The Nature of Science: The Scientific Method

Name: Alexa DAuria

Grade/ Subject Area: 5/ Science, Math, ELA

Community Attributes: This lesson plan was constructed for a fifth grade inclusion classroom at P.S
86. The students are all below grade level in ELA and Mathematics. There are 16 girls and 14 boys. One
student is Asian American, five students are of African American descent, and the majority of the class,
24 students, are either of Latino or Hispanic American descent. The classroom has five groups of desk
facing each other, with six students in each group. Each student in a group varies in ability.
Date of Lesson: 11/11/13

NEW YORK STATE LEARNING STANDARDS

NYS Science Scope and Sequence
Unit 1: The Nature of ScienceHow do scientists gather and share information?
Intermediate Level Major Understandings
S1.1a,b,c Formulate questions of scientific inquiry with the aid of references appropriate
for guiding the search for explanations of everyday observations.
S1.2a S2.1b,c S2.2b,c,d,e S2.3b,c Identify questions and formulate hypothesis; design
and conduct scientific investigations to answer those questions.
S2.1d S3.1a,b Employ tools to gather, analyze, and interpret data.
M3.1a Use mathematics in scientific inquiry.
S3.2a,b,c Use data to construct reasonable explanations. Evaluate your hypothesis in
light of the data.
S1.3 S3.2d,e Develop and communicate explanations using evidence.
M1.1a S2.2d Identify dependent and independent variables.
General Skills (from NYS Core Curriculum)
Follow safety procedures in the classroom and laboratory.
Safely and accurately use the following measurement tools: metric ruler,
graduated cylinder, thermometer
Use appropriate units for measured or calculated values.
Recognize and analyze patterns and trends.
Sequence events.
Identify cause-and-effect relationships.
Unit 3: Food and NutritionHow does nutrition and exercise affect our health?
Elementary Level Major Understandings
LE 4.2b Food supplies the energy and materials necessary for growth and repair.
Common Core ELA Standards
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing
ideas logically and using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.

PURPOSE and Essential Questions

A. Background Summary: Experimental design is part of the scientific inquiry approach. In
order to achieve the goal of scientific inquiry, which is to obtain knowledge in the form of
testable explanations that can predict the results of future experiments, scientists use the
scientific method. There are six steps in the scientific method. They include the problem or
question, information (background), hypothesis, experiment/procedure, results, and a
conclusion. It is important for students to use their background knowledge to help formulate
questions to acquire new/more knowledge. The basic academic language associated with the
scientific method will be emphasized to help with further understanding. Students have
previously mastered the terms independent variable, dependent variable, control variable, and
hypothesis. The students will learn how to apply these terms when using the scientific
method and will be see how they are used in an experiment.
B. Rationale: One of the essential concepts in the nature of science is the scientific method. The
students will learn how to start an experiment with a question and apply background
information to form an educated guess or hypothesis, using the terms associated with the
independent and dependent variable. The students will conduct an experiment to prove
whether their hypothesis is correct.
C. Essential Questions:

What do plants need to grow and repair itself?

What are the steps to the scientific method?
What factors affect plant growth?
How do we conduct an experiment to determine what factors influence plant growth?

OBJECTIVE(S)
Student will be able to
Identify independent variables, dependent variables, and controlled variables
Create a hypothesis
Record observations
Organize their thoughts on each step using the template
Develop and communicate explanations using evidence and data
Draw a graph to represent the relationship between the independent and dependent
variable
Design and conduct a scientific investigation

VOCABULARY & KEY TERMS/Ideas

Independent variablewhat is being manipulated, changed on purpose
Dependent variablewhat is being measured, changed as a result of independent variable
Control variable/constantall other possible variables that are kept the same, it is a
standard for comparison
Experimental groupthe variable that you are testing
Hypothesisan educated guess, an if, then statement
Trialsthe number of times an experiment is repeated for each level or value of the
independent variable

PRE-ASSESSMENT
Prior to this lesson, the students have mastered the concept of identifying independent,
dependent, and controlled variables. The students are familiar with making an educated guess or
hypothesis, as well as with graphing data. The students are now ready to conduct an experiment
using the scientific method to test out their hypotheses.

LESSON PRESENTATION:

SET-INDUCTION Good afternoon class

The teacher will ask the students to take out their science notebooks and open to a
blank page.
Students will watch a brainpop video on the Scientific method. This is an example
of an experiment, similar to the one we will be conducting in class.
While watching the video, the students will write down as many of the steps they
can.
The teacher will ask students which steps they heard and show the six steps of the
scientific method on the Smartboard.
The teacher will call on students who do not seem to be paying attention or
listening to their classmates.

