Scientific Method Lesson Plan Template

Teachers:
Peter Choma & Co-teacher

Subject:
Science

Grade:
8

Standard:
PO 1. Formulate questions based on observations that lead to the development of a hypothesis.
(See M08-S2C1-01)
PO 2. Use appropriate research information, not limited to a single source, to use in the development of a
testable hypothesis.
(See W08-S3C6-01, R08-S3C1-06, and R08-S3C2-03)
PO 3. Generate a hypothesis that can be tested.

Objective (Explicit):
SWBAT orally recite the scientific method orally in the correct sequential order
without referencing outside notes and resources within 80% accuracy
(Cognitive).
SWBAT identify the importance of the scientific method by relating how it is
applied in our every day lives using 3 personal examples (Affective).
SWBAT construct a testable hypothesis based on their observations from a video
by researching background information provided by the Internet (Psychomotor).
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Exit Slip:
T: For your exit slip today we will watch a short video based on a water balloon popping. Record your
observations while watching the video then use the first three steps of the inquiry process to generate a
hypothesis based on your question and supported research.
Students will be provided an exit slip that has the following short answer questions regarding a video of a
water balloon popping from https://www.youtube.com/watch?v=j_OyHUqIIOU (TheSlowMoGuys,
2011):
1. List your observations while watching the video. What do you observe The Slow Mo Guys do
that leads up to the balloon popping?
2. Generate a question based on your observations.
3. Use your cell phone or a provided tablet to research your formulated question and provide the
website link below.
4. Develop a testable hypothesis based on your observations, question(s), and online research.
IF I ______________________, THEN ________________________, WILL HAPPEN.
Examples of possible responses to the exit slip are as follows:
1. Any observations regarding what the students see in the video is accepted, observations are the
foundation of generating a question and will vary between each individual. Ex: water balloon,
filling with water, hose, popping, colors, sounds, guy jumping on balloon, both guys jumping on
balloon, etc.
2. Student responses will vary. Ex: Why did the water balloon pop? How did the water balloon
pop? Will too much water pop a water balloon? What cause the water balloon to pop?
3. Teacher will review each website for validity. Websites with .edu, .org and scholarly journals are

4.

encouraged; websites with .com need a more thorough review for validity.
If I (cause), then (this) will happen. Ex: If I (jump, step, exert a force, put pressure) on a water
balloon, then it will pop. If I put a hole in a balloon, then it will pop. If I pierce the balloon, then
the water will escape from the balloon. If I fill a balloon with too much water, then it will pop.

Sub-objectives, SWBAT (knowledge, skill, purpose):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT describe observations using their notes on the five senses.

- Observations are used in the process of acquiring information.
- The five senses are: Sight, Touch, Hearing, Taste, and Smell.
- The senses are used when recording observations.
SWBAT generate a question regarding personal observations in the video(s) provided.
- Questions are generated from prior observations.
- Questions narrow the focus and identify the problem.
SWBAT apply online research methods to provide background information regarding why or
how balloons can pop.
- Online research is used to reiterate observations and potentially guide any generated
questions towards a path of research.
- Scholarly journals are encouraged sources and websites that end in .edu, .org, and some .com
are acceptable sources dependent upon teacher approval.
- Background research can also provide information on previously completed experiments by
other researchers and can provide valuable information regarding the topic.
SWBAT form a testable hypothesis based on their observations, questions and background
research.
- A hypothesis is an educated guess based on their observations, questions, and background
research.
- A hypothesis needs to be testable to apply to a potential future experiment. Is it testable and
why?
- Students will use the If I, then, because format.
- Generating a testable hypothesis is important in current grade level science, as well as any
science courses down the road, eventually leading up to college where a hypothesis is more
of an educated statement based on background research that is either rejected or nullified.
SWBAT break down the scientific method and relate each step to a common problem faced in
reality.
- The first four steps of the scientific method include: Observations, Questions, Background
Research, and a testable Hypothesis.
- When broken down, each step can be related to an everyday process that we utilize without
even realizing it.
- If students can grasp each individual step of the scientific method, they can apply each step
efficiently when asked to generate testable hypothesis. This process can be used solely in
science or can be related to everyday processes.

