Investigating scientifically
in Stage 4
Students from Woolgoolga High School
Support for Student Research Projects
A teaching resource developed by the
Science Unit, Curriculum K-12 Directorate
Part one: Syllabus Links and Learning Sequence
© State of NSW, Department of Education and Training K-12 Curriculum Directorate, 2004
Downloading, copying or printing of materials in this document for personal use or on behalf of
another person is permitted. Downloading, copying or printing of material from this document for
the purpose of reproduction or publication (in whole or in part) for financial benefit is not
permitted without express authorisation
Acknowledgements
Dagmar Arthur, Relieving Senior Curriculum Advisor, Science, 7-12
Officers of the Science Unit, Curriculum K-12 Directorate
Pt 1, p 2
Curriculum K-12 Directorate, NSW Department of Education and Training, Dec 2004
ISI-4
Scientific investigations: in the Stage 4
classroom
This is a resource for teachers focusing on scientific investigations in the
Stage 4 classroom. The intention of the resource is to assist teachers to lead
students toward completing a Student Research Project (SRP) as described in
the Science Years 7-10 Syllabus (2003). This Stage 4 resource complements a
further resource, Investigating Scientifically in Stage 5, which leads students
towards independence in conducting a SRP. The two resources contain
suggested teaching activities as a sequence of lesson clusters. They also
contain resource sheets for teachers and worksheets for students.
To reduce file size for downloading, the resource has been produced in three
parts:
Part one:
Teaching sequence or lesson clusters
Part two:
Resource sheets
Part three: Student worksheets
Student projects contribute to the development of the skills of working
scientifically as described in the syllabus, page 21 and through outcomes 4.13 –
4.22 and related content. Some skills, such as choosing and using equipment
and making and recording measurements, can be taught explicitly in many
situations in the science classroom, and are not focused on in these materials,
however their significance in conducting scientific investigations is
acknowledged.
In Stage 4, the syllabus provides the expectation that students are
predominantly participating in a modelled and or guided teaching approach. A
modelled approach is when the teacher uses examples to demonstrate what is
to be learned. A guided approach is when the teachers provides support or
scaffolds for what is to be learned. The approaches provide many opportunities
for formative assessment.
In Stage 5, students would typically participate in a guided teaching approach
and would be expected to move toward an independent phase in which they are
expected to plan, conduct and present their investigation independently. This
will provide a wealth of opportunities for both formative and summative
assessment.
The sequence of lesson clusters presented in these resources could be
incorporated into a single unit where a suitable context has been identified to
address targeted Prescribed Focus Areas and Knowledge and understanding
outcomes and content.
Alternatively, individual clusters could be incorporated, where appropriate, into a
number of units of work having different contexts. It is assumed that the
context/s chosen by the teacher would provide the motivation and interest for
the students involved.
Curriculum K-12 Directorate, NSW Department of Education and Training, Dec 2004
Pt 1, p 3
Syllabus reference
The following outcomes and content are addressed in this resource
Outcome 4.13: A student clarifies the purpose of an investigation and, with guidance,
produces a plan to investigate a problem.
4/5.13.1
4/5.13.1a)
4/5.13.1b)
4/5.13.1g)
4/5.13.2
4/5.13.2a)
4/5.13.2b)
4/5.13.2c)
4/5.13.3
4/5.13.3a)
4/5.13.3c)
(identifying data sources)
describe a problem and develop an hypothesis or question that can be tested or
researched
propose possible sources of data and/or information relevant to the investigation
formulate a means of recording the data to be gathered or the information to be
collected.
(planning first-hand investigations)
identify variables that need to be held constant if reliable first-hand data is to be
collected
specify the dependent and independent variables when planning controlled
experiments
describe a logical procedure for undertaking a simple or controlled experiment
(choosing equipment or resources)
identify advantages and limitations of using particular laboratory and field
equipment for a specific task
describe ways to reduce the risk to themselves and others when working in the
laboratory or field.
Outcome 4.14: A student follows a sequence of instructions to undertake a first-hand
investigation.
4/5.14
4/5.14a)
4/5.14c)
4/5.14d)
(performing first-hand investigations)
follow the planned procedure when performing an investigation
safely and efficiently construct, assemble and manipulate identified equipment
record data using the appropriate units
Outcome 4.15: A student uses given criteria to gather first-hand data.
4/5.15
4/5.15a)
(gathering first-hand information)
make and record observations and measurements accurately over a number of
trials
Outcome 4.16: A student accesses information from identified secondary sources.
