Curiosity Corner: What Makes You Wonder?

Take a moment to think about something you've observed recently. It could be anything! Maybe you noticed a plant growing strangely, your phone battery draining faster than usual, or why your friend always picks a certain color pen.

What question did that observation spark in your mind?

How might you try to find an answer to that question? What's one step you could take?

Share your observation and question with a partner.

Scientific Method Script

Warm Up: What's Your Question? (5 minutes)

(Refer to Scientific Method Warm Up and Slide 1 of Scientific Method Slide Deck)

"Good morning/afternoon, class! Let's start by looking at our warm-up activity, 'Curiosity Corner: What Makes You Wonder?'. Share with your partner what observation sparked a question for you and how you might start to find an answer. I'll give you about 2 minutes to discuss."

(After 2 minutes, call on a few students to share their observations and questions.)

"Excellent! It's that natural curiosity, that 'wondering why' or 'what if,' that is the very first spark of science. Today, we're going to learn about a powerful tool that helps us systematically explore those questions: the scientific method."

Introduction to the Scientific Method (10 minutes)

(Refer to Slide 2 of Scientific Method Slide Deck)

"Take a look at Slide 2: 'What is the Scientific Method?' Can anyone tell me in their own words what they think the scientific method is? Don't worry about being perfectly accurate, just share your thoughts."

(Allow 2-3 student responses.)

"Great ideas! At its core, the scientific method is a systematic approach to understanding the world around us. It's like a recipe or a set of guidelines that scientists use to ask and answer questions in a fair and accurate way. Why do you think having a 'systematic approach' or 'guidelines' is important when trying to understand something?"

(Pause for student responses, guiding them to ideas of reliability, accuracy, avoiding bias, and being able to repeat results.)

"Exactly! It helps ensure our findings are trustworthy. It guides us in conducting fair investigations and helps us make sense of complex observations."

Exploring the Steps (15 minutes)

(Refer to Slide 3 of Scientific Method Slide Deck)

"So, how do we start this scientific journey? Our first step, as you saw in the warm-up, is to Ask a Question. Look at Slide 3. A good scientific question is specific and testable. It's based on something you've observed. For example, 'Does fertilizer make plants grow taller?' is a good scientific question. Why do you think it's important that a question is 'testable'?"

(Wait for responses, guide towards the idea that if you can't test it, you can't find a scientific answer.)

(Refer to Slide 4 of Scientific Method Slide Deck)

"Once we have our question, we move to Step 2: Form a Hypothesis. A hypothesis is an educated guess, a testable prediction about what you think the answer to your question will be. It's often written as an 'If... then... because...' statement. For our plant example, a hypothesis might be: 'If I add fertilizer to my plant, then it will grow taller because fertilizers provide extra nutrients.' What makes this an 'educated' guess rather than just any guess?"

(Guide students to think about prior knowledge, research, or observations that inform the guess.)

(Refer to Slide 5 of Scientific Method Slide Deck)

"Now for Step 3: Conduct an Experiment. This is where we design a plan to test our hypothesis. A crucial part of designing an experiment is understanding variables. Who can remind me what a variable is in an experiment?"

(Prompt for responses. Explain:)

"- The Independent Variable is what you intentionally change or manipulate in the experiment. In our plant example, it would be the amount of fertilizer.

• The Dependent Variable is what you measure; it depends on the independent variable. For our plant, it's the plant height.
• And finally, Controlled Variables are all the things you keep the same to make sure your experiment is fair. Think about our plant experiment. What are some things we'd want to keep the same for all our plants?"

(Elicit responses: type of plant, amount of water, sunlight, soil type, temperature, etc.)

(Refer to Slide 6 of Scientific Method Slide Deck)

"After we conduct our experiment, we move to Step 4: Analyze Data. This means collecting and organizing all of our observations and measurements. We look for patterns, trends, and relationships. We might use tables, graphs, or charts to help us make sense of all the information we gathered. Why is organizing and analyzing data important? What would happen if we just had a pile of numbers?"

(Discuss how organization helps us see the story the data tells.)

(Refer to Slide 7 of Scientific Method Slide Deck)

"Our final step is to Draw a Conclusion. On Slide 7, you can see this is where we summarize our findings and, importantly, state whether our data supported or did not support our hypothesis. It's crucial to explain why. Did the fertilizer make the plants grow taller? Why or why not? What did we learn? And often, a good conclusion leads to new questions, starting the scientific cycle all over again."

