We can learn how to “do” science just by asking questions starting with the world around us

Understanding and mastering the scientific process is about exploring the world around us.There are opportunities to “do” science everywhere. 

What is science? 

Can we learn about science by just doing it? What do we need to know to understand science?

Throughout this Unit,  students will be doing science and also reflecting on what science really is, why it’s important, and what scientists need to know and be able to do in order for us to trust it.

Engage in a conversation to arrive at a common understanding of the environments around us. These environments might include: Home, School, Park, etc.

In small groups give students a few minutes to brainstorm a list of things found in all three environments and those that are unique.

Introducing new categories:

• Biotic (living organisms) and Abiotic (non-living chemical and physical factors in  the environment that affect living organisms and the functioning of ecosystems)

Ask students to:

Reclassify according to Biotic/Abiotic categories. For example, Drink Container would be moved to the Abiotic Category and Green leafy things like plants, trees and bushes would go into the Biotic Category.

Direct students to the Science Toolkit (linked in the deck) to reflect on the strategies scientists use to understand our world.

This section will explore the way scientists use models of various types to investigate problems and questions.

Students will play with variables using a computer model that shows land covers and soils in a watershed.

Note: This is one example of what a model is and what it can do.  Feel free to add more short examples if you have them.  The point of this activity is to demonstrate the use of models to replicate real situations in a controlled and low risk environment where we can change variables, predict outcomes and test our assumptions.  

Click on the link  and scroll to the image of the Model My Watershed Runoff Simulation. Look at the graphics about the land and soil and make some notes about what they see (what variables they will “play” with).

Plan and conduct an investigation in order to gather evidence to support claims and reasoning based on [this scientific model] of ecosystem processes and changes, and experiment with a computer simulation model of runoff in a watershed.

Have them take a snapshot of the bar graph each time they change the land cover variable.

At the end, they will compare their predictions to the actual effects and re-address the question: Which type(s) of land cover produces the most amount of runoff?

How can we distinguish a fact from an opinion?

Ask students to:

• Play this game to practice distinguishing facts from opinions.

• Fact and Opinion applied to science: Facts, hypotheses, theories, and Laws.

Media literacy is a critical skill.

A collection of videos and links are included in the deck to help students practice evaluating news and news sources.

Have students select a topic or two to analyze for their validity. Be sure to have students cite evidence when sharing their claims.

Practice activities in bias in the media are also included.

Write a reflection on the following prompt: Why do I need to verify my sources when I do research on the internet?

Dive deeper into this  MODEL MY WATERSHED Lesson