Introducing and using scientific inquiry

Band of development: Early adolescence

Curriculum organiser: Science
Year level(s): 6-8
Proposed duration: 2-3 weeks (flexible)
Essential Learning 2. The student understands and applies the inquiry process.
Achievements

ACKNOWLEDGEMENT:

Thank you to the Curriculum Support Section for developing and sharing this unit.

This is a sample unit. Teachers need to consider its usefulness within the context of their own students’ needs and Posted:
school’s curriculum plan and adapt it accordingly. November 2007
 Introducing and Using Scientific Inquiry
Curriculum Organiser: Science
Unit duration: a series of lessons that can be used a part a unit or individually to address aspects of the inquiry process.
Band of Development: Early adolescence

Unit Description
This unit outlines a process for introducing the inquiry process and includes links to useful websites to assist with different elements of
scientific inquiry. In this unit students will have the opportunity to understand and apply the scientific inquiry process.

Big Understandings Focus Questions

The scientific inquiry process is a means of testing ideas and making new knowledge. What is the scientific inquiry process?
It is a rigorous process that incorporates careful planning, testing and analysis of information. How is scientific inquiry used?

Essential Learning Achievements

ELA2 The student understands and applies the inquiry process

Attitudes and values

In this Essential Learning Achievement, students have opportunities to:
• develop curiosity, openness to new ideas and inquiring habit of mind
• appreciate the steps required to undertake a rigorous inquiry that draws valid conclusions
• respect intellectual property rights and use procedures to acknowledge ownership of information

Overarching Essential Content items that will be developed as a result of experiencing the use of the scientific inquiry process.
Students will have the opportunity to:
1. understand variations of the inquiry process used in particular disciplines (e.g. in historical research, scientific testing,
mathematical analysis)
Unit2.of work
select and useEssential
including appropriate forms that
Content of the inquiry
will process for
be addressed particular
under purposes,
each aspect including a range of investigative, modelling
of inquiry.
and problem-solving strategies
Aspect of Inquiry Essential Content Outcomes Assessment Teaching and Teacher reflection

2
 FA Formative Learning tools
SA Summative (refer to the
reference list below
for details)
Clarify and define 2.3 formulate questions, Write questions that FA – Peer assessment Working with
the inquiry predictions or can be tested using of other students Questions 1.
purpose, scope and propositions suitable for scientific inquiry questions in groups Inventor Testable
methods investigation and clarify Questions 2.
the inquiry focus FA – teacher review Writing Testable
of questions Questions 3.
Brainstorm different
types of questions.
Identify questions that
are suitable for
testing.
Discuss questions that
cannot be tested
Practice writing
questions using a
worksheet (see links
above

3
 2.4 plan steps to conduct Plan an experiment, FA – from students How to write an
the inquiry, including (including data completing a Hypothesis using the
equipment, safety, time collection techniques) worksheet ‘If ----then ---
and level of that tests only one method”
collaboration required variable. SA – from the Eg “If the
2.5 determine data or question and temperature is
information needs and hypothesis written for increased then the tin
devise suitable methods their final report. foil will glow red”
to collect the data or Writing Hypothesis: a
information required student lesson4.
FA – through student
groups discussing Use a Mindmap to
their experimental develop an
design understanding of
different types of
variables, which to
change, measure and
keep the same (p.5
from

Investigating
Scientifically stage 45
Students use the
variable information
to list their materials
and design a fair test
(eg Worksheet 7 & 9
p.14 & 17 from:
Investigating
Scientifically stage 45

Clarify and define 2.6 plan and conduct Safely and accurately SA – observation of

4
the inquiry scientific investigations carry out a simple student
purpose, scope and with an understanding of scientific experiment. experimentation
methods (Cont) the requirements of fair Students conduct their
testing (e.g. maintain the Select appropriate SA – observation of experiment
same conditions, equipment for an student equipment list
identify the variable to experiment.
be changed and the
variable to be measured)
Assemble and 2.7 collect and assemble Select and use FA – students Use resource sheets
evaluate relevant data or appropriate method/s complete analysis 10 and 11 p.20-26
information information taking steps for collecting and from sample data from
to minimise error (e.g. presenting data Investigating
systematic observation, SA – student analysis Scientifically stage 45
repeated trials) of data in their report to develop an
understanding of what
assembling data
means

Assemble and 2.9 evaluate the Increase the validity FA – Observation of Class discussion of
evaluate accuracy, relevance, of an experiment by experimental experiments carried
information (cont) completeness and the using repeat trials accuracy and number out
credibility of data and and/or more accurate of repeat trials
and information and their methods of Provide sample
sources (e.g. recognise measurement experiments with
Communicate and evidence, opinion, bias repeat trials included
justify their and perspective; identify
conclusions credentials of authors or Explore the accuracy
websites) of different types of
equipment
2.11 organise and Analyse data sets for FA – students Demonstrate the use
analyse data or accuracy and practicing with of Excel to develop a
information (e.g. using completeness sample data table and transfer to a

