Taylor Schuck and Kelsey Goodson

Title

How do Scientists Think?

Subject Area

Science: Structure and Properties of Matter

Grade Level

Grade 2

Summary of the Lesson

Students will engage in the scientific thought

process via their experimentation with color
dye and water. Students will be able to
hypothesize, investigate, draw conclusions
from said investigation, and communicate
their results via academic language. The goal
of the lesson is to familiarize students with the
scientific method thought process and to see it
play out in practice.

Title of the Lesson

Warm water vs. Cold water.

Academic Standards

2-PS1-1. Plan and conduct an investigation to

describe and classify different kinds of
materials by their observable properties.
[Clarification Statement: Observations could
include color, texture, hardness, and flexibility.
Patterns could include the similar properties
that
different materials share.]
2-PS1-2. Analyze data obtained from testing
different materials to determine which
materials have the properties that are best
suited for an intended purpose.* [Clarification
Statement: Examples of properties could
include, strength, flexibility, hardness, texture,
and

Objectives

The students will be able to identify and

demonstrate scientific methods and phrases.
The students will be able to raise questions
about the world and investigate them by
observing.
The students will be able to explain that
similar results should occur when
investigations are repeated.
Explain how scientists are continually looking
for new ways to solve problems.

Vocabulary: Three Tier

Investigate, draw conclusions, hypothesis,

communicate.

Estimated Time

1 hour and 15 minutes

Materials Required

Cups, water, food coloring, tape and a marker,

and student worksheets

Procedure

Beginning: The teacher will begin the lesson

with a short video that explains the scientific
process. (E-LEARNING.) The teacher will
then ask the students to reflect upon the
scientific process and how scientists acquire
new answers. The class will do a brief
worksheet together that emphasizes how
scientists think in order to prepare the students
for the oncoming lesson that embodies said
concepts. (ENGAGE) The teacher will go over
the vocabulary (hypothesis, draw conclusions,
communicate, investigate) with the students as
a group. The teacher will highlight the
importance of scientific investigation and
explain to the students that they are about to
conduct their own investigation and will be
using these terms in practice. (EXPLORE)
Middle: The teacher will draw the students
attention to the various cups of water and food
coloring. The teacher will ask the students to
hypothesize whether or not food coloring will
spread faster in cold water of warm water. The
teacher will ask the students how they think
they will investigate this question and what
materials they will need to do so. (EXPLAIN)
The students will then conduct the experiment
in pairs and test their hypothesis by adding
food coloring to the water. The students will
do two tests for the warm water and two tests
for the cold water.
End: The students will then draw conclusions
via their experimentation and will write down
in their journal the results. Upon finishing
the students will communicate to one another
whether or not their hypothesizes were correct.
(EVALUATE) The students will analyze the
data they collected and reflect upon how the
water temperature affected the food coloring.
The teacher will then have the students
summarize the steps of the investigation on
several workbook pages. These pages will
reinforce the concepts of the experiment and
the need for scientific thinking.

(ELABORATE)

Procedure

Formative Assessment

The teacher will assess the students based on

their ability to hypothesize, investigate, draw
conclusions, and communicate the results of
their experimentation.
The teacher will assess the students based on
their ability to engage in scientific thinking
and answer related questions throughout the
experimentation process.
The teacher will assess the students based on
their ability to apply their learned concepts on
a worksheet that reinforces the scientific
process via academic language.

Student Resources

Science Fusion: How do Scientists Think

(Lesson 4) teacher and student editions and
accompanying listed materials.