Scientific Method for Kids: Effect of Bad Habits
on Your School Life
I.
II.
III.
IV.
V.
VI.
ANALYZE Learners
STATE Objectives
SELECT Methods, Media, and Materials
UTILIZE Media and Materials
REQUIRE Learner Participation
EVALUATE and Revise
Tennessee Curriculum Standards
I. ANALYZE LEARNERS
General Characteristics
The general characteristics of the students targeted in this ASSURE lesson plan and
WebQuest are 5th grade students of 10-11 years, 26 total, in which 10 are White, 12
African-American, 2 Hispanic, and none Asian. The class culture of this set of students is
a love for projects, they are fluent readers, and get along with each other rather well.
Observations point to definite gender differences in approach to new content. Boys
engage in competition and girls exhibit social consensus for the most part. Students prefer
to choose their partners. Most come to school prepared with supplies, however, peers
quickly loan items as needed.
1. Two students are at the lower end of scores for this high ability group. Care
must be continually taken to not leave them behind when they don’t understand
something. These students need peers a little above them in reading ability but not
so far ahead that they get lost in abstractness. There is an average in the class with
the remaining 5-6 students on the highest end.
2. All of these students love to do projects. Generally, the highest ability students
create products that have detail and distinguished in appearance. The average
ability students understand the concepts applied but do not exhibit the same
perfectionism as the highest group. There might be a monetary reason in some of
these cases. The two lowest students, even while in this high group, were placed
in this class at the parent’s request. One of these two has Attention-Deficit
Syndrome. Both students need continual coddling and do not have similar levels
of initiative as the other students.
3. This is the first time these students will do a WebQuest. Motivational level is
high because they love projects and have some familiarity with computer
technology. They are fluent readers so it seemed a good choice for this teacher to
experiment with this particular group of students because it is her first time doing
an ASSURE plan and a WebQuest. By starting at the top with students of highest
ability, the teacher can work backwards and modify for lesser ability much like
starting at a score of 100 and deducting points for lesser performance.
4. Academically of high ability, there is only a slight differentiation as 50% of the
students are also honors students. The range of this class is very close in advanced
scores with several students at the lower end, but still very capable to do the work.
In these cases, there may be other factors such as issues at home that influence or
interfere with school commitment.
5. All students are familiar with teacher, peers, class setting, projects, computer
lab, classroom computers, pod schedule, and school culture.
6. Gender is nine males and seventeen females.
Entry Competencies
One the first and second day, students will be introduced to WebQuest outline and their
responsibilities. In regards to technology, after interviewing the computer lab teacher on
the computer skills the students were capable of, it was determined the following:
1. Because the WebQuest has pre-determined URL sites, students do not need
search engine instruction, although the computer lab teacher informs me students
are adept at surfing the Net. This teacher wanted the students to have hard copies
of their work, not only to have a product in hand, but to have a visual to further
self-evaluate and reflect for growth. When asked, the computer lab teacher
informed me that she has not taught Power Point skills as it was not a 5th grade
technology standard. In ASSURE lesson plan, four students have used Power
point for past presentations. The initial motive was to teach Power Point to all
students during a scheduled computer lab time and find a tutorial that was
appropriate for 5th graders. It bothered the teacher that this Power Point
instruction would consume precious time. On the other hand, it is important that
students transform information into communicable form, and learn during the
creative process. Therefore, a 90 minute period was scheduled for two sessions in
the computer lab to teach this pre-requisite skill. It was believed the trade off in
time would enhance student learning as students would likely remember
WebQuest skills learned and applied when a presentation is required. As the
ASSURE lesson plan was developed, the teacher came across two templates, one
for writing a report and another for making graphs, which could replace the Power
Point and still satisfy the requirement for tangible evidence. The ultimate goal
was for the students to not have to do another poster project, but rather, use
technology as a tool to achieve the same ends. As a result, Power Point became an
expanded lesson item and creative choice option for those students so inclined to
use it in their presentations. The WebQuest requirement changed to using a
template for a report with a graph. In addition, time constraints was placed on
presentations as students take too long to read verbatim their report, talk behind
their poster, or linger on slides. The idea was to introduce and/or develop skills
that real-world scientists use, such as being concise.
