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DLL Q1 W1 LC1 Fair Test
DLL Q1 W1 LC1 Fair Test
MATTER
MODULE 1 –
Diversity of materials in the Environment
Content :
DAY:
SECTIONS:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
1. scientific ways of acquiring knowledge and solving problems
B. Performance Standards The learners shall be able to:
1. perform in groups in guided investigations involving
communitybased problems using locally available materials
C. Learning Competencies/ LC:
Objectives 1. Describe the components of a scientific investigation; S7MT-Ia-b1
Write the LC code for each 1.1 Recognize that the design of an investigation should show fair
testing
SPECIFIC OBJECTIVES:
Describe what a fair test is
Identify basic component of a fair test
Recognize the importance of being fair in scientific investigations
II. CONTENT Doing scientific investigation: Fair Test
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Science G7 Teaching Guide p.
2. Learner’s Material Science G7Learning Module p.
pages
3. Textbook pages
Question:
In science, we do ____________ to find out the answers to the questions
B. Establishing a purpose for ENGAGE
the lesson
Video Presentation: A Fair Test Tutorial
C. Presenting Time Allotment: 1minute and 42 sec.
examples/instances of the
Ask:
new lesson What makes a good experiment?
Enumerate the different components of a good experiment.
Reading Passage:
“Today,” she tells her class, “I’d like to tell you about an experiment I conducted. I
wanted to find out if a tomato plant grows more indoors or outdoors. I bought two
tomato plants. One was a little bigger, but that’s okay, right? I put the bigger plant
outside and kept the smaller one indoors. Whenever they got dry, I watered them.
The bigger one got dry faster, so I watered it more often. At the end of two
weeks, the outdoor plant has grown much wider. The indoor plant has grown
taller. As a matter of fact, it’s growing toward the window. What can I learn from
this experiment?”
Ms. Rivera’s students have a lot to say! Some think the outdoor plant grew more;
some say the indoor plant wins. Then one small voice pipes up, “How can we
figure out which one won? You didn’t say how much each plant grew. Didn’t you
measure them?” The other students nod in agreement.
“And what about the water?” asks another student. “You weren’t watering them
the same.”
Create Post
X
CONTROLLING variables: Making sure the only thing that changes in your test is what you plan on
measuring.
MULTIPLE trials: Making sure that you don’t base your thinking on too few events.
OBJECTIVE measurement: Making sure that you measure using a system that others can use in the
same way.
Teacher’s Note:
Things to remember when carrying out a fair test.
Only change one variable at a time, while keeping all other conditions the same.
Record and present your results in a way that makes it easy for you and other to understand the
findings
What is it?....
Use the three steps to design a fair test for this investigation.
Do different types of ball bounce the same number of times when they are dopped?
Thoughts to ponder:
Think of a question based on the image that interest you most or wanted to test….
What would be the one thing we would change to test the quaestion stated above?
Think of an answer quietly to yourself, then make a pair and tell to your partner.
Share your answer with the class.
Expected answer: type of ice cream
_________________________________________________________________
What’s New????
Activity
A FAIR TEST STORY
Think-Fair-Share
Reading Passage:
“Today,” she tells her class, “I’d like to tell you about an experiment I conducted. I wanted to find out if a tomato plant
grows more indoors or outdoors. I bought two tomato plants. One was a little bigger, but that’s okay, right? I put the
bigger plant outside and kept the smaller one indoors. Whenever they got dry, I watered them. The bigger one got dry
faster, so I watered it more often. At the end of two weeks, the outdoor plant has grown much wider. The indoor plant
has grown taller. As a matter of fact, it’s growing toward the window. What can I learn from this experiment?”
Ms. Rivera’s students have a lot to say! Some think the outdoor plant grew more; some say the indoor plant wins. Then
one small voice pipes up, “How can we figure out which one won? You didn’t say how much each plant grew. Didn’t
you measure them?” The other students nod in agreement.
“And what about the water?” asks another student. “You weren’t watering them the same.”
She want students to be more flexible in understanding scientific processes. The most important term seems to be “fair
test.” She considers how to convey this to her students. So she ask these three important guide questions:
What are we going to change? What are we going to What will you keep the same?
measure?