Steps of the Scientific Method Cartoons
Author: Christina Culligan
Date created: 10/18/2011 9:35 PM PDT ; Date modified: 10/19/2011 4:15 PM PDT
VITAL INFORMATION
Subject(s)
Science, Technology
Topic/Unit of Study & Time
Allotment
The Scientific Process
Grade/Level
Grade 5
Time Allotment
3 class periods. 30 Mins. per class.
Goals and Objective
1) Students will be able to identify the steps in the scientific process and place them in the right order in a graphic organizer
after watching a movie on the topic.
2) Students will create a comic strip using a Web 2.0 tool which shows the steps of the scientific process which includes a
visual summary of each step to help solidify the process for future experimentation design.
Summary
Standards
Students will watch a video on the steps of the scientific process on Brainpop.com and will record the example steps in a
comic graphic organizer. Student will then write their own version of the comic which must include the steps of the scientific
process in the correct order with a visual summary of each step. Students will then use pikistrips.com or
www.makebeliefscomix.com to create their own comic strip. At the end of the lesson, or for homework, the students will
take the on-line quiz about the scientific process and email the results to their teacher.
AZ- Arizona Academics Standards
Subject: Technology
Strand: Strand 1: Creativity and Innovation
Concept: Concept 4: Original Works Use technology to create original works in innovative ways.
Grade/Level: Grade 5
Performance Objective: PO 1. Analyze information using digital creativity tools to create original works and express ideas.
Subject: Science
Subject/ Grade/ Domain: GRADE 5
Strand: Strand 1: Inquiry Process
Concept: Concept 1: Observations, Questions, and HypothesesFormulate predictions, questions, or hypotheses based on observations. Locate
appropriate resources
Performance Objective PO 1. : Formulate a relevant question through observations that can be tested by an investigation.
Performance Objective PO 2. : Formulate predictions in the realm of science based on observed cause and effect relationships.
Concept: Concept 2: Scientific Testing (Investigating and Modeling)Design and conduct controlled investigations.
Performance Objective PO 2. : Plan a simple investigation that identifies the variables to be controlled.
LESSON ACCOMODATIONS
Content
Steps of the Scientific Method
Ask a Question: The scientific method starts when you ask a question about
something that you observe: How, What, When, Who, Which, Why, or Where?
Make an inference about your observations to guide your research.
And, in order for the scientific method to answer the question it must be about
something that you can measure, preferably with a number.
Do Background Research: Rather than starting from scratch in putting together
a plan for answering your question, you want to be a savvy scientist using library
and Internet research to help you find the best way to do things and insure that
you don't repeat mistakes from the past.
Construct a Hypothesis: A hypothesis is an educated guess about how things
work:
"If _____[I do this] _____, then _____[this]_____ will happen."
You must state your hypothesis in a way that you can easily measure, and of
Page 1 of 4
course, your hypothesis should be constructed in a way to help you answer your
original question.
Test Your Hypothesis by Doing an Experiment: Your experiment tests
whether your hypothesis is true or false. It is important for your experiment to be
a fair test. You conduct a fair test by making sure that you change only one
variable, or factor, at a time while keeping all other conditions the same.
You should also repeat your experiments several times to make sure that the
first results were't just an accident.
Analyze Your Data and Draw a Conclusion: Once your experiment is
complete, you collect your measurements and analyze them to see if your
hypothesis is true or false.
Scientists often find that their hypothesis was false, and in such cases they will
construct a new hypothesis starting the entire process of the scientific method
over again. Even if they find that their hypothesis was true, they may want to test
it again in a new way.
Communicate Your Results: To complete your science experiment you will
communicate your results to others in a final report and/or a presentation.
Professional scientists do almost exactly the same thing by publishing their final
report in a scientific journal or by presenting their results on a poster at a
scientific meeting.
If many different scientists re­test the same hypothesis and conclude that it was
true then the Hypothesis can become a theory, which is not "fact" but a
commonly accepted scientific idea that will remain in place until new evidence is
found to disprove or change it.
Multiculturalism &
Diversity
1) Multiculturalism- Since the students get to select the question for the sample experiment they can pull questions and
problems they have from their cultural background and experience so that all perspectives are used. We can also have the
conversation that the scientific process is used in almost all countries and cultures and is accepted around the world.
2) English Language Learners- For English language learners I would have a version of the worksheet make with all the
vocabulary words in each box and they can draw a picture of what they remember from the video for each step (so they do
not have to focus on trying to identify the vocabulary they just have to focus on understanding the meaning). Since they will
be working in groups they can talk to their more proficient partners and ask questions about any information and steps they
may have missed.
Lesson Integration
This lesson integrates art through drawing the comic images and laying out a comic strip. The lesson also incorporated
literacy because they are summarizing a sequential story presented in the video.
IMPLEMENTATION
Anticipatory Set
Think- Pair-Share: Hold up my example of a dead plant. Ask the students- "You see that your plant has died even though you
watered it. What steps would you go through to figure out why it died and how to prevent killing other plants in the future?".
