independent variable (the temperature of the
water) and the dependent variable (the amount of time it takes to dissolve). The
controlled variables or constants include the amount of water, the Skittles, the cup the
water is in, and how fast you are stirring. I don’t dwell on variables during the first
experiment of the year since we revisit it later.

Since you are doing 3 trials, this is a great opportunity to discuss the importance of
multiple trials and reliability.

© The Science Penguin Inc.

 Skittles Investigation
(scientific Method)
3-day Lesson

Day 2:
Prep: Before class starts, heat the water on a low setting on the hot plate. I do not let
students handle the hot plate and we use it as an opportunity to discuss safety. The
water should be warm, but not hot to the touch. As teams need extra warm water for
the second and third trials, one student from each team asks and I get it for them. I use
tap water for the “cool” water. I also prep all materials on trays for each team, so we are
ready to get started.

Google Slides: Go over slide 67 in the Scientific Method portion of the slideshow that
discusses the importance of data. Discuss what data you will be recording today. Write a
title for the data table. Go over how to find the number of seconds as opposed to
minutes and seconds. I recommend checking one teammates’ data from each team at
the end of class to make sure they calculated correctly. For example, if it took 3 minutes
and 42 second to dissolve, 3 x 60 seconds is 180 seconds plus 42 seconds equals 222
seconds.

Experiment: Students use the materials to complete the experiment according to the
plan they wrote the previous day. While some of the stirring is going on, students can
work on their observation drawings. They record data in the table.

© The Science Penguin Inc.

 Skittles Investigation
(scientific Method)
3-day Lesson

Day 3:
Google Slides: Go over slides 68-69 in the Scientific Method portion of the slideshow
where we look at analysis and conclusions.

Graph: In the box, I recommend having students make a bar graph with the average
time it took the Skittles to dissolve in hot water and in cold water. Use students’ data to
figure out what intervals to include on the graph for seconds. I do a lot of modeling with
graphing!

Analysis: After looking at the data, what do the students notice? I give them a sentence
stem of “I notice ____.”

Conclusion: First, students refer back to the question and their hypothesis. Then they write
their conclusions.

Example: “My hypothesis was supported/not supported. The data shows that Skittles
dissolve faster in warm water than cool water.”

© The Science Penguin Inc.

 Recording Sheet Options
Four recording sheet options are included to accommodate you and your
students’ needs. Print the one you prefer front and back, then fold down the
middle to make a booklet. You also have the option of having students write
directly in their notebooks.
Recording Page
Features
Sheet Numbers
blank lines for each part
1 65-66 of the investigation

sentence stems and

2 67-68 pre-typed information

blank lines for each part

of the investigation,
3 69-70 includes calculating
average number of
seconds
sentence stems and
pre-typed information,
4 71-72 includes calculating
average number of
seconds

Print page 63 for each group to use during the experiment.

© The Science Penguin Inc.
 How does the temperature of water
affect the time it takes Skittles to
dissolve?
Procedure
1. Fill a cup with 300 ml of cold water and another cup with 300 ml of
warm water.

2. Drop a Skittle in each at the same time and start the stopwatch.

3. Stir both with a spoon and continue stirring

until the candy dissolves.

4. Record how long it takes for each to dissolve.

5. Repeat steps 2-4 two more times.

© The Science Penguin Inc.

 Question
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

Hypothesis
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

Experiment Plan
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
© The Science Penguin Inc. __________________________________________________
Variables _________________________________________
__________________________________________________

__________________________
__________________________________________________
__________________________________________________

Materials
__________________________________________________
__________________________________________________
__________________________________________________

Observations
_____________________________

Analysis
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Data
_________________________________________ Conclusion
Water Trial 1 Trial 2 Trial 3 __________________________________________________

Warm __________________________________________________
__________________________________________________
Cool
© The Science Penguin Inc.
__________________________________________________
 Question
How does the temperature of water affect the time
it takes Skittles to dissolve?

Hypothesis
If I dissolve skittles in warm and cool water, then the
Skittles will dissolve faster in _________________ water
because ________________________________________
__________________________________________________
__________________________________________________

Experiment Plan
1. Fill a cup with 300 ml of cold water and another
cup with 300 ml of warm water.

2. Drop a Skittle in each at the same time and start

the stopwatch.

3. Stir both with a spoon and continue stirring until

the candy dissolves.

4. Record how long it takes for each to dissolve.

5. Repeat steps 2-4 two more times.

© The Science Penguin Inc.

