The scientific method has been used in natural science since the 17th century. It consists of systematic observation, measurement, and experiment, testing, and modification of hypotheses. High school students are expected to be familiar with the scientific method and its applications.
Day 1 – Introduction
- Student Workpacket – Topic 12
Day 2 – Virtual Textbook
- Read Biology 12 – Scientific method
- Read Biology 12 – Laboratory safety
- Read Biology Textbook – pages 13-27
- Write a letter – Scientific Method
- Deliver Tech. 12 Scientific Method
- Deliver Earth 12 Scientific Method
- Review reference page Scientific Method
3:09 Proper Dress and PPE / Lab Safety Video Part 1
3:49 Safety Equipment / Lab Safety Video Part 2
2:38 Other General Hazards / Lab Safety Video Part 6
Compare Contrast and Debate
Kickoff Debate Background: The scientific method is a generally accepted practice for working scientists and the scientific community. Even so, most adults are not actual scientists – and most adults also have the need and desire to learn about science-related subjects.
- Position A: Honeycutt Science should emphasize the scientific method because some students might become scientists.
- Position B: Honeycutt Science should emphasize a broader concept known as scientific inquiry, which is more applicable to everyone – scientists and non-scientists.
Standard Daily Material
- Day 1 – Standard material – introduction day
- Day 2 – Standard material – reading day
- Day 3 – Standard material – make a presentation
- Day 4 – Standard material – give a presentation
- Extra! – Enrichment and remediation options
Other Topic Specific Resources
- Launch cK-12 Scientific Method (pdf)
- Launch cK-12 Scientific Investigation (pdf)
- Launch cK-12 Microscope Lab (pdf)
Special Notes and Notices
- Science & Engineering Practice: Plan and conduct investigations.
- Cross-Cutting Concept: Systems and System Models.
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)