Students would work with a partner and then share answers with the class. We would write the different steps on the board. I
will ask students if they know what to title the steps we put on the board- I will prompt them if the answer is not given that
the steps are part of the scientific process. (5 min)
Transition: I will go over the objectives and explain that we are going to watch a video on the scientific process and they will
need to record each step they see and major vocabulary in the blank comic strip on the worksheet. Explain that comic strips
are meant to be read in sequence which fits well as a tool for remembering the steps of the scientific process since it is
sequential. (1 min)
Input
Brainpop Video: The teacher will play the video on Brainpop about the scientific process while students record the 6 steps of
the scientific process on their comic strip graphic organizer. They will then get to go back and draw quick sketches of each
scene from the movie for each step inorder to model how to lay out information in a comic book structure. They must make
sure to include important vocabulary words and concepts. They can work in with their pair but must each make their own
version for their notes. The class will then go over any questions they have about the steps in a class discussion. (10 min)
Transition: "Now we are going to be making our own comic strip with a new experiment idea that will show all of the steps of the scientific
process. You will get to print off your comics and they will be the first page in your science notebook to help you remember the steps to the
scientific process when you do experiments in the future." (30 sec)
Model
Example Cartoon- The teacher will project a version of the comic they created and show the class what is expected and how
it will be graded (see attachments below). The class will flip over their worksheets and see the grading rubric. They will give
each category a score and total it. They will hold up their fingers to indicate the average score. (3 min)
Attachments:
1. Ms. Culligan's Example ComicMade with pikistrips.com. Opens as a word document.
Page 2 of 4
Check Understanding
I will check for understanding first when I walk around and look at their example comics they drew based on the video. I will
also check for understanding when I ask them to grade my comic. I will be able to clear up any questions by this point.
Practice Comic Layout- The students will use the blank comic strips on their worksheet to come up with a new comic on the
scientific process. They will have 2-3 minutes to sketch out their ideas with a partner. I will explain that they will come back
to this if they do not finish since they will have 2 more lessons to work on it (3 min)
Guided Practice
Making an Example Comic- Students will get with a partner and go to http://www.makebeliefscomix.com. The teacher will
guide everyone as they make an example 1st slide. (5-10 min)
Steps:
1) Give the comic a title and add your name as the creator
2) Select a 3 panel layout
3) Select a character and insert it
4) Select a thought bubble and write in it
5) Select a Caption and write in it
6) Select a prop and flip it and move it
7) Select a background
8) Click on next and go to the second step and hit "print". Cancel the print and a screen should appear with the comic.
9) Open the Snipping Tool from the windows tools. Take a snip image of the comic. Right click and copy it
10) Open a Word document and insert the snipped image. Save the document.
-Explain that when they go to make their real comic that there will need to be at least 6 areas (one fore each step) so they will
add several strips on the same word document to get the finished product. This Word document will then by emailed to me
and I will grade them and print them off.
Independent practice
Make Comic with a Partner- Students will team up and make the comic with their partner. They must have all the elements
modeled and will be graded on the attached rubric. They will have two more 30 minute class periods to work on this and take
the quiz. (Work until the bell- about 5 min)
Closure
Comic Gallery- At the end of the week when the comics are all done the class will hang up the comics and we will have a
gallery walk. Top awards will be voted on by the class for outstanding work. The students will then take one copy of their
comic (I will print one off for each group member). They will place this as the first page in their science notebooks as a visual
reminder we will use all year.
Assessment Description
1) Comic Creation- The comic will be graded on craftsmanship, completion, effort and creativity, and the the students
understanding of the scientific process. See below for attached rubric.
2) On-Line Quiz- The students will take an on-line quiz . When they are done with the comic. They will be shown how to sign
onto the web site and take the quiz. All tests will be emailed to Ms. Culligan for scoring. This will be their first quiz on the
topic. They can then do test corrections on any questions they get wrong so that I know they all are secure on the steps of the
scientific process before we start doing experiments and lab write ups.
Assessment/Rubrics
Rubrics:
1. Scientific Process Super Comic
Attachments:
1. Example On-Line Quiz
MATERIALS AND RESOURCES
Instructional Resources
Attachments:
1. Comic Worksheet
Page 3 of 4
Resources
Materials and resources:
Lesson Needs: Paper, sharpies, plant, and worksheet
Resource Web sites:
http://www.sciencebuddies.org/mentoring/project_scientific_method.shtml
http://www.brainpop.com/science/scientificinquiry/scientificmethod/
http://www.makebeliefscomix.com/Comix/
www.pikistrips.com
Technology resources:
Firefox, IE Explorer, Safari, Digital Cameras and USB cords, projector and audio to play the video, S
The number of computers required is 1 per 2 students.
Students Familiarity with Software Tool:
Students have never used the on-line comic tools before but I will walk them through step by step.
Page 4 of 4