Should I Teach the Scientific Method?

The topic of teaching the scientific method is a controversial subject among science teachers.

The old scientific method teaches students that science is linear.  Many text books use this simplified method of explaining the six main steps.

This method indirectly teaches the students that all scientists follow some easy cookbook recipe-type of science to always find a definitive answer to their question.

However, seasoned scientists know that science is anything but linear!

Scientists understand that a scientific investigation has many different paths it could follow.  Any part of the scientific process could lead to any number of possible next steps. 

For example, a conclusion to an investigation could cause the scientist to pose more questions to research.  Or, scientists could also use the same scientific question to dig deeper on previous research conducted by other scientists.

The Flow of the Scientific Process
www.understandingscience.org
© 2008 The University of California
Museum of Paleontology, Berkeley,
and the Regents of the University of California

So, which one should you teach - the scientific method or the scientific process?

I say - teach BOTH!

Now, why do I say that?

It has been my experience that upper elementary through middle school students need to understand the basic steps outlined within the scientific method.

Only once these principles have been mastered will the student be able to grasp how genuine inquiry is conducted through the scientific process.

Do I ignore the reality of the scientific process until the students have mastered the steps of the scientific method?  

Not at all.  I usually carve out some time to have a class discussion about the difference between the scientific method and the scientific process.

I describe to the students how the scientists use the steps of the scientific method but not always in a certain order.  This discussion helps expand the students' scientific way of knowing, which they build upon each year.

I believe teaching the steps outlined in the scientific method is a great foundation for the rest of the school year.  Pairing the scientific method with experimental design will prepare your students to conduct meaningful inquiry related to grade-level content throughout the school year.

How to Teach Good Procedure Writing: PB and No J Scientific Method Demonstration

I love teaching the scientific process

to start off the beginning of the year. It's the foundation for all other good scientific work that we will do throughout the entire academic year. I introduce the importance of good procedure writing with a fun and memorable demonstration called PB & No J.

Students are asked to write some steps for how to make a peanut butter sandwich as a type of pre-assessment. I usually walk around the room to observe the different skill levels of the students, since many of my students come to me with various scientific inquiry experiences. Then, I have a few volunteers to participate in the first part of the demonstration. Students experience poorly written procedures when trying to make a peanut butter sandwich. The student trying to make the sandwich in this demonstration automatically adds the unwritten steps since they have probably made a peanut butter sandwich before. It's a lot of fun for the class when the teacher polices this demonstration and calls the student out. "Did the instructions say to do that?" The classmates usually start shouting out ideas for what should be done, but as the teacher and facilitator, you want to get the point across that there is a lot of wiggle room with these procedures. You just
never know what should actually be done and need to do some guessing. That does not make for a clear and consistent procedure. I do allow students to be creative in opening the peanut butter jar and eating the sandwich - as long as it isn't with their hands. Always pick a student for this part of the demonstration who is generally outgoing and boisterous. You will know the perfect kid for each class who will help make this activity memorable.

The second part of the demonstration shows the students an example of well-written procedures. I usually try to over-emphasize on the detail, and then try to tell the kids that their procedures need to be a happy medium between the poor procedures and the extremely detailed procedures. Once the students have experienced both demonstrations, then I have them review the procedures they had written at the beginning of the activity. I ask them to self-assess on a rubric, and then have any super confident junior scientists try their hand at reading their procedure for someone to follow in front of the class. This is a great opening for a few other lab experiences that will provide the opportunity for students to continue refining their procedure writing skills. I can tell a HUGE difference in the student writing when I explicitly teach procedure writing with this activity versus years when I only mentioned how it was important to include detailed steps. PB & No J definitely makes an impression!

Do you love this activity but don't have a ton of time to think about writing all those procedures? Download the handout with a self-assessment rubric and t-chart as well as a corresponding PowerPoint on my TpT store here!

Classroom Expectations Cookie Lab

Most teachers have high expectations for their students.  But, how can you convey these expectations in a fun and memorable way?  I have a secret recipe for teaching classroom expectations that makes a lasting impression on students.

This Back-to-School Classroom Expectations Cookie Lab activity allows the teacher to discuss three important aspects:
1.) Effort
2.) Condition of the Work
3.) Quality of the Work

You will need two sandwich cookies per student, one piece of paper towel per student, and a lot of theatrics on your part!  The more dramatic you can be, then the better chance you have of students remembering your expectations throughout the school year.

You will want students to think this is a very serious lab.  They will need to follow instructions very carefully.  The first part has the student picking up the cookie - one hand on the top and the other hand on the bottom part - and then twisting it apart.  Ask students to lick the filling off of the cookie and then put the two sandwich pieces back together.  What's missing?  The filling.  Discuss with students how missing answers on assignments and quizzes is like missing the stuffing in your cookie.  You would expect the cookie to have stuffing as much as the teacher would expect you to make your best effort to answer every question.

The second part has students taking one of the sandwich pieces from the first cookie and really giving it a good lick.  Encourage students to really lick the cookie and get lots of saliva on it.  Of course, this receives lots of "yucks" and "eews" from the class...but it is a great set up for the next step.

Then, ask the students to turn to a neighbor and trade their cookie pieces.  Students might be a little hesitant to do so, but you can encourage them to only touch the sides of the cookie.  Once everyone has traded then ask the students to eat the cookie piece they just received from their neighbor.  They will look at you like you are absolutely nuts!  Pause long enough to garner some objections from the students...and then say "Just kidding!"

Most students will breathe a sigh of relief that they don't have to eat their neighbor's saliva-covered cookie.  And then you will probably have one student who is busily chewing his/her neighbor's cookie.  There is always one.  And, that student becomes what legends are made of around school!  Honestly, I have students who know that little Jimmy chewed the cookie three years ago.  I suppose they remember this story from when their older siblings shared what happened during this back to school activity.  But, we wanted a memorable back to school activity - right?  So there you go!

Talk about how disgusting eating a neighbor's cookie would be.  Then segue into how this is true for the work that is turned into the teacher.  Discuss how the work should be in good condition.  No stains, boogers, dog bite marks, etc.  You could really play this one up for the kids...and they get a kick out of it!

The last part has the students taking the second cookie and wrapping it up into the paper towel.  You want to make sure it's not wrapped too tight or else you will have a cookie crumb explosion everywhere when you give the next instruction.  Ask the students to make a fist and pound down on the wrapped cookie.  I usually give the kids around 30s or so - coaxing some to put some muscle into it or warning others to take it easy.  Once you think they have crushed the cookie enough, then say "Stop!"  Have the students carefully unwrap the paper towel.  What do they see?  Students should say how their cookie is crumbled.

Relate the crumbled cookie to the quality of their work.  They would expect a package of cookies to contain high quality cookies without being crumbled.  The teacher expects high quality work.  Discuss what you think constitutes high quality work in your classroom.

Close this activity by stressing how you know each student in the room can be their best and that you expect it!

Love this activity but short on time?  Click here to download a scripted lesson plan and a corresponding PowerPoint in my TpT Store.

Looking for more Back to School Ideas?  Take a look at this board.

Classifying Elements, Compounds, and Mixtures {Think, Pair, Share} Sneak Peek

Watch the sneak peek above to see if this activity would be a good fit for your classroom.  If so, you can download the interactive SMART Board file, student handout, and detailed lesson plan in my Teachers Pay Teachers store.  Click here to visit my store!