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Kesler Science Station Lab – Scientific Method
If you have never used my Kesler Science Station Labs before please download the FREE Start-Up pack from my TPT store. It will provide you with all of the signage and best practices in order to run the station labs in your classroom.
You can read my complete guide to how run effective station labs on my blog.
The large directions cards included in this file are intended to be read by the leader of the group once the students get to the station. The smaller task cards can be read by another group member.
I prefer that each student do their own lab write-up (included at the end of this file), so that they may use it for reference at a later date. The answer key is provided at the end of the document.
Lastly, if any of the internet resources no longer work for some reason please let me know via email at [email protected]. I cannot guarantee that all resources will be available, but I tried to choose ones that have been around for many years.
Kesler Science Station Lab – Scientific Method – Teacher Directions
Explore It! – I will spend much of my time at this station making sure students are understanding the concepts. You will need 3 banana (one yellow, one semi-brown, 1 really brown) I’d out them in plastic bags.
Illustrate It! – Make sure to include colored pencils or crayons at this station. You may want to have a personalized classroom diagram handy to allow students to check their answers. I have also included a modified version.
Read It! – Print several different copies (I use 6) of the reading passage so that multiple students can read at different paces
Watch It! – The video is on YouTube and my Google drive. Use YouTube unless your school is blocked. The original link is https://www.youtube.com/watch?v=BVfI1wat2y8 Note that URL’s are case-sensitive.
Organize It! –Students should be encouraged to do the Research and Explore station before attempting this one.
Write It! – Students should be encouraged to do the Research and Explore station before attempting this one.
Research It! – The goo.gl link on the task card is case-sensitive. This station is longer than my typical stations. I would consider doing this together as a class or set aside enough time where the students can do a thorough job with this interactive. It’s a great one! The original link:http://webapp.gccaz.edu/academic/biology/scientific_method/
Assess It! – Students should be encouraged to do the Research and Explore station before attempting this one. If I grade anything I usually take a close look at the answers from this station.
It is recommended that you have completed at least two of the following stations before working at this station.-Read It!-Explore It!-Watch It!-Research It!
Answer each of the task card questions on the lab sheet in complete sentences.
Write It! Station Directions
©KeslerScience.com
In your own words describe the scientific method.
©KeslerScience.com ©KeslerScience.com
©KeslerScience.com
What is the difference between independent, dependent, and controlled variables?
Why do you think it’s important to learn the scientific method?
It is recommended that you have completed at least two of the following stations before working at this station.-Read It!-Explore It!-Watch It!-Research It!
Each member will answer the questions from the task cards on the lab sheet in the Assess It! section.
Assess It! Station Directions
©KeslerScience.com
©KeslerScience.com
©KeslerScience.com
©KeslerScience.com
©KeslerScience.com
A. Controlled variableB. Dependent variableC. Independent variableD. Constant variable
Rachel wants to test how sunlight impacts plant growth over time. She will add varying amounts of light to different sets of plants. The sunlight is a(n) ___________________________.
Which is true about the scientific method?
Carlos is trying to figure out the best place to put his router in order to get the best signal.Which is not an independent variable?
A. It’s a series of processes of how scientists discover creativity in the lab.
B. It’s the list of safety precautions that all students and scientists must use in the lab.
C. The scientific method can only be used by certified scientists in a lab setting.
D. It’s a series of processes which allow someone to make predictions, test, and make conclusions about a problem
A. Distance from the routerB. Signal strength at the computerC. The number of walls between the
router and computerD. The number of devices on the router
The following statement is an example of a __________________.
If I post an image on Instagram at 7:00 pm, then I’ll get the most likes.
A. HypothesisB. ProblemC. ExperimentD. Independent variable
Each member of the group will read the passage and answer the questions from the task cards on the lab sheet in the Read It! section.
It is important to remember that the answers will come directly from the reading passage.
