Steps of the Scientific Method

Objectives & Learning By the end of this lesson, students will:

Outcomes
Understand the sequence of the steps of the scientific
method
Know how to use the web 2.0 tool: Timeline
Collaborate with peers to create a digital timeline of the
steps of the scientific method
Rationale

In fifth grade science, a basic format of the scientific method is

followed for every experiment throughout the year. These steps
are: question, hypothesis, materials, procedure, data,
observations, conclusion, and reflection. Students will benefit from
this lesson by knowing the steps of the scientific method and
practicing using a digital tool to solidify their understanding.

4 Cs Addressed

Critical Thinking:
Students critically think about what each step entails and
which order it should therefore be placed in.
Students think of examples for each term.
Collaboration:
Students work together in table groups during sequence
activity.
Students work together in pairs to create a timeline.
Communication:
Students must communicate with each other in small and
large groups.
Students communicate work digitally to teacher when
completed with the activity.
Creativity:
Students use creativity to design their own timeline.

Digital Tools &

Applications

Chromebooks
Digital application Timeline. Found here:
http://www.readwritethink.org/classroom-resources/mobileapps/timeline-b-31047.html

Teacher Preparation

Have Appendix A printed out (1 per group)

Cut Appendix A into strips and mix them up
Have list of heterogeneous partnering ready for this activity
Send link to Timeline to students through Gmail before
activity
Have Timeline downloaded onto each chromebook
beforehand
Have printed copies of rubric (Appendix B) printed out so
each student is aware of expectations

Appendices Attached

Appendix A: Steps to cut out for intro activity to scientific

method
Appendix B: Rubric for digital timeline activity

Time of Lesson

1 hour and 15 min

Procedure

Model sequence activity (5 min)

1) Have students circle around and model what the
sequencing activity looks like
2) Include how to model what a good team member looks like
in this activity
Sequence activity (10 min)
1. Distribute mixed up pieces from Appendix A to each group
2. Direct each group work together to place the pieces in the
correct order, collaborating and communicating with each
other
3. When students think they have the correct order, raise hand
to be checked
4. Give feedback to group regarding if they have the correct
order or not
Come together as a class (5 min)
1. As a class, discuss the correct order and why
2. Discuss the meaning of each definition and write it on the
board
Demonstrate how to access and use timeline digital application (3
min)
1. Use Elmo projector
Explain Timeline activity (5 min)
1. Show rubric and explain expectations of the activity
Group students into heterogeneous partners that you have
prepared beforehand (3 min)
1. Before pairing students, remind them of teamwork
expectations and what a 4 in teamwork looks like
2. Students get chromebooks and start
Students work on timeline with partner (40 min)
Closing (5 min)
1. Students send link to their timeline to the teacher via email
2. Students properly put away chromebooks

Culturally
Responsive/Inclusive

Group students heterogeneously

Strategies
Differentiation

Assessment

Students can focus more on the terms in the correct order

versus definitions
Students can add examples, digital media or apply it to an
experiment that they know of.

Summative Assessment
Students will be assessed on their timeline based on rubric
(appendix B)