(Refer to Slide 8 of Scientific Method Slide Deck)

"So, to recap, the Scientific Method at a Glance:

1. Ask a Question
2. Form a Hypothesis
3. Conduct an Experiment
4. Analyze Data
5. Draw a Conclusion

Remember, it's a powerful cycle of learning and discovery!"

Worksheet Practice: Case Study (10 minutes)

(Distribute Scientific Method Worksheet)

"Now, it's your turn to be the science sleuths. I'm handing out a worksheet with a short case study. Your task is to apply the steps of the scientific method to this scenario. You can work individually or with a partner. I'll be circulating to answer any questions. You have about 10 minutes for this."

(Circulate and assist students. After 10 minutes, gather attention.)

"Alright, let's go over some of your answers. We'll use our Scientific Method Answer Key to see how closely your thoughts aligned."

(Review answers from the worksheet using the Answer Key, facilitating discussion and clarification.)

Scientific Method Challenge Game (15 minutes)

(Refer to Scientific Method Challenge Game)

"Fantastic work with the case study! Now, let's put your skills to the test in a fun challenge. I'm going to divide you into small groups. Each group will receive a 'Challenge Card' with a simple scenario. Your task, as a team, is to quickly outline how you would apply the scientific method to solve the challenge. Think about the question, hypothesis, experiment setup (variables!), how you'd collect data, and what your conclusion might look like. You'll have about 10 minutes to plan, and then each group will share their approach."

(Divide students, distribute cards, and monitor group work. After 10 minutes, facilitate group sharing and discussion.)

Quiz & Wrap-Up (5 minutes)

(Distribute Scientific Method Quiz)

"Excellent participation today, everyone! To wrap up our lesson and see what stuck, please complete this short quiz on the scientific method. You have about 5 minutes."

(Collect quizzes.)

"Before you leave, remember that the scientific method isn't just for textbooks. It's a way of thinking that helps you observe, ask questions, test ideas, and make informed decisions in all parts of your life. Keep those curious minds working!"

Scientific Method Case Study: The Mysterious Plant Growth

Scenario: Maria has two identical tomato plants, Plant A and Plant B. She waters both plants with the same amount of water and keeps them in the same sunny spot. However, after two weeks, she notices that Plant A is growing much taller and greener than Plant B. Maria is curious and wants to find out why.

Your Task: Help Maria apply the Scientific Method!

1. Ask a Question: Based on Maria's observation, what specific question could she ask to investigate why Plant A is growing better than Plant B?

2. Form a Hypothesis: Formulate a testable hypothesis to answer Maria's question. Remember to use an "If... then... because..." statement.

3. Design an Experiment: Describe how Maria could design an experiment to test her hypothesis. Be sure to identify the following:

• Independent Variable: What will Maria change on purpose?
  
  
  
  
• Dependent Variable: What will Maria measure or observe to see the effect of her change?
  
  
  
  
• Controlled Variables: List at least three things Maria would need to keep the same for both plants to ensure a fair test.
  
  
  
  
  
  
  

4. Analyze Data (What would Maria look for?): If Maria conducted her experiment, what kind of data would she collect? How would she organize it? What would she be looking for in her results?

5. Draw a Conclusion (Possible Outcome): Imagine Maria finishes her experiment. If she found that the variable she changed did make a difference, what kind of conclusion might she draw? What if it didn't make a difference?

Scientific Method Case Study: Answer Key

Here are some possible answers and thought processes for the worksheet. Remember that student answers may vary, but should align with the core concepts.

1. Ask a Question:

• Possible Questions:

  • "What factor is causing Plant A to grow taller and greener than Plant B?"
  • "Does the amount of sunlight affect the growth of Maria's tomato plants?"
  • "Is the soil quality different between Plant A and Plant B, leading to varied growth?"

• Thought Process: The student should identify the core observation (difference in plant growth) and formulate a specific, testable question that seeks to explain this difference. It should avoid yes/no questions that don't lead to further investigation.

2. Form a Hypothesis:

• Possible Hypothesis (example based on soil quality): "If Plant A is growing in soil with more nutrients than Plant B, then Plant A will grow taller and greener because rich soil provides essential elements for plant development."

• Thought Process: The hypothesis should be an educated guess that attempts to answer the question posed in step 1. It must be testable and should follow the "If... then... because..." structure, providing a reason for the predicted outcome.