2. The teacher took several students from detention to the computer to observe
how they surfed the Internet and WebQuests. No topic was given. The random
sample (students who happened to be there at the moment of inspiration) were
simply instructed to key in WebQuest and a topic of their choice. It was observed
that students tended to drift toward sports and websites where commercials
appeared. Concurrently, the teacher studied copyright laws and child safety using
cyberspace and determined that the students would have pre-determined websites
and handout information to direct their quest for knowledge. This is one limitation
of freedom to surf the Net in order to promote student creativity. Since the teacher
is responsible for students and this is the first WebQuest, it was decided to
eliminate potential harm.
3. The teacher asked students from the class what their technological knowledge
was and to what degree. Additionally, the teacher observed throughout the school
year how and in what format students presented completed projects.
Learning Styles
This WebQuest is challenging and is compensated by allowing students to move at their
own pace to reflect and develop the cognitive process while keeping an eye on the
deadline and rubric for focus. Groups are used to give aid to peers.
1. Group projects often integrate all sensory gateways and this WebQuest has a
hands-on experiment, group movement and presentation, some individual
seatwork, and audio/visual media. Students will also role play a short skit on the
first day to build qualitative mental constructs before quantitative content is
scaffolded.
2. There are degrees of cognitive processing from concrete to abstract.
Commitment to learning and research is a key factor in quality performance. All
students have the same Resource list and experiment requirements and rubric
evaluation. The more reflective students will have an opportunity to pace
themselves while social personalities have groups to help them process. There is a
balance of learning styles and a balance of personalities in the assigned groups
according to cooperative learning principles.* [cite Johnson]
3. The motivation to attend to this WebQuest should be high as it is a novelty,
builds on prior knowledge, yet challenging, and accommodates learning pace.
Moreover, there are choices that expand the requirements and learning that can be
had. The more the content is manipulated, the deeper the student can go, even to
the point of modifying focus as ‘new’ content becomes ‘old’ from working on it
intensely. For example, this WebQuest is dramatically different from its first
conception.
4. The physiological factors that influence and interfere with learning are the very
same variables that this WebQuest is pursuing. By conducting an actual
experiment, students will learn first hand how physiological variables and bad
habits affect the quality of their school life.
Return to ASSURE Lesson Plan
II. STATE OBJECTIVES
What the students will achieve is separated from how it will be achieved. The focus of
this WebQuest is to challenge students to practice real-world science skills on
themselves. At first, the students might be awkward handling data and speaking like
scientists, but by the end of the WebQuest (designed for two weeks), the students will
have learned much more about themselves and transfer these scientific method steps to
investigate and improve other areas of their lives.
A. Audience. The students will gain knowledge in the scientific method and
design an experiment in which they collect, analyze, and interpret data which will
be graphed and presented to classmates. Resource URL’s are available to students
to search the Internet for information that must be organized, synthesized, and
interpreted on how the rubric requirements will be achieved. It is anticipated that
students will create products in close proximity to their abilities and cognitive
development.
B. Behavior. Each objective has a verb that describes the new capability as an
observable behavior. This WebQuest focuses on real-world scientists and how
they research, communicate with other scientists, form hypotheses, test with
instruments, handle data, draw conclusions whether or not the hypothesis was
supported, and contribute to science. In fact, the textbook opens with a story of
Dr. Walter Alvarez, who was recently awarded in 2006 for his discovery of
iridium which supports scientist’s meteorite theory on why dinosaurs are extinct.
The recent award heightens the science world to students.
C. Conditions. Technology as a tool was a primary goal in this WebQuest. The
school has a computer lab with one printer (insidiously slow) and the classroom
computers (two) for students have no printer hookup. The teacher used these
limitations as a means of designing a WebQuest that would keep students
occupied for individual and group assessments, as well as affording opportunities
for social interaction while learning. Since the computer is the primary tool,
students can write reports and create graphs with technology, thereby bypassing
the need for posters and parents purchasing supplies, perhaps delaying some
students from full participation for economic reasons. An alternative is to provide
students with stand-up cardboard displays or raise money…or out of the teacher’s
pocket.
