• The cube has six sides.
• The cube has five exposed sides.
• The exposed sides have numbers 1, 3, 4, 5, and 6.
• The numbers on opposite sides add up to 7.
38
• The even-numbered sides are shaded.
• The odd-numbered sides are not shaded.
• The numbers are black.
10. Ask several student teams to share their answers to the question
and to explain their reasoning.
Use this discussion as an opportunity to make the point that an
explanation is strengthened by being supported by more than one
Assessment:
type of observation or line of reasoning. For example, students may
This activity allows
reason that the number 2 is on the bottom of the cube because that
you to assess
number is missing from the sequence 1, _, 3, 4, 5, 6. The observation
students’ scientific
that the numbers on opposite sides of the cube add up to seven (1
reasoning skills.
+ 6, 3 + 4, and _ + 5 = 7) also supports the explanation that 2 is on
the bottom of the cube. Additionally, students may suggest that the
bottom of the cube is shaded, since 2 is an even number and the
other even numbers, 4 and 6, are on shaded faces.
Ask students whether they are convinced that their answer is correct
and to explain why or why not. Emphasize that their answer should
be consistent with all the evidence. You could also extend the
discussion by asking whether they can think of any evidence that
would contradict their answer.
11. Ask the teams how their investigation of the cube is similar to a
scientific investigation.
Student answers will vary. Some may suggest that their investigation
was scientific because it involved making observations and reaching
explanations based on evidence. Others may point out that their
investigation was not scientific because they were not able to
conduct an experiment to see what was on the bottom of the cube.
12. Explain that different scientific investigations may require
different approaches. Some use laboratory experimentation,
while others do not.
In some investigations, performing experiments may not be an
option because it is not possible to manipulate the phenomenon
being studied. In such cases, investigators may proceed by making
observations and measurements that can address the question.
Examples of such studies are found in behavioral sciences, where,
for instance, investigators may study the influence of various factors
on behavioral choices, such as nutrition and physical activity. Other
examples are found in ecological and population studies, or in the
study of disease patterns.
39
Student Lesson 1
Doing Science: The Process of Scientific Inquiry
13. Conclude the activity by picking up the cubes without letting
the students see the bottom face.
If students complain that they want to see the bottom of the cube,
explain that the process of scientific inquiry often fails to provide a
definite answer to a question. The results of the investigation provide
a possible explanation that is consistent with the available evidence.
The investigation may suggest additional questions that, when
answered, may lead to a better explanation. You may also consider
allowing the students to see the bottom of the Mystery Cube but not
the bottom of the Biological Box used in the next activity.
Activity 2: The Biological Box
1. Keep the class formed into the same teams as in the previous
activity. Place a Biological Box in front of each team. The side
displaying the grass, question mark, and lion should be on the
bottom. Do not glue or tape down the cubes.
The orientation of the Biological Box was chosen so that students
would be able to see two environments that are easy to identify
(arctic and forest) and organisms that represent a food chain within
each environment (fish, seal, and polar bear; acorn, squirrel, and
hawk). The third environment, the savanna, is also visible, but it
may be harder for students to identify. If necessary, you can identify
it for the students as an African savanna.
Note to teachers: As before, instruct the students not to touch the cube or move from their seats while examining it. This second cube
provides an opportunity for students to reinforce their skills of making
observations, sharing information, and proposing explanations in a
biological context.
2. As in Activity 1, instruct teams to make and share observations
about the box and develop an answer to the question, What is
on the bottom of the box? Encourage students to record their
observations and the evidence that supports their answers.
Give the teams a few minutes to complete their tasks. Student
observations will likely include the following:
• The box has six sides.
• The box has five exposed sides.
• Three exposed sides depict an environment (arctic, savanna, and
forest).
• Two exposed sides display three images (acorn, squirrel, and
hawk; fish, seal, and polar bear).
• Environments and the organisms that live in them are found on
opposite sides.
40
• The exposed faces with three images on them represent food
chains.
3. Ask a member of each team to share the team’s answer to the
question and to explain its reasoning.
The patterns on the exposed box faces should allow students to
propose that the bottom face shows three images that together depict
a food chain found in a savanna.
4. Ask the teams, “What experiment could you perform to
determine what is on the bottom of the cube?”
Students may suggest simply picking up the cube and looking at the
bottom.
5. Explain that each team will be able to perform one “experiment”
to learn more about what is on the bottom of the cube:
• Give each team a metric ruler.
• Ask teams to select one corner of the bottom face they would
like to see.
• Designate one student from each team to slide the cube toward
the edge of the table until the corner they selected extends no
more than 2 centimeters off the edge of the table.
• Instruct another student to glance up at the exposed corner and
share his or her observation with teammates.
Students should be able to explain why they chose the corner that
they did. Explain that sliding the cube along the table represents an
experiment being performed that produces evidence needed to help
them answer the question, What is on the bottom of the cube?