Key vocabulary:

Materials:

Observations anything that can be

visualized/explained through the five senses.
The Five Senses Used for observations, taste,
vision, hearing, smell, touching.
Taste The use of your mouth/taste buds for
obsv.
Vision The use of your eyes for obsv.
Hearing The use of your ears for obsv.
Smell The use of your nose for obsv.
Touch The use of physical contact/cues for
obsv.
Hypothesis If I do (cause), then (effect). If I
do this, then that will result. The basis of study
in experiments, used to create a testable
experiment.
Scientific Method The steps used in the
experimental process that are used to test a
given question and hypothesis.

Scientific Method Flow Chart

The Five Senses Notes
Tablet
Pencil
Notebook

Engage
How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in
Explore?

Teacher Will:
T will begin lesson with classroom
discussion generating curiosity on the
scientific method. How many of you
guys used the scientific method today?
Raise your hand.
T will relate scenarios used in
everyday life that can be broken down
and related to the inquiry process.
How many of you couldnt find one of
your shoes this morning when you were
getting dressed? (Observation), The
first thing youll probably think is:
Wheres my shoe? (Question), Who
would know where your shoe is? You
ask your family if theyve seen it.
(Research), Since you know your dog
loves stealing shoes in the house you
say, If my family has not seen my
shoe, then my dog must have stolen it.
(Hypothesis).
T will write down each step of the
scientific method on the white board
and ask students to put in their
notebook.
Little do you all know we use the
inquiry process in our everyday lives.

Students Will:

Be in their seats once the bell rings.

Listen to the teacher open/begin classroom
discussion.
Raise hand to justify whether theyve used
the scientific method today, provide their
opinions.
Copy down scientific method steps in
notebook.
Turn off lights (when asked)
Watch video regarding the scientific method.

S, get the lights please!

T will play video on the scientific
method/inquiry process from:
https://www.youtube.com/watch?
v=SMGRe824kak

Explore
How will you model your performance expectations? (remember you are not modeling what you
want students to discover but need to model expected behavior or required procedures).

How will students take the lead and actively use materials to discover information that will help
them answer the question posed in the Engage?

What questions or prompts will you be prepared to use with students while they are exploring?
Teacher Will:

T will hand out Scientific Method Flow

Chart and ask for real world examples
on each step of the inquiry process.
T will hand out a worksheet similar to
the exit slip and ask students to work
with partners.
T will present a video on grease fire
explosions from:
https://www.youtube.com/watch?
v=PbgdRR4yj8Y
T guides the video to open discussion
on observations from the video as well
as generate a scientific question,
allotting time for student-to-student
interaction.
T will hand out tablets for introduction
of online research, providing examples
of websites that are acceptable sources
of information.
T will jot notes on whiteboard based on
gathering of student research on the
topic.
T will write the hypothesis template on
the whiteboard as well as provide the
template on the worksheet for student
referral.
T will ask for each group to share their
hypothesis with one another, discuss
testability.
T will hand out exit slips to provide
evidence of mastery.

Students Will:

S will follow along and provide real world

examples for each step of the inquiry process.
S will find a partner independently.
S will watch video.
S will share and list one anothers
observations on their worksheet.
S will share questions regarding what they
saw in the video.
S will use tablets to research scholarly or
acceptable websites based their question.
S will share information they find online with
one another regarding the topic.
S will work together to formulate a hypothesis
that is testable.

Co-Teaching Strategy
Mr. Choma will guide students through the video and pause it at instances where a observation,
question, or hypothesis can be made while Mr./Mrs. _______ is on the whiteboard writing down

student examples and floating the room for any questions.

Differentiation Strategy
To encourage participation of each group member, T will hand out cotton
balls to students and each time a student contributes to the open floor
discussion or provides input in their respective groups, theyll place their
color specific cotton ball in the center of the table. The goal is to have equal
amounts of colored cotton balls, which indicates equal participation from
students. If the colors are unequal, students as well as teachers can ask the
student who hasnt participated as much if they have any input.
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the subobjectives by answering the question from the Engage before moving on?

