<Previous ………. Next Technique >
Scientific Method
The scientific method is a method of procedure that has characterized natural science since the 17th century, consisting in systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses. The Scientific Method is related to concepts of scientific inquiry (see Biology topic 47), but the two ideas differ.
Lesson 1 (or “Day 1”) Material
- Day 1 Instructor Presentation
- Day 1 Student Handout
- Day 1 Rubric
Lesson 2 (or “Day 2”) Suggested Activity
- Day 2 (Activity 14) – Read from textbook
Lesson 3 (or “Day 3”) Suggested Activity Options
- Day 3 (Activity 15) – Write a Letter
- Day 3 (Activity 16) – Write a Report
- Day 3 (Activity 17) – Poem Off
- Day 3 (Activity 18) – Make a Presentation
Lesson 4 (or “Day 4”) Suggested Activity Options
- Day 4 (Activity 19) – Give a Presentation
- Day 4 (Activity 20) – Venn Diagrams & Relationship
- Day 4 (Activity 21) – Cross-Cutting Concepts
- Day 4 (Activity 22) – Hierarchy and Pyramid
- Day 4 (Activity 23) – Process and Cycle
- Day 4 (Activity 24) – Matrix and List
- Day 4 (Activity 25) – Science & Eng. Practices
3:15 The Steps of the Scientific Method for Youth
4:42 The Scientific Method: Steps, Terms and Examples
3:19 The Scientific Method & its Importance – Studi Chemistry
Compare Contrast and Debate
xxx
Resources Documents and Links
- Digital Assets from cK-12.org (01.04 lab; 04.04; 04.06)
- Related topic on this site: Earth 12 – Scientific Method
- Related topic on this site: Biology 12 – Scientific Method and Safety
- Related topics on this site: Methods – Scientific Method, Theories, Laws
- Technique.12.5 PositionStatement NSTA
Special Notes and Notices
Instructors: While the scientific method remains an important discipline for high school science students to know and apply, there is a general trend toward the use of phenomena as an alternative way to engage students in science. In particular, “The new vision for science education features a three dimensional view of learning that involves: science and engineering practices, crosscutting concepts, and disciplinary core ideas. To engage students in authentic scientific experiences in these 3-dimensions, phenomena plays a key role in having students work to figure out core ideas in science. The phenomena that students should be working to explain will allow them to use these core ideas to help explain things in the natural world.” (pdf link)