D. Degree. The criterion by which the quality of performance will be judged is
stated in the rubric and mentioned in the listings. Since this WebQuest integrates
several subject matters, numerous standards were found to overlap. The main
ones are as follows:
 Given the scientific method the student will state sequential steps
with 100% accuracy
 Given a list of science terms the student will apply them with 80%
accuracy in a report
 The student will, using a computer template, write a report and
create a graph
 Given experiment and control variables, the student will design an
experiment which clearly identifies each variable with 100%
accuracy
 The student will measure change over elapsed time and data
calculations in their experiment with 100% accuracy

Using a WebQuest model, the student will use the Internet to
comprehend science concepts and answer study guide questions
with 80% accuracy
 Using interactive computer games, the student will practice
science, math, and language arts skills, until 100% score achieved
 The student will design instruments for daily collection of data
 Using the Jigsaw technique the student will achieve a quiz and test
score of 80%
 Given a presentation the student will be concise (5 minutes) and
use communication skills in rubric
 Given an oral response in peer-review, the student will accurately
assess classmate’s work, missing only 1-2 elements
E. Domain. Some research was done beforehand to determine what academic
level to pursue and what technological proficiency would be required on the
teacher’s part. It was determined to keep technology low and academics high as
this is the first WebQuest for this teacher. Much thought has gone into the
development of presenting low, middle, and high levels of reading and the same
said for manipulatives, in order for students to achieve successful levels at their
own pace. Overarching questions are placed in the Task section to give the
students something to wonder about throughout their quest. Listing what they
should be able to achieve (bullets) helps students to grapple with the information
and form mental constructs in which to scaffold more input. Embedded in
assignments are higher-order thinking questions, many pertain directly to the
student as the goal of this WebQuest is for them to experience success in reducing
or eliminating bad habits. Hopefully, they will transfer scientific skills to other
areas of their lives.
F. Adapt. This WebQuest was designed for actual implementation. The
achievement of the students was a premise in designing a topic of interest to
match abilities. Preliminary computer observations indicated that students enjoy
science and nature with animals. As the WebQuest took shape, it became clear
that a true WebQuest offers liberty in choice and creativity, but with real-world
applications. It was also observed that students need development in research
skills, communication skills, writing skills, math skills, all on a background of a
great need for social interaction. Today’s students rely heavily on each other.
What better way is there to mix all these skills while learning the scientific
method, than through the combination of qualitative and quantitative elements?
Both are needed to learn.
Return to ASSURE Lesson Plan
III. SELECT METHODS, MEDIA, AND MATERIALS
Method of Instructions
In choosing a method of instruction, it was important to use a variety of methods at
different points in the lesson. It was essential that on the first two days, students were
hooked enough and that they could envision opportunities to interact with classmates and
technology. Students enjoy computers immensely. Diversity in instruction that
complemented diversity in learning style was of primary importance. The Jigsaw
technique is key to unfolding different perspectives as students share information with
each other. Standards required observable behavior and tangible evidence of performance
of skills. Therefore, it was essential to place on a continuum concrete to abstract methods
of instruction. The rationale was that student’s learning styles would cause students to
move at different paces through the information. For differences in ability, group work
provides assistance without having to ask the teacher. It also provides students with an
objective viewpoint and different from their own. It is possible that a new perspective
will cause the student to go deeper into the information and investigate newly formed
questions. As a novice teacher, there was a need to script the ASSURE model as much as
possible.
Media
The appraisal list indicates what media formats were used to display the lesson. Each has
strengths and weaknesses and used when it suited the objectives. Some of the Resource
URL’s are interactive skill games which give feedback to student players. One big plus in
this WebQuest are the students themselves who enjoy projects and discovery learning.