Read It! Station Directions
©KeslerScience.com
Scie
ntifi
c M
etho
d
Scie
ntist
s us
e a
n ex
per
imen
t to
sea
rch
forc
aus
e a
nd e
ffect
rela
tions
hip
s in
na
ture
. In
oth
er w
ord
s, th
ey d
esig
n a
n ex
per
imen
t so
tha
t cha
nges
to
one
ite
m c
aus
e so
met
hing
else
to
va
ry in
a p
red
icta
ble
wa
y.Th
ese
cha
ngin
g q
uant
ities
are
ca
lled
varia
ble
s. A
va
riab
le is
any
fact
or,
trait,
or c
ond
itio
n th
at
can
exist
in d
iffer
ing
am
oun
ts o
r typ
es. A
n ex
per
imen
t us
ually
ha
s th
ree
kind
s o
f va
riab
les:
ind
epen
den
t, d
epen
den
t, a
nd
cont
rolle
d.
The
ind
epen
den
t va
riab
leis
the
one
tha
t is
cha
nged
by
the
scie
ntist
. To
en
sure
afa
ir te
st,
a g
oo
d e
xper
imen
t ha
s onl
y o
ne in
dep
end
ent
varia
ble
. A
s th
e sc
ient
ist c
hang
es t
he in
dep
end
ent
varia
ble
, he
or s
heo
bse
rves
wha
t ha
pp
ens.
The
scie
ntist
fo
cuse
s hi
s o
r her
ob
serv
atio
ns o
n th
ed
epen
den
t va
riab
leto
se
e ho
w it
resp
ond
s to
the
cha
nge
ma
de
to th
e in
dep
end
ent
varia
ble
. The
ne
w v
alu
e o
f the
dep
end
ent
varia
ble
is c
aus
ed b
y a
nd d
epen
ds
on
the
valu
e o
f the
ind
epen
den
t va
riab
le.
For e
xam
ple
, if
you
op
en a
fauc
et (
the
ind
epen
den
t va
riab
le),
the
qua
ntity
o
f wa
ter
flow
ing
(d
epen
den
t va
riab
le) c
hang
es in
resp
ons
e--y
ou
ob
serv
e th
at
the
wa
ter
flow
incr
ease
s. T
he n
umb
er o
f dep
end
ent
varia
ble
s in
an
exp
erim
ent
varie
s, b
ut th
ere
is o
ften
mo
re t
han
one
.
Exp
erim
ents
also
ha
veco
ntro
lled
va
riab
les.
Co
ntro
lled
va
riab
les a
re
qua
ntiti
es t
hat a
sci
entis
t w
ant
s to
rem
ain
co
nsta
nt, a
nd h
e m
ust
ob
serv
e th
em a
s ca
refu
lly a
s the
dep
end
ent
varia
ble
s. F
or e
xam
ple
, if w
e w
ant
to
mea
sure
ho
w m
uch
wa
ter f
low
incr
ease
s w
hen
we
op
en a
fauc
et,
it is
imp
orta
nt to
ma
ke s
ure
tha
t the
wa
ter
pre
ssur
e (t
he c
ont
rolle
d v
aria
ble
) is
held
co
nsta
nt.
Tha
t's b
eca
use
bo
th th
e w
ate
r p
ress
ure
and
the
op
enin
g o
f a
fauc
et h
ave
an
imp
act
on
how
muc
h w
ate
r flo
ws.
If w
e ch
ang
e b
oth
of
them
at t
he s
am
e tim
e, w
e ca
n't b
e su
re h
ow
muc
h o
f the
cha
nge
in w
ate
r flo
w is
bec
aus
e o
f the
fauc
et o
pen
ing
and
ho
w m
uch
bec
aus
e o
f the
w
ate
r p
ress
ure.
In o
ther
wo
rds,
it w
oul
d n
ot b
e a
fair
test
. M
ost
exp
erim
ents
ha
ve m
ore
tha
n o
ne c
ont
rolle
d v
aria
ble
. So
me
peo
ple
refe
r to
co
ntro
lled
va
riab
les a
s "c
ons
tant
va
riab
les.
