Science – Transitioning to
the New Test
Information, Resources, and
Strategies for the Classroom
Bonnie Goonen – [email protected]
Susan Pittman – [email protected]
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Table of Contents
Overview of Science Themes and Example Content ............................................................. 3
Science Practices .................................................................................................................... 4
Scientific Inquiry – Which Falls Fastest? ................................................................................ 5
Resources for the Classroom ................................................................................................. 7
“The Nature of Science” – What Is Scientific Inquiry? .......................................................... 8
Sample Questions for Guiding Scientific Thinking ..............................................................10
Scientific Inquiry – Which Falls Fastest? .............................................................................. 11
Inquiry Method Recording Sheet ........................................................................................... 14
Experiments for the Classroom – Getting Started ................................................................15
Oil Spill! Clean It Up ......................................................................................................................... 15
Friction ............................................................................................................................................... 15
Spontaneous Problems and the Scientific Method – An Inquiry Lab ....................................... 16
Gummy Bear Absorption: A Scientific Method Investigation ..................................................... 17
Understanding the Components of an Experiment ..................................................................... 19
Raw or Cooked? ............................................................................................................................... 20
Which Paper Towel Absorbs the Most Water .............................................................................. 20
How Long Does It Take?................................................................................................................. 21
Science Resources from the World Wide Web .....................................................................23
Stay in Touch! ......................................................................................................................... 24
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Overview of Science Themes and Example Content
Science Example Content Topics
Life Science
(40%)
• Human body and
health
Focusing Themes
Human
Health
and
Living
Systems
• Organization of
life
Physical Science
(40%)
• Chemical properties
and reactions related
to human systems
Earth & Space Science
(20%)
• Interactions between
Earth’s systems and
living things
• Conservation,
transformation, and
flow of energy
• Earth and its system
components
• Molecular basis
for heredity
• Evolution
• Relationships
between life
functions and
energy intake
Energy
and
Related
Systems
• Energy flows in
ecologic networks
(ecosystems)
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• Work, motion, and
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• Structure and
organization of the
cosmos
3
Science Practices
SP.1 Comprehending Scientific Presentations
SP.1.a Understand and explain textual scientific presentations
SP.1.b Determine the meaning of symbols, terms and phrases as they are used in
scientific presentations
SP.1.c Understand and explain a non-textual scientific presentation
SP.2 Investigation Design (Experimental and Observational)
SP.2.a Identify possible sources or error and alter the design of an investigation to
ameliorate that error
SP.2.b Identify and refine hypotheses for scientific investigations
SP.2.c Identify the strength and weaknesses of one or more scientific investigation (i.e.
experimental or observational) designs
SP.2.d Design a scientific investigation
SP.2.e Identify and interpret independent and dependent variables in scientific
investigations
SP.3 Reasoning from Data
SP.3.a Cite specific textual evidence to support a finding or conclusion
SP.3.b Reason from data or evidence to a conclusion
SP.3.c Make a prediction based upon data or evidence
SP.3.d Use sampling techniques to answer scientific questions
SP.4 Evaluating Conclusions with Evidence
SP.4.1 Evaluate whether a conclusion or theory is supported or challenged by particular
data or evidence
SP.5 Working with Findings
SP.5.a Reconcile multiple findings, conclusions or theories
SP.6 Expressing Scientific Information
SP.6.a Express scientific information or findings visually
SP.6.b Express scientific information or findings numerically or symbolically
SP.6.c Express scientific information or findings verbally
SP.7 Scientific Theories
SP.7.a Understand and apply scientific models, theories and processes
SP.7.b Apply formulas from scientific theories
SP.8 Probability & Statistics
SP.8.a Describe data set statistically
SP.8.b Use counting and permutations to solve scientific problems.
SP.8.c Determine the probability of events
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Scientific Inquiry – Which Falls Fastest?
Which shape of paper falls fastest: An unfolded sheet of paper, a paper folded in fourths, or a
sheet of crumpled paper? Or can you create a different shape with paper that falls even faster
or slower?
Make Your Plan:
What is your
independent
(manipulated variable)?
What is your dependent
(responding) variable
What is your question?
If, then . . .
What is your
hypothesis?
What are the constants?
(name at least 3)
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Data:
Unfolded
paper
Paper in
Fourths
Crumpled
Paper
Unique
Shape
Trial 1
Trial 2
Trial 3
Trial 4
Average
Conclusion:
Based on the data from my experiment, I reject or accept the hypothesis that
______________________________________________________________ because
______________________________________________________________________
_____________________________________________________________________.
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Resources for the
Classroom
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“The Nature of Science” – What Is Scientific Inquiry?
