Lesson 4.1: Scientific Practices

NGSS 

Scientific Practices

"Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts"

(Taken from https://www.nextgenscience.org/ ) 

If you would like to review the NGSS Scientific Practices before teaching them to your students, please view the video below. 

Objective

Students will be able to identify what scientists do and the NGSS scientific practices that they did over the course of the experiment.

Materials

Per Table Group:

• Colored pencils. Markers, and/or crayons.
• White unlined paper and/or construction paper.
• Glue
• Scissors

Prep

1. Place art materials at each table group.
2. Place a piece of white unlined paper and/or construction paper at each table group
3. Pull up slides.
4. Fill a couple large cups with tap water and a few large cups with sunflower seeds. Set aside to be used by the students when they need to fill up their food and water cups.

Procedure

Introduction:

5-10 minutes: What is a Scientist?

1. Brainstorm what a scientist does. List the traits and ideas on the board.

Explanation:

5-10 Minutes: What are the NGSS  Science and Engineering Practices?

1. Introduce the NGSS Scientific Practices used in this experiment. Tell students that there are 8 total, but we will be focusing on just the ones done in this experiment. Go down the list and stop at each practice to define in simpler terms and give examples. You can use the powerpoint to help give visual aids as you do this. 

Asking Questions and Defining Problems

• This is where scientists ask questions about things they don't know or are curious about. They will figure out what the problem is and ask a question about it.
• In our Milkweed Bug experiment, we wondered about how the insects grow. Do they grow faster in warm or cold temperatures?
• Think to yourself, have I asked scientific questions before? For example, in another experiment or in learning about science?

Making and Using Models

• This is where a scientist uses a graph or picture to show something that is happening in their experiment. 
• In our Milkweed Bug experiment, we drew pictures of our insects each week to show how they were growing and to explain how they grow differently in both hot and cold environments.
• Think to yourself, have I made models before to show something that is happening in an experiment or to explain a scientific idea?

Planning and Carrying out Investigations

• This is where scientists figure out the answer to their question. They do this by experimenting and writing down what they see or observe.

Analyzing and Interpreting Data

• This is where scientists write down observations or what they see happening in their experiment and try to figure out why it is happening. 
• In our Milkweed Bug experiment, we have been observing our insects and writing what we see in our journals. We write down what stage they are at and in which container they are bigger. Next lesson, we will use this information or data to figure out if the insects grow faster in warm or cool temperatures and why?
• Think to yourself, have I used information from an experiment to answer a question? You could have done this in class or at home. 

2. Have students think about what they have done in the past or during this experiment that demonstrated these three practices. You may write these on the board for students to see if you would like.

Activity:

5-10 Minutes: Scientific Practices Activity

1. Pass out sticky notes and have students think of one practice they used over the past 3 weeks. Have them write down what they did and then place the sticky note next to the practice they think it demonstrates. The poster you created or board you prepared before the activity will be where students will place their notes.
2. As a class discuss student examples.

Closing:

20-30 Minutes: Cleaning and Care/Observations and Drawings

1. Pass out role tags to each table group and pull up the last slide on this section.
2. Have the "Supplier" from each table group grab their containers from the insulated coolers and bring them carefully to their table.
3. Have students carefully change and remove the plastic portion cups from the containers.
4. Have the "Waterer" and "Feeder" change the water and sunflower seeds.
5. Remind the "Escape Watch" students to use the paintbrushes to keep the insect in their containers.
6. Have students place the clean food and water cups back into the containers.
7. Give students about 5 minutes to write their observations. Encourage them to work with their table group to fill out this section.
8. Once students have completed their observations, ask them to clean up their space and have their "Supplier" return trays to the coolers according to labeled temperature.