Variables Number of Seconds It Takes for a Skittle to Dissolve
Independent: ____________________________________

Number of Seconds
Dependent: _____________________________________
Controlled: _______________________________________

Materials
• 6 skittles (same color)
• cup of warm water
• cup or cold water
• 2 spoons
• hot plate 1 2 3 1 2 3
Warm Cool
Observations
Trial

Analysis
I notice ___________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Data
___
Number of Seconds It Takes for a Skittle to Dissolve Conclusion
Water Trial 1 Trial 2 Trial 3 My hypothesis was ________________________________

Warm __________________________________________________
__________________________________________________
Cool
© The Science Penguin Inc.
__________________________________________________
 Question
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

Hypothesis
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

Experiment Plan
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
© The Science Penguin Inc. _________________________________________________
Variables _________________________________________
__________________________________________________

__________________________
__________________________________________________
__________________________________________________

Materials
__________________________________________________
__________________________________________________
__________________________________________________

Observations
_____________________________

Analysis
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Data
_________________________________________ Conclusion
Water Trial 1 Trial 2 Trial 3 Average __________________________________________________

Warm __________________________________________________
__________________________________________________
Cool
© The Science Penguin Inc.
__________________________________________________
 Question
How does the temperature of water affect the time
it takes Skittles to dissolve?

Hypothesis
If I dissolve skittles in warm and cool water, then the
Skittles will dissolve faster in _________________ water
because _________________________________________
__________________________________________________
__________________________________________________

Experiment Plan
1. Fill a cup with 300 ml of cold water and another
cup with 300 ml of warm water.

2. Drop a Skittle in each at the same time and start

the stopwatch.

3. Stir both with a spoon and continue stirring until

the candy dissolves.

4. Record how long it takes for each to dissolve.

5. Repeat steps 2-4 two more times.

© The Science Penguin Inc.

Variables Number of Seconds It Takes for a Skittle to Dissolve
Independent: ____________________________________

Number of Seconds
Dependent: _____________________________________
Controlled: ______________________________________

Materials
• 6 skittles (same color)
• cup of warm water
• cup or cold water
• 2 spoons
• hot plate
Warm Cool
Observations
Average

Analysis
I notice ___________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Data
Number of Seconds It Takes for a Skittle to Dissolve Conclusion
Water Trial 1 Trial 2 Trial 3 Average My hypothesis was ________________________________

Warm __________________________________________________
__________________________________________________
Cool
© The Science Penguin Inc.
__________________________________________________
 What is CER?
Suggested Use

LEARN- Day 1
Slides 72-73
• Discuss/Review the CER slides.

Project slide 77 and introduce the

question. Complete the hypothesis,
procedure, and data portion of the
Skittles CER.

Learn- Day 2
Slides 74-75
• Discuss/Review the Claim and
Evidence slides.

Project slide 78 and complete the

Claim and Evidence portion of the
Skittles CER.

Learn- Day 3
Slide 76
• Discuss/Review the Reasoning
slide.

Project slide 78 and complete the

Reasoning portion of the Skittles CER.
© The Science Penguin Inc.
 Recording Sheet Options
Two recording sheet options are included to accommodate you and your
students’ needs. Print the one you prefer front and back, then fold down the
middle to make a booklet. You also have the option of having students write
directly in their notebooks.

Recording Page
Features
Sheet Numbers
Blank sections for
1 76-77 each part of the
CER
Pre-typed claim,
data table and
graph frame for
2 78-79 evidence section,
and sentence stem
for reasoning
section

Print page 75 for each group to use

during the experiment.

© The Science Penguin Inc.

 How does the temperature of water
affect the time it takes Skittles to
dissolve?
Procedure
1. Fill a cup with 300 ml of cold water and another cup with 300 ml of
warm water.

2. Drop a Skittle in each at the same time and start the stopwatch.

3. Stir both with a spoon and continue stirring

until the candy dissolves.

4. Record how long it takes for each to dissolve.

5. Repeat steps 2-4 two more times.

© The Science Penguin Inc.

 Question
___________________________________________
___________________________________________

Hypothesis
___________________________________________
___________________________________________
___________________________________________
___________________________________________
© The Science Penguin Inc.
Data Claim
___________________________________________

Water Trial 1 Trial 2 Trial 3 Average ___________________________________________

Warm

Cool Evidence
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Reasoning
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
© The Science Penguin Inc.
 Question
How does the temperature of water affect
the time it takes Skittles to dissolve?