Introduction: The purpose of this activity is to get the students to think about the nature of science,
and also, to show the importance of being an active participant in the learning process. This activity
supports the abilities necessary to understand and engage in scientific inquiry.
Materials:
Print the following pattern on cardstock paper and cut out the individual pieces. Make enough for
each student to work individually.
Procedure: Hand out all the pieces except the small square marked X. Each piece represents
current scientific data. Once the students are given the pieces, provide no further instruction. Most
students will begin to arrange the pieces on their own. In a short amount of time, the students will
put the pieces together to make a square as seen below in Figure 2.
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Once all the students have arranged the pieces to produce figure 2, hand out the small square
marked X to each student and explain that a new scientific discovery has been made. Students
must somehow incorporate this new information to their puzzle.
Encourage students to work individually at first, and then, to work in groups if the frustration level
rises. There may be some degree of collaboration (looking at other student’s progress). If one
student gets the correct arrangement, have that student cover up the answer so that other students
will persevere.
Hint: You may help students get started by having them make the “Superman” logo shape first.
Follow-Up Questions: Once all or most of the students have arranged the pieces correctly, have
them brainstorm and share how this activity is similar to “doing” science.
Similarities may include the following ideas:
1. Assume that the pieces fit together – nature is a puzzle that we have not yet solved
2. Trial and error is an essential ingredient to science
3. New information may require the old theory to be modified or discarded
4. Current information may be incomplete and therefore, theories are incorrect
5. Sometimes, a person gets lucky and finds the right answer
6. Collaboration may be helpful
7. Once the answer is arrived at, it makes perfect sense
Share with students that scientific design (the scientific method) requires the same types of thinking
as the puzzle. Questions, such as, Why, Why Not, and How are important when determining
whether the outcomes of an experiment make sense or not. This type of activity also provides the
understanding that try, try again is an important part of science.
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Sample Questions for Guiding Scientific Thinking
Question Type
Sample Question Starters
Recalling
Who, what, when, where, how ____?
Comparing
How is _____ similar to/different from_____?
Identifying Attributes and
Components
What are the characteristics/parts of _____?
Classifying
How might we organize _____ into categories?
Ordering
Arrange _____ into sequence according to _____.
Identifying Relationships
and Patterns
Develop an outline/diagram/web of _____.
Representing
In what other ways might we show/illustrate _____?
Identifying Main Ideas
What is the key concept/issue in _____?
Retell the main idea of _____ in your own words.
Identifying Errors
What is wrong with _____?
Inferring
What might we infer from _____?
What conclusions might be drawn from _____?
Predicting
What might happen if _____?
Elaborating
What ideas/details can you add to _____?
Give an example of _____.
Summarizing
Can you summarize _____?
Establishing Criteria
What criteria would you use to judge/evaluate _____?
Verifying
What evidence supports _____?
How might we prove/confirm _____?
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Scientific Inquiry – Which Falls Fastest?
Which shape of paper falls fastest: An unfolded sheet of paper, a paper folded in
fourths, or a sheet of crumpled paper? Or can you create a different shape with paper
that falls even faster or slower?
Make Your Plan:
What is your
independent
(manipulated variable)?
What is your dependent
(responding) variable
What is your question?
If, then . . .
What is your
hypothesis?
What are the constants?
(name at least 3)
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Data:
Identify your dependent and independent variables for each trial.
 Independent variables are the variables that are changed in a given model or equation.
One can also think of them as the ‘input’ which is then modified by the model to change
the ‘output’ or dependent variable.
 Dependent variables are considered to be functions of the independent variables,
changing only as the independent variable changes.
Dependent Variables ____________________________________________________
Independent Variables ___________________________________________________
Unfolded
paper
Paper in
Fourths
Crumpled
Paper
Unique
Shape
Trial 1
Trial 2
Trial 3
Trial 4
Average
Calculations: Show work below:
Average for ___________ paper:
_______ + _______ + _______ + _______ = ______÷ 4 =
Average for ___________ paper:
_______ + _______ + _______ + _______ = ______÷ 4 =
Average for ___________ paper:
_______ + _______ + _______ + _______ = ______÷ 4 =
Average for ___________ paper:
_______ + _______ + _______ + _______ = ______÷ 4 =
Find your largest difference:
___________ paper fell in the slowest average time which was ______s.
___________ paper fell in the fastest average time which was ______s.
The difference between these two number (use subtraction) is =______s
Is this Qualitative or Quantitative Data? Why?