4/5.16
4/5.16d)
(gathering information from secondary sources)
summarise information from identified oral and written secondary sources.
Outcome 4.17: A student evaluates the relevance of data and information.
4/5.17
4/5.17g)
Pt 1, p 4
(processing information)
apply mathematical concepts and computer based technologies to assist analysis
of data and information.
Curriculum K-12 Directorate, NSW Department of Education and Training, Dec 2004
ISI-4
Outcome 4.18: A student with guidance, presents information to an audience to achieve a
particular purpose.
4/5.18
4/5.18a)
4/5.18c)
4/5.18d)
4/5.18e)
4/5.18f)
(presenting information)
select, and use appropriately, types of texts for different purposes and contexts
including a discussion, explanation, procedure, exposition, recount, report,
response or experimental record for oral or written presentation
select and use an appropriate method to acknowledge sources of information
use symbols to express relationships, including mathematical ones, and
appropriate units for physical quantities
use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts
to show relationships and present information clearly and/or succinctly
select and draw the appropriate type of graph (from column graph, histogram,
divided bar, sector or line graph) or diagram to convey information and
relationships clearly and accurately.
Outcome 4.19: A student draws conclusions based on information available.
4/5.19
4/5.19b)
4/5.19c)
4/5.19d)
4/5.19g)
(thinking critically)
identify data which supports or discounts an hypothesis, a question being
investigated or a proposed solution to a problem
predict outcomes and generate plausible explanations directly related to
observations made
make generalisations in relation to a relevant set of observations or experimental
results
use cause and effect relationships to explain ideas
Student Research Project
The work of scientists involves planning and carrying out investigations,
communicating ideas and findings and seeking constructive evaluation by
peers. The student research project provides opportunities for students to
engage in similar processes during the course of their learning.
All students are required to undertake at least one substantial research
project during each of Stage 4 and Stage 5
 At least one project will involve hands on practical investigations.
 At least one Stage 5 project will be an individual task.
Reference: NSW Board of Studies Science Years 7-10 Syllabus (2003), page 22
Available at: http://www.boardofstudies.nsw.edu.au/syllabus_sc/index.html#science
Curriculum K-12 Directorate, NSW Department of Education and Training, Dec 2004
Pt 1, p 5
Overview of the sequence of lesson clusters
STEP ONE: From observations, ask a question or pose a problem.
Teaching activities
Log book (Lb)
Evidence of learning
Enter all items with a date
Report scaffold (Rs)
1. Introduce to the class the notion of a scientific investigation
as a systematic inquiry process that is used to analyse natural
phenomena or to solve real world problems.
Skills outcomes and
content
A student:
Identifies the features of a
scientific report.
 Discuss with students that two recording processes will
operate through the lessons:
(i) Log book (Lb). Students will record here what they do
as they are doing it.
(ii) Report Scaffold (Rs). Students will record here those
items which are appropriate for a Scientific Report as
described in Resource sheet 1.
These items will be a joint construction of a Student
Research Project i.e. teacher + student developed, as a
class.
Lb
2. As a class and using the scaffold of What we know/ What do
Record brainstorm
we need to know, brainstorm (on the board or on butcher’s
paper) a problem or question that has been determined by the
teacher: e.g. Why does bread go mouldy? Use Resource
sheet 2.1 and Resource sheet 2.2 as a guide.
 Use the opportunity to identify misconceptions and, if
necessary, have students check their knowledge with a
reference. Students could use Student worksheet 1 to
practice using mind maps.
The question for the investigation should relate to the
knowledge and understanding currently being taught
Describes a problem or
question that can be
tested
Identifies the type of
information relevant to the
investigation
4/5.13.1a) describe a problem
and develop an hypothesis or
question that can be tested or
researched
4/5.13.1b) propose possible
sources of data and/or
information relevant to the
investigation
ISI-4
Teaching activities
Log book (Lb)
Evidence of learning
Skills outcomes and
content
Identifies the features/
steps of a scientific
investigation
Outcome 4.13: A student
clarifies the purpose of an
investigation and, with guidance,
produces a plan to investigate a
problem.
Enter all items with a date
Report scaffold (Rs)
e.g. Why does bread go mouldy? relates to syllabus
Outcome 4.5 (with content 4.5.2a, 4.5.2e) Outcome 4.8 (with
content 4.8.1d, 4.8.2a, 4.8.3a, 4.8.4a, 4.8.4c), Outcome 4.10
(with content 4.10a, 4.10b).
3. Introduce the model for the process of a scientific
investigation and describe briefly the steps in the model.