"
In a
go
od
exp
erim
ent,
the
scie
ntist
mus
t be
ab
le to
mea
sure
the
valu
es fo
r ea
ch v
aria
ble
. Wei
ght
or m
ass
is a
n ex
am
ple
of a
va
riab
le th
at
is ve
ry e
asy
to
mea
sure
. Ho
wev
er, i
ma
gin
e try
ing
to
do
an
exp
erim
ent
whe
re o
ne o
f the
va
riab
les i
s lo
ve. T
here
is n
o su
ch th
ing
as a
"lo
ve-m
eter
." Yo
u m
ight
ha
ve
ab
elie
ftha
t so
meo
ne is
in lo
ve, b
ut y
ou
cann
ot
rea
lly b
e su
re, a
nd y
ou
wo
uld
pro
ba
bly
ha
ve fr
iend
s th
at d
on'
t ag
ree
with
yo
u. S
o, l
ove
is n
ot
mea
sura
ble
in a
scie
ntifi
c se
nse;
ther
efo
re,
it w
oul
d b
e a
po
or v
aria
ble
to
use
in a
n ex
per
imen
t.
Which is not a type of variable in an experiment?
How many independent variables should be in your experiment?
A. 0B. 1C. 2D. 3 or more
Which variable could be measured and tested in an experiment?
©KeslerScience.com©KeslerScience.com
©KeslerScience.com©KeslerScience.com
A. IndependentB. CausationC. DependentD. Controlled
A. MassB. DistanceC. Growth D. All of the above
Which variable responds to the changes of the independent variable?
A. IndependentB. CausationC. DependentD. Controlled
Each member of the group will go to the website listed on task card #1
Complete the task cards in order.
Every student will answer the questions from the task cards on the lab sheet in the Watch It! section of the lab sheet.
Watch It! Station Directions
©KeslerScience.com
YouTube: https://goo.gl/rgq22EG Drive: https://goo.gl/Bgp2HqURL is case-sensitive
What is the scientific method?
According to the video, what are the 6 steps in the scientific method?
1. Click Play on the video.2. Answer questions from cards
#2-4 on your lab sheet.
YouTube
Explain why the scientific method may not follow the exact same steps each time through the process.
Each member of the group will go to the website listed on task card #1
Complete the task cards in order.
Every student will answer the questions from the task cards on the lab sheet in the Research It! section.
Research It! Station Directions
1. Go to http://goo.gl/3jecfH(case-sensitive)
©KeslerScience.com
Answer the following questions on your lab sheet.1. What is your original hypothesis?2. What is an independent variable?3. Which independent variable did you
choose?
A dependent variable changes when you change the independent variable. It’s dependent on the IV.
1. What is the dependent variable in this particular lab?
2. What are controlled variables in your first experiment?
©KeslerScience.com
1. Air Temperature?2. Atmospheric Pressure?3. Humidity?4. Number of crickets nearby?5. Wind Speed?
After performing experiments using all of the independent variables, what are your conclusions for each variable?
One member of the group will read the task cards in order. The group will be responsible for completing each of the tasks that are being read.
Each member of the group will then write their conclusions down on the lab sheet in the Explore It! section.
Explore It! Station Directions
©KeslerScience.com
©KeslerScience.com
©KeslerScience.com
©KeslerScience.com
Now that you have defined the problem, let’s see if we can make some predictions
1. Using an If/Then statement write out a hypothesis about what you think is causing the problem. We are going to assume that age is causing the bananas to brown. Use that assumption going forward.
Ex. If/Then statement: If I increase the amount of sunlight, then plants will grow larger.
This is called the independent variable and you should only have 1 per experiment. The independent variable is the item you change to see if it impacts a change in something else.Ex. The amount of sunlight is the IV in the plant growth experiment.
1. Make some observations about the 3 bananas on your lab sheet.
2. What questions do you now have about the bananas?
In a typical science experiment you would gather some research about your hypothesis before beginning the experiment.
In this case we are going to work through some possible experimentscenarios without actually setting up the experiment.
1. What could you change in order to test your hypothesis?
©KeslerScience.com ©KeslerScience.com
©KeslerScience.com
1. What variables will remain the same during your experiment?
Variables that remain unchanged are called controlled variables. You only want to test 1 variable at a time. Everything else should be controlled to the best of your ability. Ex. Amount of light, temperature, size
After you analyze the data from your experiment it may lead to new experiment, or it may lead to a conclusion.
A conclusion either validates or disproves your hypothesis.
1. What is your conclusion statement for this banana experiment?
Ex. If I increase the amount of sunlight then plants will grow larger.
1. What changes do you expect when you change the independent variable?
Variables that change when the independent variable changes are called dependent variables. They depend on changes from something else.Ex. Plant growth depends on sunlight.
