The document outlines the steps of the scientific method, including problem/question, observation/research, formulating a hypothesis, experimentation, collecting and analyzing results, drawing a conclusion, and communicating results. It then provides an example of a student, John, applying these steps to investigate how the amount of sugar affects the rise of bread dough. John formulates the hypothesis that more sugar will result in higher bread, conducts an experiment to test this while controlling other variables, analyzes the results, and ultimately draws a different conclusion, sparking further investigation.

1. Steps ofSteps of
thethe
ScientificScientific
MethodMethod

2. The Scientific Method
involves a series of
steps that are used
to investigate a
natural occurrence.

3. We shall take a
closer look at
these steps and
the terminology
you will need to
understand
before you start a
science project.

4. Problem/Question
Observation/Research
Formulate a Hypothesis
Experiment
Collect and Analyze Results
Conclusion
Communicate the Results

5. Steps of the
Scientific Method
1. Problem/QuestionProblem/Question: Develop a
question or problem that can
be solved through
experimentation.

6. Steps of the
Scientific Method
2. Observation/ResearchObservation/Research: Make
observations and research
your topic of interest.

7. Do you remember theDo you remember the
next step?next step?

8. Steps of the
Scientific Method
3. Formulate a HypothesisFormulate a Hypothesis:
Predict a possible answer to
the problem or question.
Example: If soil temperatures
rise, then plant growth will
increase.

9. Steps of the
Scientific Method
4. ExperimentExperiment: Develop and
follow a procedure.
Include a detailed materials list.
The outcome must be
measurable (quantifiable).

10. Steps of the
Scientific Method
5. Collect and Analyze ResultsCollect and Analyze Results:
Modify the procedure if
needed.
Confirm the results by retesting.
Include tables, graphs, and
photographs.

11. Steps of the
Scientific Method
6. ConclusionConclusion: Include a
statement that accepts or
rejects the hypothesis.
Make recommendations for
further study and possible
improvements to the
procedure.

12. Steps of the
Scientific Method
7. Communicate the ResultsCommunicate the Results: Be
prepared to present the project
to an audience.
Expect questions from the
audience.

13. Think you can name allThink you can name all
seven steps?seven steps?
Problem/QuestionProblem/Question
Observation/ResearchObservation/Research
Formulate a HypothesisFormulate a Hypothesis
ExperimentExperiment
Collect and Analyze ResultsCollect and Analyze Results
ConclusionConclusion
Communicate the ResultsCommunicate the Results

14. Let’s put our knowledge of the
Scientific Method to a realistic
example that includes some of the
terms you’ll be needing to use and
understand.

15. Problem/Question
John watches his
grandmother bake
bread. He ask his
grandmother what
makes the bread rise.
She explains that yeast
releases a gas as it
feeds on sugar.

16. Problem/Question
John wonders if the
amount of sugar used
in the recipe will affect
the size of the bread
loaf?

17. Caution!
Be careful how you use effect and
affect.
Effect is usually a noun and affect, a
verb.
“ The effect of sugar amounts on the
rising of bread.”
“How does sugar affect the rising of
bread?”

18. Observation/Research
John researches the
areas of baking and
fermentation and tries
to come up with a way
to test his question.
He keeps all of his
information on this
topic in a journal.

19. John talks with his
teacher and she gives
him a Experimental
Design Diagram to
help him set up his
investigation.

20. Formulate a Hypothesis
After talking with his
teacher and
conducting further
research, he comes
up with a hypothesis.
“If more sugar is added,
then the bread will rise
higher.”

21. Hypothesis
The hypothesis is an educated
guess about the relationship
between the independent and
dependent variables.
Note: These variables will be
defined in the next few slides.

22. Do you know the differenceDo you know the difference
between the independentbetween the independent
and dependent variables?and dependent variables?

23. Independent Variable
The independent, or
manipulated variable, is a factor
that’s intentionally varied by the
experimenter.
John is going to use 25g., 50g.,
100g., 250g., 500g. of sugar in
his experiment.

24. Dependent Variable
The dependent, or responding
variable, is the factor that may
change as a result of changes
made in the independent
variable.
In this case, it would be the size
of the loaf of bread.

25. Experiment
His teacher helps him
come up with a
procedure and list of
needed materials.
She discusses with
John how to
determine the control
group.

26. Control Group
In a scientific experiment, the
control is the group that serves
as the standard of comparison.
The control group may be a “no
treatment" or an “experimenter
selected” group.

27. Control Group
The control group is exposed to
the same conditions as the
experimental group, except for
the variable being tested.
All experiments should have a
control group.

28. Control Group
Because his grandmother
always used 50g. of sugar in
her recipe, John is going to use
that amount in his control
group.