Hypothesis
If I dissolve Skittles in warm and cool water,
then the Skittles will dissolve faster in
_________________________________ because
__________________________________________
__________________________________________.
© The Science Penguin Inc.
Data Claim
Number of Seconds It Takes for a Skittle to Dissolve Skittles dissolve faster in

Water Trial 1 Trial 2 Trial 3 Average ___________________________________________

Warm

Cool Evidence
Our data showed _________________________
___________________________________________
Number of Seconds It Takes for a Skittle to Dissolve
___________________________________________
___________________________________________
Number of Seconds

___________________________________________
___________________________________________

Reasoning
The thermal energy _______________________
___________________________________________

Average ___________________________________________
___________________________________________
___________________________________________
___________________________________________
© The Science Penguin Inc.
iLearn Science
QUIZ

© The Science Penguin Inc.

iLearn Science QUIZ Name: ________________________________

Part A: Tools & Measurement

Match the tool to its purpose.
A. Allows you to observe small
1. ____ balance
objects very closely
B. Refracts white light into the
2. ____ graduated cylinder
spectrum

3. ____ hand lens C. Measures the force of gravity

4. ____ spring scale D. Measure volume

E. Used to test materials for

5. ____ magnet
magnetism

6. ____ prism F. Measures mass

Part B: Investigations
Read each question and choose the best answer.

7. After collecting multiple trials of data during an investigation,

what should be the next step?

A. Use the data to build a graph and analyze the results.

B. Share the results with your peers.

C. Calculate an average for each data set for accuracy, then graph
the averages and analyze.

D. Analyze the data table for patterns, then share the information
with your team.

© The Science Penguin Inc.

8. Which of the following is an example of a testable question?

A. How do plants grow?

B. Does the mass of a wagon affect the force needed to push it up a

hill?

C. Are black holes hot or cold?

D. How does the mood of an animal change?

9. Identify the variables.

Does the type of soil affect how tall tomato plants grow?

A. The type of soil is the independent variable, and the height of the
tomato plant is the dependent variable.

B. The type of tomato planet is the dependent variable, and the

type of soil is the independent variable.

C. The height of the tomato plant is the independent variable, and

the type of soil is the dependent variable.

D. The amount of water is the independent variable, and the type of

soil is the dependent variable.

10. What is the difference between a bar graph and a line graph?

A. Bar graphs show changes over time. Line graphs compare groups.

B. Bar graphs are only used during comparative investigations. Line

graphs are only used during experimental investigations.

C. Bar graphs are used to show several variables. Line graphs are
used to show only one variable.

D. Bar graphs compare groups. Line graphs show changes over time.

© The Science Penguin Inc.

iLearn Science QUIZ Name: ________________________________
KEY

Part A: Tools & Measurement

Match the tool to its purpose.
A. Allows you to observe small
1. ____
F balance objects very closely
B. Refracts white light into the
2. ____
D graduated cylinder spectrum

3. ____
A hand lens C. Measures the force of gravity

4. ____
C spring scale D. Measure volume

E. Used to test materials for

5. ____
E magnet
magnetism

6. ____
B prism F. Measures mass

Part B: Investigations
Read each question and choose the best answer.

7. After collecting multiple trials of data during an investigation,

what should be the next step?

A. Use the data to build a graph and analyze the results.

B. Share the results with your peers.

C. Calculate an average for each data set for accuracy, then graph
the averages and analyze.

D. Analyze the data table for patterns, then share the information
with your team.

© The Science Penguin Inc.

8. Which of the following is an example of a testable question?

A. How do plants grow?

B. Does the mass of a wagon affect the force needed to push it up a

hill?

C. Are black holes hot or cold?

D. How does the mood of an animal change?

9. Identify the variables.

Does the type of soil affect how tall tomato plants grow?

A. The type of soil is the independent variable, and the height of the
tomato plant is the dependent variable.

B. The type of tomato planet is the dependent variable, and the

type of soil is the independent variable.

C. The height of the tomato plant is the independent variable, and

the type of soil is the dependent variable.

D. The amount of water is the independent variable, and the type of

soil is the dependent variable.

10. What is the difference between a bar graph and a line graph?

A. Bar graphs show changes over time. Line graphs compare groups.

B. Bar graphs are only used during comparative investigations. Line

graphs are only used during experimental investigations.

C. Bar graphs are used to show several variables. Line graphs are
used to show only one variable.

D. Bar graphs compare groups. Line graphs show changes over time.

© The Science Penguin Inc.

Credits