PROCEDURE
The teacher will notify the class that todays science lesson will be on the steps of
the scientific method.
The teacher will explain that the topic of our experiment is What factors affect
plant growth?
The teacher will then hand out the student activity sheet and instruct the students
to only write their name and the general topic on the top of the page.
Put pencils down when finished.
The teacher will ask the students What sorts of things can we change about
plants? Think about the physical plant itself, or things that affect its growth
(Sunlight, type of plant, type of fertilizer, and source of water).
The teacher will write down the student responses on the Smartboard and instruct
the students to write it down on the ______ colored post-it note on the first half of
the page.
Then the teacher will ask the students What things can we measure or observe
about the plant? Think amounts and numbers. (amount of water, amount of
fertilizer, plants height, number of leaves/buds)
The teacher will instruct the students to write down and copy what the teacher is
writing on the second half of the page, on the ____ colored post it notes.
The teacher will then pair up the students (groups of 2)
The students will be told to pick one of the top ____ colored post it notes, which
will be your independent variable, and pick one of the bottom ___ post it notes,
which represents your dependent variable.
The teacher will allow a minute for the pairs to discuss and choose two variables.
The students will be told to move those 2 post-its to the next page.
The teacher will instruct the students to move the rest of the post its to the next
page to represent the controlled variables.

Step 1:
Problem

The teacher will walk around the classroom to make sure everyone is following
directions and ask groups which variables they chose.
The teacher will tell the students to focus their attention on the next page (31) and
tell the students to move their independent and dependent variable again

CLOSURE - Finally, the students will partake in a grand discussion with the class and
share what their variables are. The teacher and classmates will help each group write a
question using both variables on page 31.

MATERIALS
Smartboard
Brainpop video:
http://glencoe.mcgrawhill.com/sites/dl/free/0078778026/164155/00044686.html
http://www.watchknowlearn.org/Video.aspx?VideoID=47127&CategoryID=1570
Green Science folder
Scientific method template
Pencils
2 different colors of post it notes

FOLLOW-UP ACTIVITY or ASSIGNMENT

The teacher will ask the students What do plants need in order to grow? Some
responses will be sunlight, water, fertilizer, and air. The teacher will tell the students they can
copy this on page 31 under Step 2: Information. The teacher will ask the students to flip to page
32 and move their independent and dependent variables again. The students will be instructed to
write an if then statement using their variables. The teacher will tell them that this is your
hypothesis. The students will continue to complete page 33 writing out the step by step
instructions, along with the materials needed, safety precautions, and preparation. The next day,
the students will begin conducting the procedure/experiment for the next week. After a week, the
students will create a graph on graph paper using their data, and label the x-axis with the
independent variable and the y-axis with the dependent variable. Each person must do this.
Connect the dots and create a key. Use colors for a bar graph. The students will answer the
questions on page 36.

EVALUATION / ASSESSMENT
The students will be evaluated during the week on their behavior and appropriateness. The
students will be assessed at the end of the week based on the following rubric:
Exemplary
4

Accomplished
3

Satisfactory
2

Needs Improvement
1

The problem is stated in the

form of a question, in a full
sentence.
It includes both the
independent and dependent
variables. It is specific and
clear that only one thing is
being tested.

The problem is stated in

the form of a question, in
a full sentence. There is
one spelling/grammar
error. It mentions the
independent and
dependent variables. It is
apparent that one thing is
being tested.

The problem is stated in

the form of a question.
There are two
spelling/grammar errors.
It mentions the
independent and
dependent variables.
Only one thing is being
tested.

The problem is not

stated in the form of a
question. There are
more than two
spelling/grammar errors.
It mentions the
independent and
dependent variable.
Only one thing is being
tested.

G
r
a
d
e

Step 2:
Information
Gathering

The student found four pieces

of information that will help
their experiment.

Step 3:
Hypothesis

Clearly and accurately gives

the idea of what you predict
the answer will be to your
problem/question. It is in the
form of an if, then
statement. It includes the
independent and dependent
variable.

Step 4:
Experiment

The student listed at least 5

steps that correlate to the
problem and hypothesis,
thoroughly discussed in detail
safety precautions, and listed
several materials needed.

Step 5:
Results

The data table clearly shows

the daily results/observations.
It is labeled with the
independent variable in one
column and the dependent
variable in another. A bar or
line graph is used, labeled
correctly, and includes a key.

Step 6:
Conclusion

The Step 1 problem/question

is restated. The major findings
from each day are summarized
and examples of the data are
given. A statement is made
about the hypothesis of
whether it was supported or
not. There are at least three
possible explanations for the
findings and three possible
errors are explained. At least
three recommendations for
further experimentations are
given.

Neatness

The student wrote very clearly

and the letter formation is
correct.