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Conclusion:
Based on the data from my experiment, I reject or accept the hypothesis that (Restate your
hypothesis WORD FOR WORD)
____________________________________________________________________________
_______________________________________________________________ because
___________________________________________________________________________.
The evidence to support this is that the average time for an unfolded piece of paper was
__________ s, for a sheet folded in fourths was _______s, and a crumpled sheet of paper was
_______s. The difference between the _____________ piece of paper and _____________
piece of paper was __________s. This difference does or does not seem significant to me.
Therefore, I conclude that ________________________ paper _________________________.
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Inquiry Method Recording Sheet
Step 1 – Observations, Questions, and Hypotheses
Observations
Questions
Hypothesis
If . . .
Then . . .
Step 2 – Scientific Testing
Investigation & Data
Step 3 – Analysis and Conclusion
Discuss data & draw conclusion
Step 4 - Communication
We communicated our results by
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Experiments for the Classroom – Getting Started
Oil Spill! Clean It Up
When oil tankers accidentally spill their cargo of oil into the ocean they cause a huge environmental
danger. Oil is extremely hard to remove from the water and the beaches, and the whole environment
is damaged. In this experiment, you can see how hard it is to remove oil from sand.
You will need:
 Large plastic cup
 Sand
 2 tablespoons of vegetable oil
(This experiment can be messy, so you might want to do it outdoors.)
Step 1 – Observe - Fill a plastic cup with sand and oil and mix well. Observe the problem that you
have.
Step 2 – Hypothesize - Based on your observations, make a guess at what tools you could use to
get the oil off the sand.
Step 3 – Test the Hypothesis - Conduct an experiment. Use a spoon, a straw, paper towel, an old
toothbrush, a sponge – anything that you can think of to get the oil off the sand and help save the
environment!
Friction
Which is easier to spin – a smoother ball or a less smooth ball? For this experiment, you will need:
 A bowl of water
 Smooth rubber ball
 Tennis ball
Step 1 – Observe the two types of balls.
Step 2 – Hypothesize - Based on your observations, make a guess as to which ball will spin the
longest and why.
Step 3 – Test the Hypothesis - Try spinning the rubber ball in the water. Next spin the tennis ball in
the water. Which one is easier to spin? The smoother ball is easier to spin because the smooth
surface causes less friction with the water.
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Spontaneous Problems and the Scientific Method – An Inquiry Lab
Background:
This is a quick and easy inquiry lab on the scientific method. Students explore how the scientific
method can be used to solve a problem or meet a challenge. You may choose to have your students
design and construct their model, test it, revise it, and then write it up according to the scientific
method, or write it up as they go along.
Materials Per Group:
1 cup
1 marble
20 straws
12 inches of tape
6 rubber bands
4 mailing labels
10 paper clips
1 ruler
2 index cards
10 nails
1- 1-inch ball of Playdoh
Student Directions: Using the materials listed below, you are to build a structure which will
transport a marble into a cup. The structure must be at least 14 inches tall and must transport the
marble a distance of no less than 24 horizontal inches (parallel to the floor). Once the marble is
released it may not be touched until the trial is over. In order to accomplish the problem, the marble
must remain in the cup when the trial is over. The marble must start on the structure and must
remain on the structure for two seconds.
You may use only the following materials:
1 cup
1 marble
20 straws
12 inches of tape
6 rubber bands
4 mailing labels
10 paper clips
1 ruler
2 index cards
10 nails
1- 1-inch ball of Playdoh




Describe your solution in terms of the scientific method. Did you use all of the steps?
Did you run a controlled experiment? What would be the benefits of using a control with this
problem?
Do all solutions to problems follow the scientific method?
How could the scientific method have helped you to achieve your solution?
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Gummy Bear Absorption: A Scientific Method Investigation
Background information:
 Gummy bears are made from a mixture of sugar, glucose syrup, starch, food coloring, citric
acid (vitamin C), gelatin and added flavoring.
 Gelatin absorbs water to a certain extent. There is a limit to how much water a certain
amount of gelatin can hold.
 Salt is a solute and draws water towards it. Water moves toward the direction where there is
more salt and less water.
 Vinegar is an acid and is corrosive. It can cause various substances to break down.
Problem: How will a gummy bear be affected by water, salt water, sugar water and vinegar?