29. Constants
John’s teacher reminds
him to keep all other
factors the same so
that any observed
changes in the bread
can be attributed to
the variation in the
amount of sugar.

30. Constants
The constants in an
experiment are all the
factors that the
experimenter attempts
to keep the same.

31. Can you think of someCan you think of some
constants for thisconstants for this
experiment?experiment?

32. Constants
They might include:
Other ingredients to the
bread recipe, oven used,
rise time, brand of
ingredients, cooking time,
type of pan used, air
temperature and humidity
where the bread was
rising, oven temperature,
age of the yeast…

33. Experiment
John writes out his
procedure for his
experiment along with
a materials list in his
journal. He has both of
these checked by his
teacher where she
checks for any safety
concerns.

34. Trials
Trials refer to replicate
groups that are exposed
to the same conditions
in an experiment.
John is going to test each
sugar variable 3 times.

35. Collect and Analyze Results
John comes up with
a table he can use
to record his data.
John gets all his
materials together
and carries out his
experiment.

36. Size of Baked Bread (LxWxH) cm3
Amt. of
Sugar (g.)
1 2 3 AverageAverage
Size (cmSize (cm33
))
25 768 744 761 758
50 1296 1188 1296 1260
100 1188 1080 1080 1116
250 672 576 588 612
500 432 504 360 432
Size of Bread Loaf (cmSize of Bread Loaf (cm33
))
TrialsTrials
Control group

37. Collect and Analyze Results
John examines his
data and notices that
his control worked
the best in this
experiment, but not
significantly better
than 100g. of sugar.

38. Conclusion
John rejects his
hypothesis, but
decides to re-test
using sugar
amounts between
50g. and 100g.

39. Experiment
Once again, John
gathers his materials
and carries out his
experiment.
Here are the results.

40. Can you tell which groupCan you tell which group
did the best?did the best?

41. Size of Baked Bread (LxWxH) cm3
Amt. of
Sugar (g.)
1 2 3 AverageAverage
Size (cmSize (cm33
))
50 1296 1440 1296 1344
60 1404 1296 1440 1380
70 1638 1638 1560 1612
80 1404 1296 1296 1332
90 1080 1200 972 1084
Size of Bread Loaf (cmSize of Bread Loaf (cm33
))
TrialsTrials
Control group

42. Conclusion
John finds that 70g.
of sugar produces
the largest loaf.
His hypothesis is
accepted.

43. Communicate the Results
John tells his
grandmother about
his findings and
prepares to present
his project in
Science class.

44. The 5 E’s of Scientific
Presentation

45. Concepts
of
Science
Science
Content
Students use the process skills of science to
develop an understanding of the scientific
concepts.
Process
Skills of
Science

46. Engage
Explore
ExplainExtend
Evaluate
5 E’s
Scientific
Presentation

47. Engage
Activity which will focus student’s attention,
stimulate their thinking, and access prior
knowledge.

48. Explore
Activity which gives students time to think and
investigate/test/make decisions/problem solve,
and collect information.

49. Explain
Activity which allows students to analyze their
exploration. Student’s understanding is
clarified and modified through a reflective
activity.

50. Extend
Activity which expands and solidifies student
thinking and/or applies it to a real-world situation.

51. Evaluate
Activity which allows the teacher to assess
student performance and/or understandings of
concepts, skills, processes, and applications.

52. Engage
Explore
ExplainExtend
Evaluate
5 E’s
Scientific
Presentation

53. Engage
Suggested Activities
• Demonstration
• Reading
• Free Writing
• Analyze a Graphic Organizer
• KWL
• Brainstorming

54. Engage
What the Scientist Does
• Creates Interest.
• Generates curiosity.
• Raises questions.
• Elicits responses that uncover what the
Audience know or think about the concept/topic.

55. Engage
What the Presenter Does
• Asks questions such as, Why did this happen?
What do I already know about this? What have I
found out about this?
• Shows interest in the topic.

56. Explore
Suggested Activities
• Perform an Investigation
• Read Authentic Resources to Collect Information
• Solve a Problem
• Construct a Model

57. Explore
What the Scientist Does
• Encourages the Audience to work together
without direct instruction from the Scientist.
• Observes and listens to the Audience as they
interact.
• Asks probing questions to redirect the Audience’
investigations when necessary.
• Provides time for Audience to puzzle through
problems.

58. Explore
What the Audience Does
• Thinks freely but within the limits of the activity.
• Tests predictions and hypotheses.
• Forms new predictions and hypotheses.
• Tries alternatives and discusses them with
others.
• Records observations and ideas.
• Suspends judgement.