Each member of the group will draw a quick sketch on the lab sheet that shows they understand the concept being taught.
Use the colored pencils and markers that are provided.
The directions for the sketch are provided on the task card at the table.
Illustrate It! Station Directions
©KeslerScience.com
1. Using the information you have learned, draw a diagram or flow chart of the scientific method which helps you understand the entire process. Include key terms and explanation of each stage.
Illustrate It! Station Directions
©KeslerScience.com
1. Using the information you have learned, draw a diagram or flow chart of the scientific method which helps you understand the entire process. Include key terms and explanation of each stage.
2. Be sure to include the terms below (they are not in order)
Illustrate It! Station Directions (Modified)
©KeslerScience.com
• Question• Experiment• Hypothesis• Observations• Conclusions• Analysis
It is recommended that you have completed at least twoof the following stations before working at this station.-Read It!-Explore It!-Watch It!-Research It!
Match the correct term with the appropriate space in the scientific method flowchart.
Have you teacher check your work and sign off on your lab sheet.
Organize It! Station Directions
©KeslerScience.com
1.
QuestionWhy does that pattern
occur?
Make ObservationsWhat do I see in nature? This can be from one’s
own experiences, thoughts, or reading
Formulate HypothesesWhat are the general
causes of the phenomenon I am wondering about?
Gather Data to Test PredictionsRelevant data can come from
the literature, new observations, or formal experiments. Requires
replication to verify results.
Develop Testable
PredictionsIf my hypothesis is correct
then I expect a, b, c…
Develop General Theories
General theories must be consistent with most or all available data and with
other current theories
Refine, Alter, Expand, or
Reject Hypotheses
QuestionWhy does that pattern
occur?
Make ObservationsWhat do I see in nature? This can be from one’s
own experiences, thoughts, or reading
Formulate HypothesesWhat are the general
causes of the phenomenon I am wondering about?
Gather Data to Test PredictionsRelevant data can come from
the literature, new observations, or formal experiments. Requires
replication to verify results.
Develop Testable
PredictionsIf my hypothesis is correct
then I expect a, b, c…
Develop General Theories
General theories must be consistent with most or all available data and with
other current theories
Refine, Alter, Expand, or
Reject Hypotheses
Expl
ore
It!
Writ
e It!
TaskCard#1:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
TaskCard#2:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
TaskCard#3:
_______________________________________________
_______________________________________________
_______________________________________________
Nam
e___
____
____
____
____
____
Scie
ntific
Met
hod
©KeslerScience.com
TaskCa
rd#4
1. TaskCa
rd#5
1. TaskCa
rd#6
1.
TaskCa
rd#7
1.
TaskCa
rd#1
1. 2.
TaskCa
rd#2
1.
Illus
trate
It!
Ass
ess I
t!#1_____
#3_____
Nam
e___
____
____
____
____
____
Read
It!
#2_____
#4_____
#1_____
#3_____
#2_____
#4_____
Rese
arch
It!
Org
anize
It!
©KeslerScience.com
Scie
ntific
Met
hod
TaskCard#1
1.
2. 3.
TaskCard#3
Air
Tem
pera
ture
?
Atm
osph
eric
pre
ssur
e?
Hum
idity
?
# o
f cric
kets
nea
rby?
Win
d sp
eed?
TaskCard#2
1.
2.
Wat
ch It
!TaskCard#2:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
TaskCard#3:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
TaskCard#4:
_______________________________________________
_______________________________________________
_______________________________________________
Nam
e___
____
____
____
____
____
©KeslerScience.com
Scie
ntific
Met
hod
Writ
e It!
Scie
ntifi
c M
etho
d A
nsw
er K
ey
©KeslerScience.com
Expl
ore
It!
Writ
e It!
TaskCard#1:
1.An
swersw
illvarybut,
amethodof
research
inwhich
aproblem
isidentified,
relevant
data
isgathered,a
hypothesisisform
ulated
from
thesedata,and
the
hypothesisisem
piricallytested.
2.An
independentvaria
bleisthethingyoucanchangeinth
eexperim
enttoseeifithasanimpactonthethingyouaretesting.