Because this teacher is not adept with technology in formatting this WebQuest with cute
graphics or stacked hyperlinks (although that is a desire), the lesson relies on the novelty
of doing a WebQuest with four very new concepts to the students impregnated into the
lesson, and these are a) the WebQuest, b) TrackStar, c) peer-review, and d) rubrics. None
of these concepts have been implemented at the present school site. To support these
features and the possibility that students want to gain as much knowledge for transfer as
possible to their experiment, after all, they do have an interest in themselves, it was
determined that time for reflection built into the lesson would enhance learning. The
textbook provides an anchor and jumping off point about the scientific method. It is a
constant and can be easily referred to at any point in the quest. It was essential to marry
Internet URL resources with the textbook while expanding terminology and different
perspectives by authors on the same topic. Students will have the task of grappling with
the information and organizing it into a communicable format. The Jigsaw concept
encompasses group work on the computer and with paper and pencil. Where students are
concerned, computer technology limitations were addressed in the design of this
WebQuest. The teacher has available a Promethean Board, or smart board, for
instruction. In this way, the whole class benefits from one computer. A laptop computer
and projector complete the media innovation. On the first two days and intermittently
throughout the two weeks, the smart board will be used to display teacher-made study
guide information which students will complete for assessment.
Materials
Because the computer lab had one printer and the classroom computers had no printer,
the use of computer technology was seriously limited. Since the primary focus is student
learning, the less the teacher lectures, the better. The WebQuest is written in such a way
to give students all necessary information to investigate content on their own. In addition,
there is a serious paper shortage and handouts must be restricted. Therefore, it was
necessary that students be required to take their own notes and share information with
peers to examine if any student is missing information or has misunderstood the
information. This, actually, is a strength impregnated into the WebQuest design. Students
do not gain anything from simply copying science vocabulary words from the textbook. It
must be comprehended and paraphrased. The fault of many teachers is asking students to
do this at the beginning of a task when they do not know enough yet what the concepts
mean. The result is apathy. A variety of Resources were collected in order to place ten
into TrackStar to anchor the ASSURE model, and additional sites which had good
qualities, posted on the WeBQuest page. A teacher-made study guide is constructed to
support the Jigsaw group technique.
Modifications to Existing Materials
It has already been mentioned that the limitations in computer access and paper shortage
have impacted the design of this WebQuest. However, it is hoped that the students are not
aware of these variables and learn despite economics. The library had a stock video as
this school used to be residence for primary grades K-4. For future WebQuests, the
librarian would need to place an order for certain videos. The timing does not suit this
WebQuest and so the primary version of the science video must be complemented with
by teacher narration. If money hinders acquisition of a science video on the scientific
method, there are teacher-made ways to assign students to write a fill in the blank
narrative as if they were explaining the concept to another person. This would still satisfy
media diversity. Another avenue of media diversity is the required ten websites for the
TrackStar website. Assignments are attached that tell students what to do with the
information at each site. Students are responsible for meeting acceptable performance.
Return to ASSURE Lesson Plan
IV. UTILIZE MEDIA AND MATERIALS
Preview the Materials
Many of the Internet sites were objectionable do to the high number of pop ups, most of
which asked the viewer for personal information. In reviewing other WebQuests, it was
observed that some URL’s were inappropriate because of the commercial links on the
side margins. It was determined to locate and use websites that had a low incidence of
such items. At the time of this construction, all URL’s were functioning. It is presumed
that other materials might need to be previewed to supplement this WebQuest because
teaching is an inspired profession. All URL’s for TrackStar were previewed to support
standards and objectives.
Prepare the Materials
The computer lab teacher will make sure students have paper and sufficient toner in the
printer. The teacher will make sure classroom computers are working and connected to
the Internet. Passes to the library for reference research will be scheduled on Jigsaw
group days. A study guide will provide information in which groups will be assessed. A
URL for dictionary access is listed in Resource. Study guide and handouts need to be
copied and ready for distribution. Students will supply their own folders, paper, pencils,
markers, etc. The teacher will provide scissors, rulers, glue, tape, and any unique material
students may need for the experiment, excepting what constitutes their own creation from
home.
Prepare the Environment
The media requires working computer technology and printers, Internet connection,
Promethean Board with lap top and projection screen, electrical cord, overhead ceiling
lights, space for students to work, and classroom arrangement that is free of traffic pattern
obstacles. The classroom should invite students to be curious and investigate the problem
put before them. The classroom should invite interaction with classmates and teacher.