6. After teams have performed their experiment, ask them to share
the evidence they collected with the rest of the class. Can they
now conclude what is on the bottom of the cube?
Depending on which corner of the cube they exposed, students will
Assessment:
report that they see nothing, a clump of grass, or a lion. The image at
Listening to student
the center of the bottom face should not be visible. Students should
conclude that the bottom face contains three images that depict a food
responses will allow
chain found on the savanna. The first organism of the food chain is
you to determine how
grass, and the third organism is a lion. Students can only guess at
well students are now
the identity of the middle member of the food chain. Animals eaten
able to reason scien-
by lions include zebras, wildebeests, impalas, gazelles, antelopes, and
tifically.
warthogs. They should reason that it must be an animal that eats grass
and is itself eaten by lions. Students may suggest animals such as
zebras or antelopes. The cube actually displays a question mark. This,
too, relates to the nature of science, where an investigation may point
to more than one equally correct, evidence-based answer.
41
Student Lesson 1
Doing Science: The Process of Scientific Inquiry
7. Conclude the activity by asking the teams to consider how
their experience with the cubes is similar to the process that
scientists use to learn about the natural world. Guide the
discussion to make connections between the cube activities
and the following abilities and understandings about scientific
Content Standard A:
inquiry from the National Science Education Standards:
Students develop
abilities necessary to
• Ability: Identify questions that can be answered through
do scientific inquiry.
scientific investigations.
Students develop
Students asked testable questions about the cube, such as, What is
understandings about
on the bottom of the cube?
scientific inquiry.
• Ability: Use appropriate tools and techniques to gather, analyze,
Content Standard C:
and interpret data.
Students develop an
understanding of
Students performed an experiment to obtain information that
either supported or refuted their proposed explanation.
populations and
ecosystems.
• Ability: Develop descriptions, explanations, predictions, and
models using evidence.
Content Standard G:
Students develop
Students used their observations about the cube to recognize
an understanding of
patterns and propose an explanation for what is on the bottom of
the cube.
science as a human
endeavor. Students
• Ability: Communicate scientific procedures and explanations.
develop an under-
standing of the nature
Students communicated their results by speaking to the class.
of science.
• Understanding: Different kinds of questions suggest different
kinds of scientific investigations.
The cube investigation relied on students making observations
and recognizing patterns. Other types of investigations rely on
collecting specimens, performing experiments, making models,
and seeking more information.
• Understanding: Scientific explanations emphasize evidence; have
logically consistent arguments; and use scientific principles,
models, and theories.
The more students made observations that supported their
proposed explanation, the stronger their explanation—even
though they could not confirm the answer by examining the
bottom of the cube.
42
Activity 3: Thinking about Inquiry
1. To wrap up the lesson, give the class a brief homework
assignment. Give each student a copy of Master 1.3, Thinking
about Inquiry. Ask students to list the specific characteristics of the Biological Box activity that model the process scientists use
to learn about the natural world.
Assessment:
The homework will
As you progress through the rest of the module, relate aspects of the
student activities to these elements of scientific inquiry. The abilities
help you determine
and understandings about scientific inquiry reappear throughout the
what students learned
module and provide a foundation for students to build on as they
as well as whether
use inquiry during the rest of the school year and, indeed, during
misconceptions have
their continuing education. Remember that students do not need to
been corrected.
recognize the term scientific inquiry in this lesson. Scientific inquiry
is defined for students in the lessons that follow.
43
Student Lesson 1
Doing Science: The Process of Scientific Inquiry
Lesson 1 Organizer
What the Teacher Does
Procedure Reference
Activity 1: Mystery Cube
Page 37
Instruct students not to touch the cubes.
Step 1
Divide class into teams of four. Ask,
•
“What is science?”
Page 37
•
“How do scientists go about their work?”
Steps 2 and 3
•
“How do they investigate things?”
Announce that teams will conduct their own investigation about
Page 38
the cube. Ask,
Steps 4 and 5
•
“What questions do you have about the cube?”
Explain to students that they will develop an evidence-based
Page 38
explanation of what is on the bottom of the cube.
Step 6
Ask the teams,
•
“What do we mean by evidence?”
Page 38
•
“How do you think an evidence-based explanation is different
Steps 7 and 8
from other explanations?”
Pages 38–39
Instruct teams to make and share observations about the cube.
Step 9
Have several teams share their answers with the class. Ask them to
Page 39
explain their reasoning.
Step 10
Compare the student investigations with scientific investigations.
Page 39
Explain that scientific investigations use different approaches.
Steps 11 and 12
Page 40
Collect cubes without letting students see the bottom face.
Step 13
Activity 2: The Biological Box
Place a Biological Box, in the proper orientation, in front of each team.
