Tracy Trimpe
Havana Junior High School
Website: http://sciencespot.net/
E-mail: ttrimp[email protected]
2009 K8 Update
Western Illinois University
Scientific Method
Although there are many version of the “method”, all of them
progress from observations and identifying a problem through testing
and analysis.
Note & Review Worksheets
All the materials are available on the
General Science page of the
Science Classroom area of my website at
http://sciencespot.net/Pages/classgen.html
Scientific Method – Variables & Reliability
Drops on a Penny Lab – Students conduct tests to see how many drops of water
can fit onto a penny.
Discussion Questions:
1 – What variables were involved?
Size of drops
Soap vs. No Soap
Heads vs. Tails
New Penny vs. Old Penny
2 – What was the control group?
3 – What were the independent and dependent variables?
4 - Were your results reliable?
Did everyone have the same results?
Did everyone have the same size drops?
Did anyone miss count?
3 – How could we make sure our results are reliable?
4 - What other tests could we do?
Download includes
student worksheets,
answer key, and
background information.
Scientific Method – SpongeBob Lessons
These lessons provide students with the opportunity to apply what they have
learned from the lesson notes and penny lab to investigate controls, independent
variable, dependent variables, and reliability.
Bikini Bottom Experiments
Students analyze experiments to determine if
they were done correctly and/or if the results
are reliable. They are also challenged to
write their own experiments using their
knowledge of the scientific method.
Controls & Variables I & II
These two lessons challenge students to analyze
experiments conducted by SpongeBob and his pals to
identify controls and variables as well as analyze data.
Independent Investigations
At the end of my scientific method unit, I challenge my students to create an
experiment of their own involving bouncy balls.
I always emphasize the need for safety! Each group must have my permission before
attempting any part of the experiment. If a group has not addressed possible errors or safety
rules, I have them rewrite the lab until it meets with my approval.
Consumer’s Challenge – Students test an advertising
claim using the scientific method discussed in class.
The download includes student worksheets, grade
rubric, and group rating slips for the kids to rate their
fellow students.
Old Wives’ Tales – Each group chooses a
tale to test using the scientific method.
Each
group
works
together
as
a
class
to
Each
group
works
together
as
a
class
to
find out if the tale is true or false and
prepare a written report.
Paper Airplanes
Come Fly With Me – Students test paper airplanes. Version 1 (left) is the basic
version and provides detailed instructions for the students. Version 2 (right) is the
advance version that challenges students to develop their own procedure for the
experiment.
Version 1 Version 2
Mythbusters
Use episodes from the Mythbusters series to explore the use of the scientific method
in a real-world setting.
Problem Statement: The local board of the US
Fish and Wildlife Service wants to increase the
of
the
butterfly
populations
within
Problem-Based Learning Unit
of
the
butterfly
populations
within
Chautauqua Wildlife Refuge. Your task, as refuge
biologist, is to recommend a strategy to increase
the diversity of the butterfly populations at this
site.
This unit and related resources is available on my
website. Go to the Science Classroom and then click
the icon for Adopt-An-Insect to find the webpage.
Student Activities
Butterfly Boot Camp – Students learn how to identify butterflies in our area.
Pre- & Post-Tests – Students take tests before
and after the unit to allow us to evaluate their
learning during the unit.
Scientific Investigations – Students work together to develop a survey method
that will ensure reliable, accurate data.
Butterfly Survey – Students visit Chautauqua Refuge
to meet the refuge staff and complete a butterfly
survey.
Data Analysis – Students use Excel to create
spreadsheets and graphs to help them analyze their
data
and
identify
areas
of
concern
.
Most Common Butterflies
39
56
61 61
112
179
222
50
100
150
200
250
N u m b e r o f B u tte rfli e s
Final Reports – Students develop a PowerPoint
presentation for the refuge manager that summarizes
the collected data, outlines their areas of concern,
and recommends strategies to increase butterfly
species diversity.
data
and
identify
areas
of
concern
.
0
50
clouded
sulfur
little
yellow
pearl
crescent
viceroy monarch dainty
sulfur
cabbage
white
Types of Butterflies
N u m b e r o f B u tte rfl ie s
Safety Rules
Science Safety Rules
Students read the story and identify 18
incidents in which the safety rules
were not followed.
Visit the Science Teaching Ideas website at
http://mjksciteachingideas.com/safety.html
for several great ideas for teaching lab safety!
Science Starters
Several Science Starters are available for use with the Scientific Method unit.
Science Starters Main Page: http://sciencespot.net/Pages/starters.html
Lab Safety Challenge #1
T. Trimpe 2008 http://sciencespot.net/
What’s wrong? Identify 6 different
safety concerns shown in the picture below.
Image: http://morrisonlabs.com/lab_safety.htm
The answers are …
Don’t fool around
during a lab.
Always point test tubes and other
Image: http://morrisonlabs.com/lab_safety.htm
Don’t eat or drink
while in the lab.
Always wear safety
goggles when doing
an experiment
Always point test tubes and other
items away from yourself and
others when heating.
Keep hair and other
flammable objects
away from flames.
Don’t leave a flame
unattended.
Science Experiments
#1
T. Trimpe 2008 http://sciencespot.net/
Read the information below and then answer the questions.
SpongeBob and Patrick love to go jellyfishing. They
wondered if a new brand of jellyfish bait would help
them catch more jellyfish. To test their idea, they
bought a big container of bait for their next 3 trips to
their top-secret fishing spot. SpongeBob fished without
any bait, while Patrick used the new bait. Both of them
kept track of how many jellyfish they caught in 30
minutes, which is shown in the chart.
SpongeBob Patrick
25 24
18 28
26 19
1. Which person was the control?
2. What is the independent variable?
3. What is the dependent variable?
4. Based on the data, how would you rate the new bait?
Read the information below and then answer the questions.
SpongeBob and Patrick love to go jellyfishing. They
wondered if a new brand of jellyfish bait would help
them catch more jellyfish. To test their idea, they
bought a big container of bait for their next 3 trips to
their top-secret fishing spot. SpongeBob fished without
any bait, while Patrick used the new bait. Both of them
kept track of how many jellyfish they caught in 30
minutes, which is shown in the chart.
SpongeBob Patrick
25 24
18 28
26 19
1. Which person was the control?
2. What is the independent variable?
3. What is the dependent variable?
4. Based on the data, how would you rate the new bait?
SpongeBob
Jellyfish Bait
Number of jellyfish caught
The bait appears to have helped a small amount, but shouldn’t be rated as a great
deal. Overall Patrick caught 2 more jellyfish than SpongeBob.
Online Resources
Visit the General Science area of the Science Classroom for other great lessons.
Discovery Days – Students develop
experiments for elementary students
and then invite them spend an afternoon
investigating science topics.
Mystery Bags & Film Canister Fun –
Students
are
challenged
to
identify
Students
are
challenged
to
identify
items hidden in brown paper sacks or
film canisters.
Silly Science – Use this lesson to
introduce dichotomous keys. Students
sort various items to learn their not-so-
scientific names.
Bioglyphs – I use this lesson at the start of the year and tie it into
classification. Students use a code to create their glyph and other students
are challenged to identify each one using only yes/no questions.
Online Resources
Visit the
General Science Lesson Plan Links
page for more great ideas!
Visit the Kid Zone for links
to use with your students!
E-mail me at [email protected]