 Provide the definition of a scientific investigation and
assist students to see how the process relates to the
definition. Resource sheet 3.1 provides a model and a
definition.
 Discuss with students the importance of each step in the
overall success of a scientific investigation. Explain that
the teacher will therefore be teaching each step explicitly
and systematically.
 Explain the levels of openness and how they will be used
to assist students to become independent. Use Resource
sheet 3.2 for levels of openness.
 Introduce the concept of a Scientific Report and outline to
students the connections between the scientific
investigation process and the report scaffold. Student
worksheet 2 could be used to determine students’
understanding of the explanations provided by the
teacher.
Science Unit, Curriculum K-12 Directorate, NSW DET, December 2004
Lb
Enter the steps of an
investigation and
definitions.
Defines a scientific
investigation
Identifies the features of a
scientific report
4/5.18a) select, and use
appropriately, types of texts for
different purposes and contexts
including a discussion,
explanation, procedure,
exposition, recount, report,
response or experimental record
for oral or written presentation
Pt 1, p 7
STEP TWO: Find out what is currently known.
Teaching activities
Log book (Lb)
Evidence of learning
Skills outcomes and
content
Accesses information from
a number of selected
sources
4/5.16a) use a range of sources,
including databases, CD-ROMs
and the internet, to access
information
Summarises information
from identified written
secondary sources.
4/5.16d) summarise information
from identified oral and written
secondary sources.
Uses a bibliography to
acknowledge sources of
information.
4/5.18c) select and use an
appropriate method to
acknowledge sources of
information
Describe how, an
identified problem, can be
tested scientifically.
4/5.13.1a) describe a problem
and develop an hypothesis or
question that can be tested or
researched
Enter all items with a date
1. Guide students to research from other sources what is
currently known about the problem or question e.g. why does
bread go mouldy?
 Use the class brainstorm as a starting point. Students
could work individually or in pairs in the classroom.
Provide a small number of teacher gathered textbooks
and Internet articles. Guide students to write a summary of
the gathered articles.
 Students contribute to a class summary and the teacher
ensures that the correct, relevant and appropriate
scientific concepts (e.g. mould, fungus, spores, warm, wet
dark conditions) have been used to explain the
phenomenon. Resource sheet 4 provides guidelines for
how to do a summary and Resource sheet 5 provides
information about how to write a bibliography.
 Begin to jointly construct a scientific report using the report
scaffold.
2. As a class, brainstorm possible aspects for an investigation
related to the problem/question. Based on what is of interest
and on the information gathered, consider which particular
factor is to be investigated.
 To model for students how they might be able to conduct
different research from what has already been published,
suggest ways that the factor might be varied e.g. In the
case of the mouldy bread, the effect of different colours of
light or the effect of UV light could be investigated.
A title for the investigation may be produced or it may still be
uncertain at this stage.
Pt 1, p 8
Report scaffold (Rs)
Lb
Record process used to
do research.
Lb
Record own summary.
Rs
Record the class
summary in the
Introduction.
Record the name and
publication details of the
sources for the summary
and include this in the
References.
Rs
Record the problem or
question and what it is
that you are trying to
address that is different
to what has already been
done in the
Introduction.
Lb
Record a draft Title.
Curriculum K-12 Directorate, NSW Department of Education and Training, Dec 2004
ISI-4
STEP THREE: Form a hypothesis
Teaching activities
Log book (Lb)
Evidence of learning
Enter all items with a date
1. For the factor identified to be investigated, guide students to
identify the independent and the dependent variable and the
relationship between them. For example:
Independent variable: the amount of UV light. Consider
and discuss with students how you will change this?
Dependent variable: the rate of growth of mould on bread.
Consider and discuss with students how this will be
measured?
2. Jointly construct a suitable hypothesis for an investigation.
e.g. 1 As the amount of UV light increases the amount of
mould on the bread decreases.
e.g. 2. As the amount of UV light increases the rate of mould
growth decreases.
Report scaffold (Rs)
Lb
Record the independent
and dependent variable.
Skills outcomes and
content
Specify the dependent and 4/5.13.2b) specify the
the independent variables dependent and independent
variables when planning
controlled experiments
Rs
Record the hypothesis in
the Introduction
Develop an hypothesis
with guidance
4/5.13.1a) describe a problem
and develop an hypothesis or
question that can be tested or
researched
Resource sheet 6.1 describes what an hypotheses is.
Student worksheet 3 gives students an opportunity to
practice developing an hypothesis from a question. Resource
sheet 6.2 provides some sample answers for the student
worksheet.