5
 ICT), summarise and graph.
explain patterns in data, SA – ICT generated Using Microsoft
or compare and data sets for the final Excel in a classroom 7
synthesise information report
from different sources Students practice with
sample data
2.12 review their Discuss the FA – student Use the scaffold sheet
understanding in light of relationship between responses ( sample 13.1 p28 from
new information the results collected data may need to be Investigating
2.16 discuss and and the original used to practice this) Scientifically stage 45
compare their results hypothesis. to assist students
with those of others for or
the same investigation, Brainstorm answers
suggest reasons for any to three questions:
differences, and make a) what are the results
suggestions to improve telling you?
their investigations or b) what worked or did
conduct further not work in your
investigations experiment and what
did you do to change
2.17 reflect on the
or improve it?
appropriateness of
c) what could be
methods of presenting
extended or improved
data in terms of clarity
if you were to
and/or ease of analysis
continue this
investigation?
Demonstrate
chunking of ideas to
help write paragraphs.
Communicate and 2.13 draw reasonable Draw conclusions Use the scaffold sheet
justify their conclusions based on from the analysis of 13.2 p29 from
conclusions analysis of data and data collected. Investigating

6
 information Scientifically stage 45
Prepare a scientific SA – final report
report Scaffold report
sample p4 in
Investigating
Scientifically stage 45
2.15 present the inquiry Provide a presentation SA – students prepare Provide sample
focus, problems, of the scientific a scientific poster posters for students to
background, ideas and inquiry to a class about their inquiry look at and/or
approaches and report including a and present this to the guidelines of what to
on results, findings and bibliography if class do
conclusions using appropriate Creating Effective
suitable representations Poster Presentations:
and discipline-based An Effective Poster
terminology
2.18 acknowledge
sources of information
using bibliographies.

References:

1. Working with Questions

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 Doing Science: The process of Scientific Inquiry, National Institutes of Health, National Institute of General Medical Sciences, 2005
BSCS, Colorado Springs, viewed 12 November 2007 http://science.education.nih.gov/supplements/nih6/Inquiry/guide/lesson2.htm
2. Inventor – Testable Questions, Academy Handbook 5th Grade, 2004, Elementary CORE academy, viewed 12 November 2007
http://www.uen.org/lessonplan/upload/11345-9-15164-investor_testable_questions.pdf
3. Writing Testable Questions,
Skill 1.1, Writing Testable Questions: Independent practice #2, Mr Crick’s Science Class, viewed 12 November 2007
http://mrcrick.com/Ch%201%20Files/Skill%201-1%20Indep%20Practice%20Trial%202.pdf
4. Writing Hypothesis: a student lesson
Angry Red Planet An Access Excellence Mystery, Writing Hypothesis: a student lesson, 2007, Access Excellence, national Health
Museum, Washington,viewed 12 November 2007 http://www.accessexcellence.org/LC/TL/filson/writhypo.html
5. Investigating Scientifically
Investigating Scientifically in Stage 4, Support for Student Research Projects, A teaching resource developed by the Sceince Unit,
Curriuclum K-12 Directorate, 2004, NSW Department of Education and Training K-12 Curriuclum Directorate viewed 12 November
2007 www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.doc
6. Using Microsoft Excel in a classroom
Internet4classrooms: Helping Teachers use the Internet effectively, Brookes S., Byles B., Internet 4Classrooms viewed 12 November
2007 http://www.internet4classrooms.com/excel_create_chart.htm
7. Creating Effective Poster Presentations: An Effective Poster, Hess, G.R., K. Tosney, and L. Liegel. 2006. Creating Effective Poster
Presentations. http://www.ncsu.edu/project/posters , viewed 12 November 2007
8. Scientific Inquiry Model Teaching Strategies
Science Inquiry Model, 2007, Northwest Regional Educational Laboratory, viewed 12 November 2007
http://www.nwrel.org/msec/science_inq/strategies.html
9. Doing Science : The Process of Scientific Inquiry National Institutes of Health, National Institute of General Medical Sciences, 2005
BSCS, Colorado Springs, viewed 12 November 2007http://science.education.nih.gov/supplements/nih6/Inquiry/guide/guide_toc.htm
10 The Scientific Method by John Cowens, Teachingprek-8, National Institutes of Health, National Institute of General Medical Sciences,
2005 BSCS, Colorado Springs, viewed 12 November 2007 http://www.teachingk-
8.com/archives/past_online_extras/the_scientific_method_by_john_cowens.html
11 Working Scientifically by Anne Donnelly, 2007, Science Teachers Association of the Northern Territory, viewed 12 November 2007
http://www.stant.asn.au/stant_ws.htm