Elementary Level : What is Science?

Mid Level: What is Science?

High Level: Introduction to Science and the Scientific Method

Elementary Level (Kinder to Grade 2)

Subject: What is Science?

National Standards Alignment

• Next Generation Science Standards (NGSS):
  • K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool (introduces science as inquiry).
  • 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate (example of hands-on science).
• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
  • CCSS.ELA-LITERACY.W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Objectives

1. Understand that science is a way to explore and learn about the world by asking questions and observing.
2. Recognize why science is important (e.g., helps us understand nature, solve problems).
3. Identify and use simple science tools (magnifying glass, thermometer) to explore.
4. Discuss what scientists do and imagine themselves as scientists.

Materials

• Magnifying glass
• Thermometer (simple, safe one, like a digital or outdoor type)
• Small objects to observe (e.g., leaf, rock, toy, feather)
• Cup of water (for thermometer)
• Paper or notebook for drawing/writing observations
• Crayons, markers, or pencils
• Picture book about science (e.g., What Is a Scientist? by Barbara Lehn or Ada Twist, Scientist by Andrea Beaty)
• Optional: Flashlight, ruler, or other safe tools

Activities

Day 1: What is Science? (30-45 minutes)

1. Warm-Up (5-10 minutes):
   • Ask: “What do you wonder about the world? Like, why do birds fly or why is the sky blue?”
   • Say: “Science helps us find answers by exploring—let’s be scientists today!”
2. Direct Instruction (10 minutes):
   • Explain: “Science is like a big adventure! It’s asking questions, looking closely, and figuring things out—like why plants grow or how rain happens.”
   • Discuss importance: “Science helps us stay healthy, build cool things, and take care of Earth.”
   • Show a book or picture of a scientist: “Scientists explore, just like detectives!”
3. Discussion (10-15 minutes):
   • Read a short science book aloud (e.g., Ada Twist, Scientist). Pause to ask: “What is Ada doing? How is she being a scientist?”
4. Wrap-Up (5 minutes):
   • Ask: “What would you explore if you were a scientist?” Draw or write their idea (e.g., “I’d look at stars!”).

Day 2: Exploring Science Tools (45 minutes)

1. Review (10 minutes):
   • Recap: “What’s science about? Who remembers something a scientist does?”
2. Hands-On Activity: Tool Time (25 minutes):
   • Magnifying Glass: Give them a leaf or rock. “Look close—what do you see?” (e.g., tiny lines, bumps). Draw what they notice.
   • Thermometer: Put it in a cup of water. “What’s the temperature? Is it warm or cool?” Watch it change if you add ice or warm water (safely supervised).
   • Say: “Scientists use tools like these to learn more about the world!”
   • Let them explore freely with the tools for a few minutes—e.g., magnify a toy or check the room’s temperature.
3. Wrap-Up (10 minutes):
   • Ask: “Which tool was your favorite? What did it help you discover?”

Day 3: What Scientists Do (45 minutes)

1. Warm-Up (10 minutes):
   • Play a guessing game: “I’m a scientist studying bugs. What might I do?” (e.g., look at them, count them).
2. Hands-On Activity: Be a Scientist (25 minutes):
   • Set up a mini “science mission”: “We’re scientists studying a feather!”
     
     • Observe with magnifying glass: “What does it look like up close?”
     • Ask a question: “Why is it soft?”
     • Guess an answer: “Maybe to help birds fly quietly!”
   • Draw their feather and write or dictate one thing they learned.
   • Discuss: “Scientists ask, look, and guess—that’s what we did!”
3. Wrap-Up (10 minutes):
   • Ask: “What else could we study with our tools? What makes science fun?”
   • Celebrate: “You’re a scientist now!”

Assessment

• Informal Observation: Note their curiosity and ability to connect science to exploring during discussions.
• Tool Use: Check if they can describe what they see or measure with the magnifying glass and thermometer.
• Drawing/Writing: Look for one clear observation or idea about science (e.g., “Science looks at stuff!”).

Extensions

Make a “Scientist Hat” from paper and wear it during activities.

Go outside: Use tools to explore the backyard (e.g., temperature of a puddle, bugs on a leaf).

Watch a short science video (e.g., on YouTube Kids) about a scientist at work.

Mid Level (Grade 3 to 5)

Subject: What is Science?

