Lesson Plan
Designing Your Scientific Quest
Students will be able to design a fair and effective experiment by identifying independent, dependent, and controlled variables, and outlining a procedure to ensure reliable results.
Understanding how to design experiments is crucial for scientific discovery and problem-solving. It helps students think critically and conduct investigations effectively in all areas of life.
Audience
6th Grade Class
Time
60 minutes
Approach
Interactive slides, hands-on activity, and project-based learning.
Materials
Variables and Controls Explained, Build a Bridge Challenge, Experiment Design Blueprint, and Popsicle sticks, tape, small weights (e.g., pennies or washers)
Prep
Prepare Materials
15 minutes
- Review the Designing Your Scientific Quest lesson plan and all generated materials.
- Gather popsicle sticks, tape, and small weights for the Build a Bridge Challenge.
- Ensure access to the Variables and Controls Explained for presentation.
Step 1
Introduction: The Quest Begins!
10 minutes
- Begin with a hook: Ask students about a time they tried to figure something out by experimenting (e.g., which paper airplane design flies farthest, which brand of battery lasts longest).
- Introduce the concept of a 'fair' experiment and why it's important.
- Present the objective of the lesson using the Variables and Controls Explained (Slide 1-2).
Step 2
Variables and Controls Deep Dive
15 minutes
- Use the Variables and Controls Explained (Slides 3-7) to teach about independent, dependent, and controlled variables.
- Engage students with examples and ask them to identify variables in different scenarios.
- Discuss the importance of a control group in experiments.
Step 3
Build a Bridge Challenge: Hands-On Application
20 minutes
- Introduce the Build a Bridge Challenge. Divide students into small groups.
- Each group will design and build a small bridge using popsicle sticks and tape.
- Their challenge is to design an experiment to test which design feature makes their bridge stronger (e.g., number of layers, type of support structure).
- Guide them to identify their independent, dependent, and controlled variables for their bridge experiment, using the Experiment Design Blueprint as a guide for planning.
Step 4
Presenting Your Blueprint
10 minutes
- Have groups present their experiment designs from the Experiment Design Blueprint (not the actual bridges yet).
- Facilitate a brief discussion on the strengths and potential improvements for each design, emphasizing fairness and reliability.
- Explain that they will build and test their bridges in a future session (or as homework), and use the Experiment Design Evaluation to assess their work.
Step 5
Wrap-Up: Reflecting on the Quest
5 minutes
- Review the key concepts of experimental design, variables, and controls.
- Ask students: 'Why is it important for scientists to design experiments carefully?'
- Assign the completion of the Experiment Design Blueprint as homework, if not finished in class.
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Slide Deck
Welcome, Experiment Designers!
Today, we're becoming masters of the scientific method!
We'll learn how to design awesome experiments that give us real answers.
Ready to get your scientific quest on?
Welcome students and introduce the day's topic: becoming experiment design masters! Ask them if they've ever tried to figure something out by changing one thing to see what happens. This will lead into the idea of experiments.
The Scientific Method: Your Blueprint for Discovery
The Scientific Method helps us explore the world around us.
It's like a superhero's guide to answering questions!
Today, we're focusing on designing fair and effective experiments.
Explain that scientists don't just guess; they use a special process called the scientific method to test their ideas. Today we focus on how to design those tests.
What's a Variable?
Think of an experiment as a puzzle.
Variables are the pieces of the puzzle that can change or be changed.
We manipulate them to see what happens!
Introduce the idea that in an experiment, we change one thing to see its effect on another. These 'things' are called variables. Use a simple example like plant growth and water amount.
The Independent Variable: *I* Change It!
The Independent Variable is the one thing you purposefully change.
It's the 'cause' in a cause-and-effect relationship.
Example: If you test different types of fertilizer on plant growth, the type of fertilizer is your independent variable.
Explain the independent variable. It's the one you change on purpose. Give an example: If we want to see how much sunlight affects plant growth, the sunlight is what we change.