Behavior
during

The student was focused and

stayed on task. The student

The student found three

pieces of information
that will help their
experiment, and did not
use all of the information
the teacher went over
about What plants need
to grow?
The student uses too
many words to describe
their prediction to their
problem/question. It is in
the form of an if, then
statement. It includes
the independent and
dependent variable.

The student found two

pieces of information
that will help their
experiment, and did not
use all of the information
the teacher went over
about What plants need
to grow?
The prediction that will
be used to answer the
problem/question has
two spelling/grammar
errors. It is not in the
form of an if, then
statement. The student
mentions the
independent and
dependent variable.

The student listed four

steps that correlate to the
problem and hypothesis,
briefly discussed a few
safety precautions, and
listed a couple materials
needed.
The data table shows the
daily
results/observations. It is
labeled with the
independent variable in
on column and the
dependent variable in
another. A bar or line
graph is used, and is
partially labeled. The
key is present.
The Step 1
problem/question is
restated. The major
findings are summarized
and examples of the data
from a couple days are
given. A statement is
made about the
hypothesis of whether it
was supported or not.
There are at least two
possible explanations for
the findings and two
possible errors are
explained. At least two
recommendations for
further experimentations
are given.

The student listed three

steps that do not all
correlate to the problem
and hypothesis. There
are little safety
precautions, and a few
materials needed.
The data table does not
show every days
results/observations. It is
not labeled with the
independent or
dependent variable. A
bar or line graph is used,
but is not labeled. There
is no key.

The student wrote

somewhat clearly with
only one letter formation
error.
The student was mostly
focused and stayed on

The Step 1
problem/question is
restated. The major
findings are not fully
summarized and
examples of the data
from a few days are
given. A statement is not
made about the
hypothesis of whether it
was supported or not.
There is only one
possible explanation for
the findings and one
possible error is stated.
There is only one
recommendation for
further experimentations
are given.
The student did not write
clearly and made two
letter formation errors.
The student was focused
and stayed on task 50%

The student only found

one piece of
information, and clearly
did not use the
information the teacher
went over about What
plants need to grow?
The students prediction
will not result in an
answer to their
problem/question. There
are more than two
spelling/grammar errors.
It is not in the form of
an if, then statement
and does not mention
the independent or
dependent variable.
The student listed 1-2
steps that do not
correlate to the problem
or hypothesis. There is
one safety precaution
and materials that are
not needed.
The data table does not
show each days
results/observations. It is
not labeled with the
independent or
dependent variable. The
student did not know
how to make a graph.

The Step 1
problem/question is not
restated. The major
findings are not detailed
and fully summarized.
There is no examples of
data. No statement is
made about the
hypothesis being
supported or not, no
explanation for further
findings, or possible
errors. There is no
recommendation
presented for further
experiments.

The student did not

write clearly and made
three letter formation
errors.
The student was not
focused or on task. The

experiment

worked well with their partner

and showed equal
participation in the activity.
They each played a role in the
experiment.

task 75% of the time.

The student sometimes
worked with the partner
and sometimes did
more/less work than
their partner.

of the time. The student

did not work well with
their partner and did
more/less work than
their partner.

student did not work

well with their partner
and did less work than
their partner.

10 DIFFERENTIATION

This lesson satisfies the needs of Special Education children with strength in:
Verbal/linguistic intelligences because they read the steps of the scientific method and
speak to each other about strategies and ideas. The students will see the plant and observe
its growth/change.
Visual/spatial intelligences because they will watch the brainpop video on the scientific
method and they will use a template to learn the scientific method. There are post-it notes
in different colors to establish the difference between independent and dependent
variables. This is necessary for ELL learners.
Kinesthetic intelligence because the students move around the post-it notes, and have the
opportunity to move around the classroom while conducting the experiment. They will be
able to physically touch a plant. This is also beneficial to ELL learners.
The lesson involves a lot of organizing and communication with each other, which is a
component of interpersonal intelligence.
It satisfies the needs of children with disabilities by having a lot of visual and hands-on
activities.
Students who are auditory learners have the opportunity to listen to the teacher give
instructions and work with a partner.
It is a great opportunity for students to socialize and work together. This correlates with
Vygotskys theory as the students work in pairs to create an experiment.
If a student is struggling, the teacher can pair the student up with another student who is
succeeding in the class.

11 Reference List

http://webadventures.rice.edu/games/401/materials/Activity-3-401.pdf
http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf
https://www.youtube.com/watch?v=Xr_jC0bruE4
http://www.corestandards.org/ELA-Literacy/W/5
http://glencoe.mcgraw-hill.com/sites/dl/free/0078778026/164155/00044686.html
http://www.watchknowlearn.org/Video.aspx?VideoID=47127&CategoryID=1570