National Standards Alignment

• Next Generation Science Standards (NGSS):
  • 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved (introduces scientific method).
  • 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object (example of inquiry).
• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
  • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative conversations with diverse partners, building on others’ ideas and expressing their own clearly.

Objectives

1. Understand that science is a process of asking questions and finding answers about the world.
2. Identify the role of scientists and the steps of the scientific method (question, hypothesize, experiment, observe, conclude).
3. Use science tools to explore and simulate scientific inquiry.
4. Discuss how scientists’ work impacts everyday life.

Materials

• Magnifying glass
• Measuring tape or ruler
• Thermometer (safe, e.g., digital or outdoor)
• Small objects to investigate (e.g., rock, plant leaf, balloon)
• Cup of water and ice (for thermometer)
• Notebook or paper for recording
• Pencil, pen, or markers
• Scientific method chart (hand-drawn or printed, see image suggestion)
• Optional: Science book (e.g., The Magic School Bus series or How to Be a Scientist by Steve Mould)

Activities

Day 1: What Scientists Do (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “What do you think a scientist does? Have you ever been a scientist without knowing it?”
   • Say: “Scientists are like detectives—they solve mysteries about the world!”
2. Direct Instruction (15 minutes):
   • Explain: “Science is figuring out how things work by asking questions and testing ideas.”
   • Role of scientists: “They study stars, animals, weather—everything! They help us invent phones, cure colds, and save forests.”
   • Share an example: “A scientist might wonder why leaves change color and then study trees to find out.”
3. Discussion (15 minutes):
   • Read a page from a science book or show a picture of a scientist (e.g., Jane Goodall with chimps). Ask: “What’s this scientist doing? Why does it matter?”
4. Wrap-Up (5 minutes):
   • Ask: “What would you study if you were a scientist?” Write or draw their idea.

Day 2: Exploring Science Tools (45 minutes)

1. Review (10 minutes):
   • Recap: “What do scientists do? How do they find answers?”
2. Hands-On Activity: Tool Exploration (25 minutes):
   • Magnifying Glass: Examine a rock or leaf. “What details do you see? How could this help a scientist?”
   • Measuring Tape/Ruler: Measure a balloon, then blow it up and measure again. “What changed? Why?”
   • Thermometer: Check the temperature of water, then add ice. “What happens? How could a scientist use this?”
   • Discuss: “Tools help scientists observe and measure—like superpowers for their eyes and hands!”
3. Wrap-Up (10 minutes):
   • Ask: “Which tool was most fun? What could you learn with it?” Record one observation (e.g., “The leaf has tiny veins!”).

Day 3: Scientific Inquiry and the Scientific Method (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “If you wanted to know if plants grow faster with music, what would you do?”
2. Direct Instruction and Activity: Scientific Method (25 minutes):
   • Introduce the scientific method with a simple chart:
     
     • Question: What do you want to know? (e.g., “Does a balloon float higher with more air?”)
     • Hypothesis: Guess the answer. (“I think more air makes it float higher.”)
     • Experiment: Test it. (Blow up a balloon a little, then more, and watch.)
     • Observe: Look closely. (“It floated higher with more air!”)
     • Conclude: Decide what you learned. (“More air helps it float!”)
   • Do a mini-experiment: “Does ice melt faster in warm or cold water?”
     
     • Question and hypothesize together.
     • Test with two cups (warm vs. cold water), use the thermometer to check temps, and time it.
     • Write or draw results.
3. Wrap-Up (10 minutes):
   • Discuss: “How did we act like scientists? What’s the best part of the scientific method?”

Assessment

• Informal Observation: Note their engagement and ability to explain scientists’ roles or tool uses.
• Discussion Responses: Check if they connect inquiry to real-world examples (e.g., “Scientists help us!”).
• Experiment Record: Look for a clear question, guess, and conclusion from the mini-experiment.

Extensions

• Explore outside: Measure a plant’s height or observe bugs with tools.
• Watch a short video of a scientist (e.g., on YouTube, like Bill Nye) and discuss their method.
• Invent a “science question” for home (e.g., “Does sugar dissolve faster in hot water?”) and test it.

High Level (Grade 6 to 8)

Subject: Introduction to Science and the Scientific Method

National Standards Alignment

• Next Generation Science Standards (NGSS):
  • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles (links to scientific method).
  • MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred (example of experimentation).
• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
  • CCSS.ELA-LITERACY.WHST.6-8.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions.