Prepare the Learners
Resource URL’s were leveled in ability for the purpose of encouraging self-pace and
self-evaluation supported by the rubric (individual and group assessment). The teacher
considered what the students would get out of the WebQuest and presumes that they will
want to do another one, even create their own topical design! Remind students to
continually refer to the listings of objectives and overarching questions in the WebQuest
to stay on track. Learners will have opportunities on computers as individuals and as
Jigsaw group members. It is important to this WebQuest that students use their time
wisely. It is recommended to look up TrackStar as an individual and Resources as a
group member. Students can refer to a source at anytime, of course.
Provide the Learning Experience
Students will be exposed to computer technology and innovations in educational
instruction via the Promethean Board, the Internet, supervised e-mail, computer-assisted
templates, interactive skill games, and traditional paper and pencil activities. The thrust
of this WebQuest is that the students make the whole project an organism by their very
interactions with each other, the computer, and intrapersonal reflections which are certain
to be expressed at some point in their quest. The Promethean Board has replaced a
chalkboard and is situated in the center of the classroom. Jigsaw groups will meet around
the perimeter of the room to develop notes for sharing and assessment. It is interesting to
observe how each group finds its niche.
Return to ASSURE Lesson Plan
V. REQUIRE LEARNER PARTICIPATION
All the objectives in this WebQuest practice the skill(s) stipulated in the objective. All
objectives are tied to standards in science, math, and language arts. Throughout the
lesson, all assignments require some response from students in written, oral, or visual
form. The teacher may pre-assign students to groups or draw names in random
assignment just as real-world scientists do in setting up samples. There are four learning
perspectives integrated in this WebQuest, the least of these is Behaviorism and the other
three, Cognitivism, Constructivism, and Social psychology, are prominent. Every aspect
of this WebQuest requires active learner participation. This lesson will be put to the test
when it is implemented very soon because it is at the close of the school year when the
sun is shining and students want to be outdoors. It is anticipated that the Jigsaw technique
will and the social interaction combined with academic challenge will persuade the
students to dive in. The Jigsaw technique is very key to assessment.
Return to ASSURE Lesson Plan
VI. EVALUATE AND REVISE
This WebQuest is an experiment of my own using a sample of students who I am familiar
with, and in which certain variables can be ascertained. I have already bookmarked a few
modifications for future implementations of this very same WebQuest. These expansions
are: audio tape the teacher giving directions in personalizing the bad habit experiment
(students will wear headphones and there will be plenty of copies of the tape in case of
damage); ask students to select a topic from the teacher’s list and construct a student
WebQuest, and invite parents to check it out online at home or come to the parent center
at their child’s school; schedule more group time that is not necessarily for Internet
research but for peer assistance; and lengthen the time. For classes with a wide range of
abilities as is generally the case in science/math classes, the ideal would be to prepare
students early in the year, starting with basic WebQuests and gradually increase
complexity. Or, even just portions of a WebQuest out there as students practice skills.
Return to ASSURE Lesson Plan
TENNESSEE CURRICULUM STANDARDS
FIFTH GRADE
Accomplishments
Math
Data Analysis & Probability
Content Standard 5.0 The student will understand and apply basic statistical and
probability concepts in order to organize and analyze data and to make predictions and
conjectures.
Learning Expectations:
5.1 Formulate questions that can be addressed with data and collect,
organize, and display relevant data to answer questions.
5.2 Select and use appropriate statistical methods to analyze data.
5.3 Develop and evaluate inferences and predictions that are based on
data.
Performance Indicators State:
As documented through state assessment –
at Level 1, the student is able to
5.5.spi.1. represent data using bar graphs and pictographs;
at Level 2, the student is able to
5.5.spi.3. determine the median of a data set;
5.5.spi.4. determine the mode of a data set;
at Level 3, the student is able to
5.5.spi.7. determine the mean of a data set;
5.5.spi.8. make predictions based on data.