59. Explain
Suggested Activities
• Audience Analysis & Explanation
• Supporting Ideas with Evidence
• Structured Questioning
• Reading and Discussion
• Scientist Explanation
• Thinking Skill Activities: compare, classify, error
analysis

60. Explain
What the Scientist Does
• Encourages the Audience to explain concepts
and definitions in their own words.
• Asks for justification (evidence) and clarification
from Audience.
• Formally provides definitions, explanations, and
new ideas.
• Uses Audience’ previous experiences as basis
for explaining concepts.

61. Explain
What the Audience Does
• Explains possible solutions or answers to others.
• Listens officially to others’ explanations.
• Questions others’ explanations.
• Listens to and tries to comprehend explanations
the Scientist offers.
• Refers to previous activities.
• Uses recorded observations in explanations.

62. Extend
Suggested Activities
• Problem Solving
• Decision Making
• Experimental Inquiry
• Thinking Skill Activities: compare, classify, apply

63. Extend
What the Scientist Does
• Expects the Audience to use formal ideas,
definitions, and explanations provided
previously.
• Encourages the Audience to apply or extend the
concepts and skills in new situations.
• Reminds the Audience of alternative
explanations.
• Refers the Audience to existing data and
evidence and asks, What do you already know?
Why do you think . . .?
• Strategies from Explore apply here also.

64. Extend
What the Audience Does
• Applies new ideas, definitions, explanations, and
skills in new, but similar situations.
• Uses previous information to ask questions,
propose solutions, make decisions, and design
experiments.
• Draws reasonable conclusions from evidence.
• Records observations and explanations.
• Checks for understandings among peers.

65. Evaluate
Suggested Activities
• Any of the Previous Activities
• Develop a Scoring Tool or Rubric
• Test (SR, BCR, ECR)
• Performance Assessment
• Produce a Product
• Journal Entry
• Portfolio

66. Evaluate
What the Scientist Does
• Observes the Audience as they apply new
concepts and skills.
• Assesses Audience’s’ knowledge and/or skills.
• Looks for evidence that the Audience have
changed their thinking or behaviors.
• Allows Audience to assess their own learning
and group-process skills.
• Asks open-ended questions, such as: Why do
you think. . .? What evidence do you have?
What do you know about x? How would you
explain x?

67. Evaluate
What the Audience Does
• Answers open-ended questions by using
observations, evidence, and previously accepted
explanations.
• Demonstrates an understanding or knowledge of
the concept or skill.
• Evaluates his or her own progress and
knowledge.
• Asks related questions that would encourage
future investigations.

68. The 5 E’s Scientific Presentation Planner
ENGAGE:
EXPLORE:EVALUATE:
EXPLAIN:EXTEND:

69. Elementary Scientific Planning Sheet
CONTENT STANDARDS:
Earth/Space Science
Life Science Physics
Chemistry Environmental Science
INDICATOR (MLO):
Grade: Unit:
SKILLS AND PROCESSES STANDARD:
Students will demonstrate the thinking and acting inherent in the practice of science.
Scientific Inquiry:
Demonstrates the ability to employ the
language, instruments, methods, and materials
of science.
Indicator:
Critical Thinking:
Demonstrates the thinking and acting inherent
in the practice of science.
Indicator:
Applications of Science:
Demonstrates the ability to apply science
information in various situations.
Indicator:
Technology:
Demonstrates the ability to use the principles
of technology when exploring scientific
concepts.
Indicator:
ENDURING UNDERSTANDING:
ESSENTIALQUESTION:

70. Well-Designed Science Investigation
High School
Testable Question(s) - A question that can be answered through an investigation.
Prediction - A statement about what may happen in the investigation based on
prior knowledge and/or evidence from previous investigations.
Hypothesis -
Well-Designed Procedure
A testable explanation (if-then statement) based on an observation,
experience, or scientific reason including the expected cause and
effect in a given circumstance or situation.
Directions - A logical set of steps followed while completing the procedure.
Materials - All materials needed for completing the investigation are listed.
Variables(s) - Factors in an investigation that could affect the results. The
independent variable (horizontal or x-axis) is the one variable the
investigator chooses to change. The dependent variable(s)
(vertical or y-axis) change(s) as a result or response.
Data Collection - The results of the investigation usually recorded on a table,
graph, chart, etc.
Repeated or Multiple Trials - Repeating the investigation several times
and using the collected data for comparing results and creating
reliability.
Part 1

71. Well-Designed Science Investigation
High School
Part 2
Conclusion
1. A statement about the trend (general drift, tendency, or direction) of a set of
data from analyzing the data collected during the investigation
(form a conclusion ).
2. The closing paragraph of a report including at least the investigative question,
the hypothesis, and the explanation of the results ( write a conclusion ).
Communicate and Discuss Results
Share your findings with others for critical analysis (peer review, conference,
presentation, etc.) Discuss conclusions with supporting evidence to identify
more investigative questions.