Teacher Will:
Students will be able to share
their observations, questions,
and hypothesizes with T while
being guided through the
balloon video. Teacher will
pause video and allow time for
students to work together to
discuss possible questions,
observations, or hypothesizes
then after 2-3 minutes, T will
ask classroom/groups to provide
examples of O/Q/H and write
them on the whiteboard. T will
provide other examples after
classroom have finished
providing their own then answer
any questions/resume the video.

Students Will:
Work together with another student
while working together as a class to
formulate the most observations,
questions, or hypothesizes based on
the balloon video. S will be quiet
while video is playing. S will record
their observations on paper
provided. S will record their
questions on paper provided. S will
record their hypothesizes on paper
provided. S will raise hand to be
called on. S will share their answers
with the classroom during paused
sections of video. S will ask any
questions during paused section of
video.

Differentiation Strategy

Co-Teaching Strategy

Students will be asked to go on the internet and

find a video that can be broken down into the
steps of the scientific method. Students will be
asked to provide the same requirements,
Observations, Questions, and Hypothesis. This
will allow students to comprehend the scientific
method how they interpret it from the video they
found compared to the video that T provided. T
will check the video to ensure that it can be used
and S must provide a link to said video.

Co-T will roam the classroom and help students

whenever a question is asked. When the video is
playing, Co-T will ensure students are paying attention.
When T pauses the video, Co-T will roam the room
providing assistance to students who may be having
difficulty determining observations, questions, or
hypothesis. In regards to the differentiation strategy,
Co-T will roam the room and make sure that the videos
that the students pick for their assignment are
appropriate/have approval to complete the worksheet.

Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance
or explore a particular aspect of this learning at a deep level?

How will students use higher order thinking at this stage (e.g. A common practice in this section

is to pose a What If? Question)?

How will all students articulate how their understanding has changed or been solidified?

Teacher Will:

T will provide similar worksheets that

inquire the same information
concerning the first three steps of the
inquiry process.
T asks student to relate the inquiry
process to the real world.
T can assess student understanding by
floating the room by asking for their
observations and questions.
The exit slip will provide an
understanding check.
T assigns partners to promote
discussion and sharing of ideas.

Differentiation Strategy
T will ask students to create a quick student-led
lesson to perform in front of the classroom
before they leave. S will find/use an example
that utilizes the scientific method and present it
to the classroom. S who are not presenting are
required to provide observations, questions, and
hypothesis in regards to the example that the
student-led lessons provided. This small project
will ensure that students have multiple chances
to hear other students identify the steps of the
scientific process.

Students Will:

S will be able to relate the process from the

guided lesson to their exit slip.
S will have teacher available when concerns
of questions arise.
S will be able to connect the process to a real
world event, find significance in the lesson.
S get to see what other students observe as
well as their general way of processing the
information in potential new ways to the other
student.

Co-Teaching Strategy
Co-T will be at the white board writing down the
different examples of observations, questions, and
hypothesis for other students to take note of. T will be
guiding class through the different real world examples
that students provide while the Co-T reiterates these
examples on the board.

Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of
the elaborate content)?
How will students have an opportunity to summarize the big concepts they learned (separate from
the assessment)?

Teacher Will:

Students Will:

Inquiry Process Mad Lib

T will call upon students to provide the necessary nouns,

verbs, etc., necessary to complete a mad lib.

T will randomly call on students to provide:

1. Observations
2. A possible question for study.
3. Examples of websites that are acceptable for
background research information.
4. If I ____, then _____. (Hypothesis)
T will ask class again, have they used the inquiry process/scientific
method today? And call upon those who volunteer for an example .

Students will provide necessary terms

needed to complete a mad lib related to the
scientific method, the document can be
found here: __________.
Students will raise hands to answer the
questions based on the mad lib. Students
will provide examples confirming that they
have in fact used the scientific method
today, relating it to the opening discussion.