Thedependentvaria
bleisdirectlyimpactedbytheindependent
varia
ble.Itw
illeitherchangeornotwhentheindependentvaria
ble
changes.Thecontrolledvaria
blesarethosevaria
blesth
atre
main
constant(don’tchange)duringtheexperim
ent.W
henperfo
rmingan
experim
enty
outy
picallyonlywanttotestoneindependentvaria
ble
atonce.
3.Thescientificmethodextendsfarbe
yondthesciencecla
ssroom
.Even
thoughit’stypicallyassociatedwith
science,it’sreallyawayto
criticallyso
lveproblem
s.Itca
nbeappliedtomanyp
roblem
syoumay
encounterinyourlife.
TaskCa
rd#4
1.Seto
utbananasfo
rdifferent
perio
dsoftimesandm
ake
gatherda
ta.
TaskCa
rd#5
1.Thecoloro
fthebananawill
changedependingonthe
numbero
fdaysy
ouleaveit
out.
TaskCa
rd#6
1.Siz
eofbanana,sa
metesting
environment,sameaged
bananas
TaskCa
rd#7
1.IfIleaveth
ebananaso
utfo
rx
numbero
fdaysthenthecolor
willchange.
TaskCa
rd#1
1.Studentsshouldbeabletoobserve
thatonebananaisyellow,oneis
semi-brownandoneisreally
brow
n.2.
Whatisc
ausin
gthethediffe
rence
incolors?(somestudentswillwant
toim
mediatelyconcludethatthey
arebrow
nbecauseofage.T
ryto
steerthemfrom
thisthought
process)
TaskCa
rd#2
1.Studenta
nswersw
illvary,buta
goodanswermaybe“Ifthe
bananasa
releftoutfordaysthen
theywillturnbrown”
Illus
trate
It!
Ass
ess I
t!#1__C_
__#3__B_
__
Read
It!
#2__D_
__#4__D_
__#1__B_
__#3__C_
__#2__B_
__#4__D_
__
Rese
arch
It!
Org
anize
It!
©KeslerScience.com
Scie
ntifi
c M
etho
d A
nsw
er K
ey
Studenta
nswersw
illvary.Youare
lookingfora
flow
chartthatshows
thescientificmethod.Thisw
illallowstudentsto
createtheiro
wn
mindmapoftheprocess.The
directionshaveaskedfortermsa
nd
descrip
tions.Sampletoth
erig
ht.
SeeKeyonla
stpage
TaskCard#1
1.Studentanswersw
illva
ry
2.The‘thing’youaregoingtochange
throughouttheexperim
enttoseeifit
impactsthedependentvariable.
3.Studenta
nswersw
illva
rybutthere
couldbe5differentoptions
TaskCard#3
AirTem
perature?Ifairtemperatureincreases
thencricketchirpsincrease.
Atmosphericpressure?Ifatm
osphericpressure
changesthenthereisnoim
pactoncricket
chirp
s.Hu
midity?Ifhumiditychangesth
enth
ereisno
impactoncricketchirps.
#ofcricketsnearby?Ifth
e#ofcricketsnearby
changesthenthereisnoim
pactoncricketchirps
Windspeed?Ifthewindspeedchangeschanges
thenth
ereisnoim
pactoncricketchirps.
FinalConclusion:W
henairtem
peraturerises
thenth
enum
bero
fcricketchirpsperm
inute
increases
TaskCard#2
1.Studenta
nswersw
illva
ry.
2.Studenta
nswersw
illva
ry.
Wat
ch It
!
©KeslerScience.com
Scie
ntifi
c M
etho
d A
nsw
er K
ey
TaskCard#2:
Aseto
fproceduresthatscientistsfo
llowinorderto
gain
know
ledgeabouttheworld.
TaskCard#3:
Question,Hypothesis,E
xperim
ent,Observatio
n,Analysis,
Conclusio
n
TaskCard4:
Sometim
esth
eprocessstartsw
ithaquestionwhileothertimesit
startswith
anobservation.A
fterp
erform
inganexperim
entand
analyzingthedataascientistisofte
npresentedwith
new
questio
nsoro
bservatio
nsth
atneedtobetested.Thescientific
methodisadynamicprocessth
athelpsscientistsgainknow
ledge
abouttheworld.
Organize It KEY