Objectives

1. Understand science as a systematic way to investigate the world using the scientific method.
2. Identify and apply the steps of the scientific method (question, hypothesis, experiment, data, conclusion).
3. Design a simple experiment, including hypotheses and variables (independent, dependent, controlled).
4. Discuss how the scientific method applies to real-world problem-solving.

Materials

• Notebook or paper for planning and recording
• Pencil, pen, or markers
• Simple experiment supplies:
  
  • Baking soda, vinegar, cups, and spoons (for a reaction experiment)
  • OR paper towels, water, and coins (for a strength test)
• Measuring tools (e.g., ruler, measuring cup)
• Scientific method worksheet or chart (hand-drawn or printed)
• Optional: Timer, camera/phone for photos, science article (e.g., from Scientific American or a kid-friendly site)

Activities

Day 1: What is Science and the Scientific Method? (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “How do we find out if something is true—like if plants grow better with music?”
   • Say: “Science is how we test ideas, and the scientific method is our roadmap!”
2. Direct Instruction (15 minutes):
   • Define science: “It’s exploring the world by asking questions and finding evidence.”
   • Introduce the scientific method steps:
     
     • Question: What do you want to know?
     • Hypothesis: Make a smart guess.
     • Experiment: Test your guess.
     • Data: Collect what you see/measure.
     • Conclusion: What did you learn?
   • Explain variables:
     
     • Independent: What you change (e.g., amount of water).
     • Dependent: What you measure (e.g., plant height).
     • Controlled: What stays the same (e.g., sunlight).
   • Example: “Does more vinegar make a bigger baking soda fizz?”
3. Discussion (15 minutes):
   • Ask: “How do scientists use this? Think of something they’ve figured out—like why we get sick.”
4. Wrap-Up (5 minutes):
   • Assign: “Think of a question you’d like to test tomorrow!”

Day 2: Designing a Simple Experiment (45 minutes)

1. Review (10 minutes):
   • Recap: “What are the steps of the scientific method? What’s a hypothesis?”
   • Share their question from yesterday (e.g., “Does a wet paper towel hold more coins than a dry one?”).
2. Hands-On Activity: Plan an Experiment (25 minutes):
   • Choose a simple experiment (e.g., vinegar/baking soda fizz or paper towel strength).
   • Walk through the steps together:
     
     • Question: “Does more vinegar make a bigger fizz?”
     • Hypothesis: “I think 2 spoons of vinegar will make a taller fizz than 1 spoon.”
     • Experiment: Use 1 cup, add 1 tsp baking soda, test 1 tbsp vinegar vs. 2 tbsp.
     • Variables: Independent (vinegar amount), Dependent (fizz height), Controlled (baking soda, cup size).
     • Data Plan: Measure fizz height with a ruler or count bubbles.
   • Write the plan in their notebook with a quick sketch.
3. Wrap-Up (10 minutes):
   • Discuss: “What might happen? Why did we pick these variables?”

Day 3: Conducting and Discussing the Experiment (45 minutes)

1. Warm-Up (10 minutes):
   • Review the plan: “What’s our question and hypothesis again?”
2. Hands-On Activity: Run the Experiment (25 minutes):
   • Set up and test:
     
     • For vinegar fizz: Try 1 tbsp, measure fizz height, then 2 tbsp, measure again.
     • For paper towel: Drop coins on dry vs. wet towel, count until it rips.
   • Record data (e.g., “1 tbsp = 5 cm fizz, 2 tbsp = 8 cm fizz”).
   • Analyze: “Did our hypothesis match? What did we learn?”
   • Write a conclusion (e.g., “More vinegar does make a bigger fizz!”).
3. Wrap-Up (10 minutes):
   • Discuss: “How did the scientific method help us? Where else could we use it—like cooking or sports?”

Assessment

• Informal Observation: Note their ability to explain steps and variables during planning.
• Experiment Plan: Check for a clear question, hypothesis, and identified variables.
• Data and Conclusion: Ensure they record results and draw a logical conclusion based on evidence.

Extensions

• Test a new question (e.g., “Does salt water freeze faster than plain water?”).
• Research a famous experiment (e.g., Galileo’s gravity tests) and map it to the scientific method.
• Create a “Science Mystery” story using the method to solve it.