3. Design an Experiment:

• Independent Variable:

  • Possible Answer (based on soil quality hypothesis): "The type or nutrient content of the soil."

• Thought Process: The independent variable is the ONE thing Maria will purposefully change or manipulate to test her hypothesis. It's what she is investigating as the cause of the difference.

• Dependent Variable:

  • Possible Answer: "Plant height, number of leaves, or greenness of leaves (measurements of plant growth)."

• Thought Process: The dependent variable is what Maria will measure or observe to see if her change (independent variable) had an effect. It depends on the independent variable.

• Controlled Variables:

  • Possible Answers:
    • "Type of tomato plant (same variety)."
    • "Amount of water given daily."
    • "Amount of sunlight received daily."
    • "Temperature and humidity conditions."
    • "Size and type of pot."
    • "Location in the room."

• Thought Process: Controlled variables are all the other factors that could potentially influence plant growth that Maria needs to keep exactly the same for both plants. This ensures that any observed difference in the dependent variable is truly due to the independent variable, making the experiment fair.

4. Analyze Data (What would Maria look for?):

• Possible Answer: "Maria would collect data on the height of each plant (e.g., daily or weekly measurements), count new leaves, and observe the color/health of the leaves. She would organize this data in a table and might create a line graph to visually compare the growth of Plant A versus Plant B over time. She would look for patterns and trends to see if the plant with the changed independent variable (e.g., different soil) showed significantly different growth compared to the control plant."

• Thought Process: Students should describe specific, measurable data points Maria would collect. They should also mention methods of organizing and visualizing this data (tables, graphs) and explain why she would do this – to identify patterns and determine if her hypothesis was supported.

5. Draw a Conclusion (Possible Outcome):

• Possible Answer (if hypothesis supported): "If Maria's hypothesis about soil nutrients was supported, she might conclude: 'The data indicates that Plant A grew taller and greener because it was planted in nutrient-rich soil, supporting the hypothesis that soil quality affects plant growth.'"

• Possible Answer (if hypothesis NOT supported): "If Maria's hypothesis was NOT supported (e.g., the soil quality made no difference), she might conclude: 'The data did not support the hypothesis that soil quality affects plant growth, as both plants showed similar growth despite changes in soil. Further investigation into other factors like light exposure or genetics is needed.'"

• Thought Process: The conclusion must directly address the hypothesis and summarize the findings. Students should understand that a conclusion states whether the hypothesis was supported or not, provides a brief explanation based on the (imagined) data, and acknowledges that new questions might arise from the experiment.

Scientific Method Challenge Game

Objective:

In small groups, apply the steps of the scientific method to solve a real-world (or fun hypothetical) problem presented on a Challenge Card.

Instructions:

1. Divide into small groups (3-4 students per group).
2. Each group will receive one "Challenge Card." Your task is to work together to outline how you would use the scientific method to address the scenario on your card.
3. On a separate piece of paper or whiteboard, clearly write down the following for your challenge:
   • Ask a Question: What specific question are you trying to answer?
   • Form a Hypothesis: What is your educated guess, stated as an "If... then... because..." statement?
   • Design an Experiment: Briefly describe how you would test your hypothesis. Be sure to identify your independent variable, dependent variable, and at least two controlled variables.
   • Analyze Data: What kind of data would you collect? How would you organize it, and what would you look for?
   • Draw a Conclusion: What would a possible conclusion be if your hypothesis was supported? What if it wasn't?
4. You will have 10-12 minutes to discuss and plan your approach.
5. Each group will then share their scientific method outline with the class.

Challenge Cards (Teacher to provide, examples below):

Challenge Card Example 1: The Sneaky Homework Thief

• Scenario: Every Tuesday night, your favorite pencil goes missing from your desk. You suspect someone is taking it, but you don't know who or why. You want to find out what's happening to your pencil.

Challenge Card Example 2: The Mysterious Moldy Bread

• Scenario: You leave two slices of bread out on the counter. One gets moldy much faster than the other. You wonder what caused this difference in mold growth.

Challenge Card Example 3: The Super Speedy Plant

• Scenario: You have two identical house plants. You decide to sing to one plant every day, while the other plant gets no singing. You notice the plant you sing to seems to be growing faster. You want to investigate if singing actually affects plant growth.

Challenge Card Example 4: The Best Study Spot

• Scenario: You study in different places (your room, the library, a coffee shop) and notice your grades vary depending on where you study. You want to know which study environment is most effective for you.