Hypothesis: I think each of the following will affect a gummy bear in the following way:
 Water: _________________________________________________
 Salt water: ______________________________________________
 Vinegar: ________________________________________________
 Sugar water: ____________________________________________
Materials:
 Gummy Bears
 Triple Beam Balance
 Metric Ruler
 Plastic Cups
 Water
 Salt
 Vinegar
 Sugar
Procedure:
1. Collect materials.
2. Prepare cups and label: water, salt water, vinegar, and sugar water
3. Measure length, width, height and mass of each gummy bear. Record in data table.
4. Place one gummy bear in each solution.
5. Record observations after one and five minutes.
6. Leave overnight.
7. The following day, record observations of each gummy bear and measure length, width,
height and mass of each gummy bear.
8. Find the percent increase in dimensions.
9. Draw a conclusion
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Recording Charts
Water
Length
Before
After
% Increase
Before
After
% Increase
Before
After
% Increase
Before
After
% Increase
After 1 minute
After 5 minutes
After 1 day
Width
Height
Mass
Salt Water
Length
Width
Height
Mass
Sugar Water
Length
Width
Height
Mass
Vinegar
Length
Width
Height
Mass
Observations
Water
Salt Water
Sugar Water
Vinegar
Conclusion:
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Understanding the Components of an Experiment
Directions: After completing the following table, read the passage (“The Experiment”) below and show
your understanding of the different components of an experiment by providing examples and explanations
in the table on the reverse side of this paper.
Component
Hypothesis
Definition/Description
Quantitative Data
Qualitative Data
Repeated Trials
Independent Variable
Dependent Variable
Control
Constants
The Experiment
A shopping mall wanted to determine whether the more expensive “Tough Stuff” floor wax was
better than the cheaper “Steel Seal” floor wax at protecting its floor tiles against scratches. One
gallon or each type of floor wax was applied to each of the five test sections of the main hall of
the mall. The test sections were all the same size and were covered with the same kind of tiles.
Five (5) other test sections received no wax. After 3 weeks, the number of scratches in each of
the test sections were counted.
Component
Example from
“The Experiment”
Reasoning
Hypothesis
Quantitative Data
Qualitative Data
Repeated Trials
Independent Variable
Dependent Variable
Control
Constants
Adapted from Cothron, Julia, et al. Students and Research.
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Raw or Cooked?
Find out which spins the longest, a raw egg or a cooked egg. For this experiment, you will need:
 1 cooked egg
 1 raw egg
 1 plate
Step 1 – Observe the two eggs.
Step 2 – Hypothesize - Based on your observations, make a guess as to which egg will spin the
longest and why.
Step 3 – Test the Hypothesis - Spin each egg in turn on a plate. The egg that continues to spin for
a longer time is the cooked one. Now spin the eggs again, and then quickly stop both of them. Then
let go of both eggs. You will see that the cooked egg stays still but the raw one starts spinning again.
Why does this happen? The contents of the egg have more inertia when they are raw, because they
are in the form of a liquid. This inertia slows down the raw egg and that is why it stopped spinning
before the cooked egg. In step 2, the liquid in the raw egg was still moving when you stopped both
eggs, so that movement made the raw egg begin to spin again.
Which Paper Towel Absorbs the Most Water
Have students divide into small groups of three to four students. Provide each student with different
rolls of paper towels (different brands and quality) and cups of water. Have them predict which towel
will absorb the most water and why. Have them conduct the experiment and develop a short oneminute commercial that delivers their findings.
Hypothesis: Which paper towel will absorb the most water? Why?
Observations
Paper Towel A
Paper Towel B
Paper Towel C
What results can be drawn from the experiment?
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How Long Does It Take?
Observation/Problem: Does the color of a Tootsie Pop change the number of licks that it takes to
get to the chocolate center?
Materials:


One bag of Tootsie Pops with at least 3 of each color. Make sure that none have been
broken.
Paper and pencil
Procedure:
1. Identify the independent variable in this question. (the different colors/flavors)
2. Identify the dependent variable in this question. (same person doing the experiment for each
color and ensure that the same amount of pressure and the same location on each pop is
used)
3. Identify at least 3 constants (controls) for this question. (same person doing the experiment,
lollipops that are the same size, same pressure used for each lick, same direction used for
each lick such as from bottom to top, etc.)
4. State a hypothesis for this question. This is a prediction about how the independent variable
will affect the dependent variable. The orange lollipop will take less time to get to the middle
because it is a lighter and clearer color.
5. Write a procedure to test this hypothesis.
 What materials will you need to conduct this investigation?
 How many times will you replicate the experiment?
6. Design a data table to collect and display your results. What will you need to record?
7. Conduct the experiment. How many times will you replicate the experiment to prove or
disprove your hypothesis? Why?
8. Determine the results and whether or not the hypothesis was supported by the data.
How Large Is an Atom?
Creating life-size models is an excellent strategy for teaching science concepts. To assist students in
comprehending the size of atoms, have them complete the following activity.
