1. Lesson 3: Doing Science
Mathematics, Science, Technology
2-3 Days
Scientific questions can be answered by descriptive
research or experimental research.
Models save time and money by testing ideas that are Grade/Level:
too difficult to cary out.
Time Frame:
Models cannot completely replace experimentation.
Subject(s):
A hypothesis is an idea that can be tested. Sometimes experiments don't
support the original hypothesis, and a new one must be formed.
In a well planned experiment, there is a control and only one variable is changed
at a time. All other factors are kept constant.
No one scientific method is used to solve all problems. Organization and careful
planning are important when trying to solve any problem.
Topics: 1. Solving Problems: scientific methods are the steps followed to solve a
problem. Descriptive research is used when experiments are impossible to use.
2. Equipment, Material & Models: models are important tools in science. The
International System of Units (SI) is used exclusively to take scientific
measurements. Data is collected, recorded, and organized.
3. Draw Conclusions: scientist look for trends in data, then communicate their
findings.
4. Experimental Research Design: experiments start with hypothesis.
Variables are factors that are changed. Controls are samples that are not
changed. Conclusions are drawn. Research is communicated to other scientists.
Notes: Curriculum Connections: Environmental Science- Clean Water Act. History-
1854 cholera epidemic, Local Connection- Canton/Paper Mill Wastewater
Treatment Facility (Potential Field Trip)
Misconception: There is "ONE" method of scientific investigation... a bunch of
steps if you will.
Understandings: Using scientific methods and carefully thought-out experiments can help
you solve problems.
Examine the steps used to solve a problem in a scientific way.
Explain how a well designed investigation is developed.
Knowledge and Doing Science
Skills: 2.1. Examine the steps used to solve a problem in a scientific way
2.2. Explain how a well designed investigation is developed
2.3. Differentiate between scientific theory and scientific law
2.4. Explain what scientific literacy is and why it is important. Appendices N-R
N. Nobel Prize for Cookies
Resources: O Comparing Paper Towels mini-Lab
Materials and resources: P. Doing Science: notes
Textbooks, Notes, Worksheets. Q. Doing Science: Applying Science
3 brands paper towels, Droppers, Scissors, Rulers, Beaker, Water R. Doing Science: Q&A (10)
Technology resources:
Appendices S- T
PowerPoint, Web Browser, Moodle, Slideshare.net,
The number of computers required is 1 per student. S Design Experiment Assessment & Rubric
T. Hypothesis Assessment & Rubric

2. Essential Questions: What are some questions to think about when planning an investigation?
Why is it important for scientists to communicate their data?
What is an experimental control?
Why do scientists use models?
What three steps might scientists use when designing an investigation to solve a
problem?
Why is it important to carefully identify the problem being solved?
Why is contrary evidence to a hypothesis not a failure of an experiment?
Learning Experiences
Bell Ringer: Nobel Prize for Cookies
Continue Cornell format notes: begin "Doing Science".
Applying Science (Math Integration- Drawing Conclusions from a Data
Table, Identifying Problem). Google current data for NC.
mini-LAB- Comparing Paper Towels.
Continue "Doing Science" notes.
"Doing Science" Reading Checks and Self Checks (Q&A).
Logical-Mathematical: 1. Contacting Health Department and researching
Differentiated communicable disease w/in past year. Rank them most to least reported. 2. List
Instruction:
in notes everyday units of measure used in class. 3: What type of display is best
for the data today? Challenge: How would you conduct a clinical trial in school?
How would we survey 10% or "sample population"?
Performance Tasks and Assessments
Comparing Paper Towels mini-LAB
Doing Science: Q&A (10 questions from the readings)
Class Notes Cornell Format
Science Notebook- Compilation of all work done in Chapter 1:2
Follow-Up
1. Organize class into groups of three. Ask students to design an experiment to
test the effectiveness of various glass cleaners. Have groups produce an
experimental plan, including materials, methods of analysis, procedures, and
variables.
2. Organize students into pairs. Have each pair write on an index card a
hypothesis about any topic. Have them switch cards and discuss whether a
model could be created to carry out the experiment.