Yakima WATERS Mini Lesson
Scientific Method Exercise
Targets and Assessment
WA Science GLEs Addressed:
 4-5INQD Investigate
 4-5INQE Investigate
 4-5INQG Explain
Assessments:
Students will apply the scientific method to
future lessons.
Lesson Parameters
Content Area: General science, math (probability)
Overview: In this exercise, students follow the steps of
the scientific method to collect and analyze data, and
draw conclusions from their data.
Grade Level: 5
Suggested Time: ~40 minutes
Special Materials:
 Scientific method flow chart handout
Learning Outcomes:
Knowledge:
 Students will be able to complete an investigation using the scientific method.
 Students will draw conclusions from collected data.
Skill:
 Students will record data in a table and construct a testable hypothesis.
Science Concept Background:
The scientific method is the foundation for the long-term Nature Study Area project that we will work
on throughout the year. It is important for students to learn the method and maintain exposure to it
throughout the school year.
Materials:
 Scientific method flow chart handout
 Quarter
 Dime
 Data Table
 Pencil
Procedure:
Key questions: When flipping a coin from “heads up”, is a quarter or dime more likely to land “heads up”?
1.
2.
3.
4.
5.
Flip the quarter from your thumb to the ground, starting with the “heads” side up.
Record whether the quarter lands “heads” up or “tails” up in the data table.
Flip the dime from your thumb to the ground, starting with the “heads” side up.
Record whether the dime lands “heads” up or “tails” up in the data table.
Repeat steps 1 – 4 until the data table is complete.
Extension(s):
Reflection and critical thinking discussion
1. Did your data set allow you to answer the questions/ solve the problem stated in the beginning?
2. Would you be more confident in your results if you had more data?
Teaching Tips:
After introducing the lesson, tell the students that they must stay seated to flip their coins and they should try
not to flip their coin so high that it hits the ceiling. If they flip the coin up to a consistent height each time,
their results should be more accurate… This discussion will eliminate possible coin chaos.
Supplements:
See attached worksheets
Scientific Method Exercise
Objective: To use the scientific method and learn each step so that, later, it can be applied to a longterm research project.
Materials:
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
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Scientific method flow chart handout
Quarter
Dime
Data Table
Pencil
Step 1 – Ask a Question:
When flipping a coin from “heads up”, is a quarter or dime more likely to land “heads up”?
Step 2 – Do background research (if applicable)
Step 3 – Construct a testable hypothesis:
Step 4 – Test with an experiment
Experimental Procedure:
6. Flip the quarter from your thumb to the ground, starting with the “heads” side up.
7. Record whether the quarter lands “heads” up or “tails” up in the data table.
8. Flip the dime from your thumb to the ground, starting with the “heads” side up.
9. Record whether the dime lands “heads” up or “tails” up in the data table.
10. Repeat steps 1 – 4 until the data table is complete.
Data Table
Heads or Tails? Observations
Trial
1
Quarter (heads/tails)
Dime (heads/tails)
2
3
4
5
Step 5 – Analyze results and draw conclusions
Conclusion:
1. Was your prediction right or wrong? Include data from your data table to support this
conclusion. Justify and explain your conclusion.
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Reflection and critical thinking:
1. Did your data set allow you to answer the questions/ solve the problem stated in the beginning?
2. Would you be more confident in your results if you had more data?
Author: Sarah Nagorsen, Yakima WATERS Project, CWU, Fall 2009