Ref. Science World 8 p 30; Science World 10 Chapter 1
Science Unit, Curriculum K-12 Directorate, NSW DET, December 2004
Pt 1, p 9
STEP FOUR: Design a procedure.
1. Provide the characteristics of a Fair Test and brainstorm as a
class all the possible variables that must be kept constant
when testing, e.g. with mouldy bread, same size and type of
bread, same container, humidity and exposure to air kept
constant and the same person and or instrument used to
make measurements. Resource sheet 7 provides guidelines
for the identification of variables and provides a description of
a fair test.
2. Describe to the students the category of investigation and
decide whether replication or repeat trials will be used.
Discuss with the class sample size or number of trials e.g. at
least three pieces of bread for each level of light. Resource
sheet 8 identifies types of investigations.
Student worksheets 5, 6 and 7 provide opportunity for
students to practice the identification of variables, type of
investigation and hypotheses.
Ref. Science World 8 pp 27-29
3. Provide the students with an experimental procedure
(instruction). This should include diagrams where
appropriate. Explain and discuss with students the design for
the procedure and the processes for collecting data,
describing the equipment needed and the technologies to be
used for measuring. Carry out appropriate risk management
procedures. Resource sheet 9.1 describes a sample
procedure.
Resource sheets 9.2 and 9.3 include sample questions for
students about the writing of procedures and experimental
design.
Pt 1, p 10
Lb
Record the class
brainstorm of variables
and the discussions
regarding sample size.
Record, as instructions,
an outline of the
procedure and any
diagrams in the logbook.
Record table
Identifies variables that
need to be held constant.
Proposes possible
sources of data.
Describes a logical
procedure for a controlled
experiment.
Identifies equipment and
safely and efficiently
assemble equipment
appropriate to a particular
task.
4/5.13.2a) identify variables that
need to be held constant if
reliable first-hand data is to be
collected
4/5.13.2c) describe a logical
procedure for undertaking a
simple or controlled experiment
4/5.13.3a) identify advantages
and limitations of using
particular laboratory and field
equipment for a specific task
4/5.13.3c) describe ways to
reduce the risk to themselves
and others when working in the
laboratory or field.
Describes ways to reduce
the risk to yourself and
others when working in the
laboratory of the field.
Curriculum K-12 Directorate, NSW Department of Education and Training, Dec 2004
ISI-4
4. Discuss how data is to be recorded.
 Provide criteria for the drawing of tables.
Resource sheet 10.1 discusses data collection. Resource
sheet 10.2 lists the criteria for tables from the NSW Board
of Studies Science Stages 4-5 Support Document.
Formulates a means of
recording the data to be
gathered.
4/5.13.1g) formulate a means of
recording the data to be
gathered or the information to be
collected.
Evidence of learning
Skills outcomes and
content
STEP FIVE: Collect data.
Teaching activities
Log book (Lb)
Enter all items with a date
1. Students conduct the investigation in pairs or groups with
guidance. The procedure may be carried out by the teacher
as a demonstration. Model making measurements accurately
and precisely
2. Model the collation of the data by averaging the results for
the five samples at each level of light.
3. Model writing a recount of the procedure. Use the past tense.
Resource sheet 9.2 describes a sample procedural recount.
Ref. Science World 7 pp24-35
Science Unit, Curriculum K-12 Directorate, NSW DET, December 2004
Report scaffold (Rs)
Lb
Record anything that
went wrong or did not
work.
Record all the data
collected (units) in the
table as well as the
averages.
Rs
Record the procedural
recount in the Method
including the risk
management
procedures.
Record reasons for
selecting a particular
data collection strategy
or for using particular
types of equipment.
Use a table to show the
relationships and present
data clearly and
succinctly.
Use symbols to express
relationships and
determine the average for
the data collected.
Use a procedural recount
to record how the
experiment was
conducted.
4/5.14c) safely and efficiently
construct, assemble and
manipulate identified equipment
4/5.18f) select and draw the
appropriate type of graph (from
column graph, histogram,
divided bar, sector or line graph)
or diagram to convey
information and relationships
clearly and accurately.
4/5.15a) make and record
observations and measurements
accurately over a number of
trials
4/5.18a) select, and use
appropriately, types of texts for
different purposes and contexts
including a discussion,
explanation, procedure,
exposition, recount, report,
response or experimental record
for oral or written presentation
4/5.14d) record data using the
appropriate units
Pt 1, p 11
STEP SIX: Analyse data and draw conclusions
Teaching activities
Log book (Lb)
Evidence of learning
Skills outcomes and
content
Draw a column graph to
convey information and
relationships clearly and
accurately.