Materials:
 1 strip of paper 28 centimeters (11 inches long)
 1 pair of scissors
Have students take the strip of paper and cut it into equal halves. Have them cut one of the
remaining pieces of the paper into equal halves. Have students continue to cut the strip into equal
halves as many times as they can. Make sure that all cuts are parallel to the first one. When the
width gets longer than the length, they can cut off the excess, but that does not count as a cut.
How far did they get? Is there anything smaller than an atom? Yes, the size of an atom nucleus
would take about 41 cuts. We cannot see anything smaller than an atom with our eyes, even with
the electron microscope. Yet, scientists use advanced technology to explore the world of electrons
and quarks that are 9,000 times smaller than a nucleus.
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How Far Did You Get? Here are some comparisons to think about as you are cutting.
Cut 1
14.0 cm
5.5”
Child’s hand, pockets
Cut 2
7.0 cm
2.75”
Fingers, ears, toes
Cut 3
3.5 cm
1.38”
Watch, mushroom, eye
Cut 4
1.75 cm
.69”
Keyboard keys, rings, insects
Cut 6
.44 cm
.17”
Poppy seeds
Cut 8
1mm
.04”
Thread. Congratulations if you are still in!
Cut 10
.25 mm
.01”
Still cutting? Most have quit by now.
Cut 12
.06 mm
.002”
Microscopic range, human hair
Cut 14
.015 mm
.006”
Width of paper, microchip components
Cut 18
1 micron
.0004”
Water purification openings, bacteria
Cut 19
.5 micron
.000018”
Visible light waves
Cut 24
.015 micron
.0000006”
Electron microscope range, membranes
Cut 31
.0001 micron
.0000000045”
The size of an atom!
Retrieved from the World Wide Web at: http://www.miamisci.org/af/.
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Science Resources from the World Wide Web
ABC Science. News, video clips, games, and lots of activities for the science classroom from the
American Broadcasting Company. http://www.abc.net.au/science/
Annenberg Foundation. Great science materials and courses from The Habitable Planet to Force
and Motion. Courses, lesson plans, and interactives will keep students engage in science. The
Habitable Planet is a multimedia course for high school teachers and adult learners interested in
studying environmental science. http://www.learner.org/resources/discipline-science.html
Discovery Education. The website provides lesson plans on earth and space science.
http://www.discoveryeducation.com/search/page/-/-/lesson-plan/earth%20science/index.cfm
How Stuff Works. Ever wondered why a cd works? How about the ten myths about the brain? How
about what would happen if you put sugar in your gas tank? An interesting science site filled with
real-world information. http://www.howstuffworks.com/
Interactive Websites for Teaching Science. Just click on one of the topics and explore the myriad
of resources on the World Wide Web. http://interactivesites.weebly.com/science.html
Mythbusters. From the Discovery Channel comes great videos that use the scientific method to
explore different questions in science. http://www.discovery.com/tv-shows/mythbusters/
National Science Teachers Association. Freebies for Teachers. All kinds of curriculum guides,
lesson plans, experiments, and resources for the classroom.
http://www.nsta.org/publications/freebies.aspx
NEWSELA. This website is an innovative way to build reading comprehension with nonfiction
through daily news articles. https://newsela.com/
Newton’s Apple. NEWTON'S APPLE is a production of Twin Cities Public Television from a grant
from the 3M Foundation. The site is filled with free videos for use in many different areas.
http://www.newtonsapple.tv/
Nye Labs.com This is indeed “Bill Nye, the science guy” with lots of activities and applications for
science. http://www.billnye.com
The Scientific Method. A short video https://www.youtube.com/watch?v=SMGRe824kak
Steve Spangler. This site has lots of free experiments and videos for use in the classroom.
http://www.stevespanglerscience.com/lab
Study Jams. Scientific Method. Short videos on such things as the scientific method and scientific
theory, as well as content areas in science.
http://studyjams.scholastic.com/studyjams/jams/science/scientific-inquiry/scientific-methods.htm
Surrounded by Science Infographic. The National Environmental Education Act of 1990 established
the National Environmental Education and Training Foundation. Lots of materials to use in the
classroom. https://www.neefusa.org/resource/surrounded-science-infographic
Teachers Try Science. This site provides free and engaging lessons, along with teaching
strategies and resources. http://www.tryscience.org/
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Ted Ed Lessons. This website has great videos and lesson plans in all areas of science.
http://ed.ted.com/lessons
Understanding Science. Science articles for reading at different levels.
http://undsci.berkeley.edu/article/intro_01
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