The Dependent Variable: What *Depends* on It?
The Dependent Variable is what you measure or observe.
It's the 'effect' in a cause-and-effect relationship.
Example: If you test different types of fertilizer on plant growth, the height of the plant is your dependent variable.
Explain the dependent variable. It's what you measure to see if it changed because of your independent variable. Using the plant example, the plant's height or health would be the dependent variable.
Controlled Variables: Keep it Fair!
To have a fair test, you need Controlled Variables.
These are all the things you keep exactly the same in every part of your experiment.
Example: For the fertilizer experiment, controlled variables would be the amount of water, type of soil, amount of sunlight, type of plant, etc.
Introduce controlled variables. These are all the things you keep the same to make sure your experiment is fair. For the plant, it would be the same type of plant, same amount of soil, same pot size, etc.
The Control Group: Your Baseline
Sometimes, you'll also have a Control Group.
This group doesn't receive the special treatment (the independent variable).
It's your 'normal' group to compare everything else to, ensuring your results are truly from your change!
Briefly mention the control group. It's the group that doesn't get the independent variable, so you have something to compare your results to. For the fertilizer, it's a plant with no special fertilizer.
Time to Experiment! (Well, to design one!)
Now that you're variable wizards, it's time to put your knowledge to the test!
We're going to plan an experiment together.
Get ready for the Build a Bridge Challenge!
Transition to the activity. Explain that they will apply these concepts to a hands-on challenge. Emphasize that careful planning of variables is key.
Activity
Build a Bridge Challenge: Design Your Experiment!
Your Mission:
Your group will use popsicle sticks and tape to build a small bridge. Then, you will design an experiment to test which design feature makes your bridge stronger.
Materials:
- Popsicle sticks (20-30 per group)
- Masking tape
- Small weights (like pennies or washers, to be provided by teacher for testing later)
Instructions:
-
Build Your Bridge (10 minutes): As a group, quickly construct a small bridge using your popsicle sticks and tape. Don't worry about making it perfect yet; this is just your initial model. Focus on building something that can potentially be tested.
-
Brainstorm Design Features (5 minutes): Look at your bridge. What different things could you change about its design that might affect its strength? Think about:
- The number of layers of sticks.
- The type of support structure (e.g., triangles, squares, arches).
- How the sticks are joined.
- The width of the bridge.
- (Your own ideas!)
-
Choose One Feature to Test (5 minutes): From your brainstormed list, choose one design feature that your group wants to investigate. This will be the focus of your experiment.
-
Design Your Experiment (As a group, use the Experiment Design Blueprint to plan your experiment. (20 minutes):
- Independent Variable: What one thing are you going to change on purpose about your bridge design to test its strength?
- Dependent Variable: What are you going to measure to see if your change made a difference? (Hint: How will you define "strength"? What will you count or observe?)
- Controlled Variables: What are all the things you need to keep exactly the same between your different bridge tests to make sure it's a fair experiment?
- Procedure: Write down the steps your group will take to conduct your experiment. Be specific!
- Control Group (if applicable): Do you need a "normal" bridge to compare your experimental bridges to? If so, what will it be?
-
Prepare for Presentation (5 minutes): Be ready to share your experiment design with the class using your Experiment Design Blueprint!
Project Guide
Experiment Design Blueprint
Group Members: __________________________________________________________________
Our Scientific Question:
- What specific question are you trying to answer with your bridge experiment?
Our Hypothesis:
- What do you predict will happen? (If... then... because...)
Identifying Variables:
-
Independent Variable: What one thing will your group purposefully change in your bridge design to test its strength?
-
Dependent Variable: What will you measure or observe to see if your change made a difference? (How will you define and measure "strength"? For example, the number of pennies it holds before breaking.)
-
Controlled Variables: List at least three things you will keep exactly the same for every bridge you test to make sure your experiment is fair.