4/5.18f) select and draw the
appropriate type of graph (from
column graph, histogram,
divided bar, sector or line
graph) or diagram to convey
information and relationships
clearly and accurately.
Enter all items with a date
1. Explain the choice of graph to represent the data e.g. column
graphs for discontinuous data or line graph for continuous
data. Provide criteria for drawing column graphs.
Resource sheets 11.1, 11.2, 11.3 and 11.4 provide guidelines
and criteria for drawing graphs.
Ref. Active Science 1. (p26-29)
The IT in Secondary Science Page 21)
Science World 8 pp 31-35
Science World 10 Chapter
2. Lead a class discussion to describe trends and patterns in the
data. Do the trends support the hypothesis? What scientific
explanation is there for the trends? Identify the range in the
results obtained for the “mouldy bread” investigation and
describe the idea of significance.
Report scaffold (Rs)
Lb
Record reasons for
selecting a particular
graph and any
descriptions of how to
draw it.
Rs
Record the average
values for the data as a
graph in the Results.
Record these results as
a written description in
the Results of the report
scaffold.
Lb
Record class discussion
points related to trends in
data collected.
Record data using
appropriate units.
L
Identifies data which
supports or discounts an
hypothesis being
investigated.
4/5.19b) identify data which
supports or discounts an
hypothesis, a question being
investigated or a proposed
solution to a problem
Resource sheet 12 has questions that could be used by
students
Ref. The IT in Secondary Science Book, Page 22
Pt 1, p 12
Curriculum K-12 Directorate, NSW Department of Education and Training, Dec 2004
ISI-4
Teaching activities
Log book (Lb)
Evidence of learning
Enter all items with a date
3. Provide a summary of the trends and patterns in the data
collected and a scientific explanation for the findings. Model a
conclusion. Resource sheet 13.1 provides guidelines for
writing discussions and conclusions.
4. Students, as a class, identify the possible sources of error
and possible improvements to the investigation and suggest
follow up investigations arising from the results.
Consider the impact of the findings for the students and or
others in our community. Resource sheet 13.2 includes a
sample conclusion and suggested questions for students to
assess the sample.
Report scaffold (Rs)
Lb
Record first draft of joint
construction of the
conclusion.
Rs
Enter the conclusion and
the class responses to
the analysis, scientific
explanation, accuracy of
results, follow up and
significance in the
Discussion.
Generates a plausible
explanation directly related
to observations made.
Explains the results
obtained from an
experiment using cause
and effect.
Makes generalisations in
relation to a set of
experimental results.
Skills outcomes and
content
4/5.19c) predict outcomes and
generate plausible explanations
directly related to observations
made
4/5.19d) make generalisations
in relation to a relevant set of
observations or experimental
results
4/5.19g) use cause and effect
relationships to explain ideas.
Resource sheets 13.1 and 13.2 and Student worksheet 9.
STEP SEVEN: Publish
Teaching activities
Log book (Lb)
Enter all items with a date
Evidence of learning
Skills outcomes and
content
Report scaffold (Rs)
1. Guide students through the Report scaffold to determine that
details have been completed. For instance the
Acknowledgements may still need to be added.
Science Unit, Curriculum K-12 Directorate, NSW DET, December 2004
Students should be
reminded that their log
book provides an
appendix for their
scientific report.
4/5.18a) select, and use
appropriately, types of texts for
different purposes and contexts
including a discussion,
explanation, procedure,
exposition, recount, report,
response or experimental record
for oral or written presentation
Pt 1, p 13
STEP EIGHT: Practice with support (trying the whole process with a different problem or area of investigation)
Teaching activities
Log book (Lb)
Evidence of learning
Enter all items with a date
Skills outcomes and
content
Report scaffold (Rs)
Students, in pairs, identify a question or a problem that they wish
to investigate.
Note:
 The focus of the question or problem should be related to
their current learning (units of work completed within the
last year).
 The background research might be done as homework.
 Students will be restricted to the equipment and materials
available in the school laboratory.
 Students will conduct their investigation with guidance in
class time.
 Students will have their log book checked regularly by the
teacher for feedback.
 Students might write their report as homework.
 The completed investigation, presented as a Scientific
Report might be assessed by student peers using criteria
and marking guidelines available to students at the outset.
Criteria and marking
guidelines for peer
assessment
Resource sheet 14 provides a list of criteria that can be used
to guide students and/or design assessment tasks and
marking guidelines.
Pt 1, p 14
Curriculum K-12 Directorate, NSW Department of Education and Training, Dec 2004
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