Page 40
Explain that they will develop an evidence-based explanation of what
Step 1
is on the bottom of the cube.
Pages 40–41
Instruct teams to make and share observations about the cube.
Step 2
Have several teams share their answers with the class. Ask them to
Page 41
explain their reasoning.
Step 3
Ask the teams what experiment they could perform to determine what
Page 41
is on the bottom of the cube.
Step 4
44
Have teams perform an experiment:
Page 41
•
They select one corner of the cube to observe.
Step 5
•
They slide that corner of the cube off the edge of the table and
observe what it reveals.
Page 41
Have several teams share their answers with the class. Ask them to
Step 6
provide their evidence and explain their reasoning.
Ask students to compare their experience with the cubes with
Page 42
the process used by scientists. Make connections to abilities and
Step 7
understandings from the National Science Education Standards.
Activity 3: Thinking about Inquiry
Page 43
Give each student a copy of Master 1.3, Thinking about Inquiry. As a Step 1
homework assignment, instruct students to list characteristics of the
Biological Box activity that model the process of scientific inquiry.
= Involves copying a master.
45
Student Lesson 1
Lesson 2
Explore
Working with
Questions
At a Glance
Overview
In Lesson 2, students explore questions in a scientific context. They
consider what makes questions testable. Students evaluate questions and
then pose testable questions about scientific problems. After reading
short scenarios, students come up with their own testable questions
about the reading. They also consider the types of evidence needed to
answer their questions.
Major Concepts
• Scientists ask questions that can be answered through scientific
investigations.
• Testable questions are answered by collecting and analyzing
evidence and developing explanations based on that evidence.
• Questions that cannot be answered through scientific investigation
are those that relate to personal preference, moral values, the
supernatural, or unmeasurable phenomena.
Objectives
After completing this lesson, students will be able to
• identify questions that depend on personal preferences or moral
values, or that relate to the supernatural or phenomena that cannot
be measured;
• identify questions that can be tested;
• ask questions that can be answered through investigations; and
• identify the type of evidence needed to answer the questions.
Teacher Background
Consult the following sections in Information about the Process of
Scientific Inquiry:
4 Inquiry in the National Science Education Standards
(pages 24–27)
6.2 Scientifically Testable Questions (pages 30–31)
6.3 Scientific Evidence and Explanations (page 31)
47
Doing Science: The Process of Scientific Inquiry
In Advance
Web
Activity
Photocopies
Materials
Component?
1
No
Master 2.1, Working with
No materials except
Questions
photocopies and
(Make 1 copy per student
transparencies
and prepare an overhead
transparency.)
2
No
Master 2.2, Letters to
No materials except
the Editor
photocopies
(Make 1 copy per
student.)
Master 2.3, Question and
Investigation Form
(Make 1 copy per
student.)
Preparation
No preparations are needed except for making photocopies and
transparencies.
Procedure
Note to teachers: The goal of this lesson is to help students appreciate that although we all ask questions about the world, scientists ask
questions in ways that are testable. The question, How is bug blood
different from human blood? is an interesting one, and it does define
a general problem. As stated, this question is not specific enough to be
tested directly. However, one can ask a number of testable questions that
can be investigated to produce data (evidence) that answer the more
specific questions. For instance, a scientist might ask, “Do bug blood
and human blood contain the same things? Do they contain the same
kinds of cells? Do they contain the same chemicals?” Of course, there
are some questions that simply ask for information. Are you going to
the movies Saturday night? is a question that implies no problem about
which testable questions can be asked.
In this module, students learn how to ask testable questions—questions
that can be answered through investigations. The intention is not
to present a complex set of criteria that define a scientific question,
but rather to introduce students to the idea that scientists identify a
problem, ask testable questions, collect and analyze evidence, and reach
conclusions based on that evidence. If this module is taught near the
beginning of the school year, it can serve as an introduction to scientific ways of thinking that students will practice and refine throughout the
school year and into the future.
48
Activity 1: What’s the Question?
1. Remind students that they asked questions about cubes in the
first lesson. Ask students, “Why do you ask questions?”
Students likely will respond, “To get answers or to get more
information.”
2. Explain that scientists also ask questions to get answers, but
they must ask their questions in ways that can be tested through
a scientific investigation. This means that some questions are
more easily answered than others. Ask students, “To a scientist,
Assessment:
what makes a question a good question?”
Through questioning,
you can assess your
Accept all answers. Write student responses on the board or on
students’ previous
an overhead transparency. Some students may believe that good
knowledge and
questions do not ask about something really obvious, ask only
about things that are real, or allow us to gain necessary information.
misconceptions.
The objective is not to be overly critical, but rather to engage student
thinking about questions.
3. Explain that scientists continually ask questions and that they
try to ask questions that can be answered through
investigations. Challenge students to describe some questions
that are not suitable for a scientific investigation