-
Control Group (if applicable):
- Will you have a "normal" bridge (one that doesn't have your independent variable applied) to compare your experimental bridges to? If so, describe it.
Our Procedure:
- List the step-by-step instructions for how you will conduct your experiment. Be very specific so someone else could follow your steps exactly!
Rubric
Experiment Design Evaluation Rubric
Student Name(s): __________________________________________________________________
Project: Experiment Design Blueprint
| Criteria | 4 - Excellent | 3 - Good | 2 - Developing | 1 - Beginning |
|---|---|---|---|---|
| Scientific Question | The scientific question is clear, focused, and directly testable through experimentation. | The scientific question is clear and testable. | The scientific question is somewhat clear but may not be easily testable. | The scientific question is unclear or not testable. |
| Hypothesis | A clear, logical, and testable hypothesis is stated (If... then... because...) and directly addresses the question. | A testable hypothesis is stated. | A hypothesis is stated but may lack clarity or a logical explanation. | No hypothesis, or the hypothesis is not testable. |
| Independent Variable | The independent variable is clearly identified, and it is the only variable purposefully changed. | The independent variable is identified. | The independent variable is identified but may include more than one changing factor. | The independent variable is not identified or is incorrect. |
| Dependent Variable | The dependent variable is clearly identified and includes a specific, measurable way to observe or quantify the results. | The dependent variable is identified and measurable. | The dependent variable is identified but lacks a clear method of measurement. | The dependent variable is not identified or is incorrect. |
| Controlled Variables | At least three relevant controlled variables are clearly identified and explained, demonstrating a commitment to a fair test. | At least two relevant controlled variables are identified. | One relevant controlled variable is identified, or identified variables are not entirely relevant. | No controlled variables are identified, or they are incorrect. |
| Procedure | The procedure is detailed, logical, and easy to follow, allowing someone else to replicate the experiment exactly. | The procedure is mostly clear and logical. | The procedure is somewhat clear but may have missing steps or unclear instructions. | The procedure is unclear, incomplete, or illogical. |
| Control Group (if applicable) | A relevant control group is clearly described and justifies its importance for comparison. | A control group is described. | A control group is mentioned but not fully described or justified. | No control group is included, or it is irrelevant. |
Activity
Build a Bridge Challenge: Design Your Experiment!
Your Mission:
Your group will use popsicle sticks and tape to build a small bridge. Then, you will design an experiment to test which design feature makes your bridge stronger.
Materials:
- Popsicle sticks (20-30 per group)
- Masking tape
- Small weights (like pennies or washers, to be provided by teacher for testing later)
Instructions:
-
Build Your Bridge (10 minutes): As a group, quickly construct a small bridge using your popsicle sticks and tape. Don't worry about making it perfect yet; this is just your initial model. Focus on building something that can potentially be tested.
-
Brainstorm Design Features (5 minutes): Look at your bridge. What different things could you change about its design that might affect its strength? Think about:
- The number of layers of sticks.
- The type of support structure (e.g., triangles, squares, arches).
- How the sticks are joined.
- The width of the bridge.
- (Your own ideas!)
-
Choose One Feature to Test (5 minutes): From your brainstormed list, choose one design feature that your group wants to investigate. This will be the focus of your experiment.
-
Design Your Experiment (As a group, use the Experiment Design Blueprint to plan your experiment. (20 minutes):
- Independent Variable: What one thing are you going to change on purpose about your bridge design to test its strength?
- Dependent Variable: What are you going to measure to see if your change made a difference? (Hint: How will you define "strength"? What will you count or observe?)
- Controlled Variables: What are all the things you need to keep exactly the same between your different bridge tests to make sure it's a fair experiment?
- Procedure: Write down the steps your group will take to conduct your experiment. Be specific!
- Control Group (if applicable): Do you need a "normal" bridge to compare your experimental bridges to? If so, what will it be?
-
Prepare for Presentation (5 minutes): Be ready to share your experiment design with the class using your Experiment Design Blueprint!