Performance Indicators Teacher:
As documented through teacher observation –
at Level 1, the student is able to
5.5.tpi.1. collect data using observations, surveys, and
experiments;
5.5.tpi.2. organize and display data;
5.5.tpi.3. design investigations to address questions.
at Level 2, the student is able to
5.5.tpi.4. represent data using tables;
5.5.tpi.5. relate mean, median, and mode to a visual representation
of a data set;
5.5.tpi.8. examine various representations of data and evaluate how
accurately the data is depicted by the graph.
at Level 3, the student is able to
5.5.tpi.9. understand how data collection methods affect the nature
of the data set;
5.5.tpi.10. explain which measure of central tendency best represents a given data set.
FIFTH GRADE
Accomplishments
Life Science
Content Standard: 2.0 Interactions Between Living Things and Their Environment.
The student will investigate how living things interact with one another and with nonliving elements of their environment.
Learning Expectations:
2.1 Investigate the relationships among organisms in a specific ecosystem.
2.2 Recognize that organisms are able to change their environment.
Performance Indicators [assessed skills] State:
As documented through state assessment,
at Level 3, the student is able to
5.2.spi.3 predict the effects of human actions and/or natural disasters on
the environment.
Performance Indicators Teachers:
As documented through teacher observations,
5.2.tpi.2 determine how organisms may be affected by environmental
factors.
at Level 3, the student is able to
5.2.tpi.5 evaluate how the loss of an organism affects an environment.
5.2.tpi.6 research examples of how environmental changes affect the
organisms inhabiting an ecosystem.
FIFTH GRADE
Accomplishments
Reading
Content Standard: 1.0
The student will develop the reading and listening skills necessary for word recognition,
comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.
Learning Expectations:
1.06 Expand reading vocabulary.
1.08 Use active comprehension strategies to derive meaning while reading
and check for understanding after reading.
1.09 Develop appropriate information skills and study skills to facilitate
learning.
Performance Indicators State
As documented through state assessment At Level 2, the student is able to
5.1.spi.12. identify stated or implied cause and effect relationships.
5.1.spi.17. recognize reasonable predictions of future events within a given context.
At Level 3, the student is able to
5.1.spi.25. identify information to support opinions, predictions, and conclusions.
Performance Indicators Teacher
As documented through teacher observation -
At Level 1, the student is able to
5.1.tpi.1. demonstrate active listening and observe conversational conventions in both
formal and informal settings.
5.1.tpi.6. understand, follow, and give oral multi-step directions, which may include
pictures or graphics.
5.1.tpi.7. predict outcomes and adjust as additional information is acquired.
5.1.tpi.8. connect life experiences to text.
At Level 2, the student is able to
5.1.tpi.12. use content specific vocabulary.
5.1.tpi.15. express reactions and personal opinions to a selection or relate the selection to
personal experience.
5.1.tpi.16. participate in creative responses to texts.
5.1.tpi.17. set a purpose for reading (e.g., to understand, to enjoy, and to locate
information).
At Level 3, the student is able to
5.1.tpi.22. design and deliver an oral presentation incorporating several sources, using
visual aids or props.
5.1.tpi.26. relate text to prior personal and historical experiences as well as previously
read print and non-print media.
5.1.tpi.29. use media and current technology as a research and communication tool to
view, read, and represent information.
5.1.tpi.31. interact with the text(s) (e.g., ask questions, make comments, use post-it
notes).
Writing
Content Standard: 2.0
The student will develop the structural and creative skills of the writing process necessary
to produce written language that can be read, presented to, and interpreted by various
audiences.
Learning Expectations:
2.03 Show evidence of drafting and revision with written work.
2.05 Evaluate own and others' writing.
2.09 Write expressively using original ideas, reflections, and observations.
Performance Indicators State
*These performance indicators will be assessed by the Tennessee Writing
Assessment.
As documented through state assessment At Level 2, the student is able to
5.2.spi.8. rearrange paragraphs in a narrative writing selection in sequential or
chronological order.
5.2.spi.14. supply a missing piece of information in an outline.
*5.2.spi.17. revise to clarify thought, to refine ideas, and to distinguish between important
and unimportant information.
*5.2.spi.18. editing writing for the elements of language
*5.2.spi.19. explain and/or illustrate key ideas when writing
At Level 3, the student is able to
5.2.spi.21. arrange multi-paragraphed work of exposition (e.g., persuasion,
compare/contrast) in a logical and coherent order.
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