Lesson Plans > Module 3 > Lesson 2:

Nature of Science Modules Wrap-Up

Prep Time: 5 minutes     Class Time: 1 class period

Overview

In this lesson, students will review for a whole unit test. The importance of this lesson is to make sure students tie together everything they have been learning in the modules and bring it into one coherent understanding about the nature of science.

Background

This is a review of the Habitat Tracker Nature of Science Modules 1, 2 and 3. No new content is being taught in this lesson. This review is in the form of a “Post-and-Go” activity, in which the students have an opportunity to work in small groups to discuss the main points taught in the curriculum.

Procedure

Set Up

  • Before the lesson begins, write the following questions on the poster boards (one question per poster).
    • Is all data evidence?
    • What is the difference between observations and inferences?
    • What is the goal of science? How do scientists reach this goal?
    • How are a question, hypothesis, data analysis, and conclusion related?
    • Science is…/Science is not

Note: These questions address the main points included in the curriculum, so they should be asked, but additional questions may be added.

  • Hang the poster boards in different parts of the classroom. Each poster board serves as a station.

Activity

  • Break the students into five groups (or the number of stations there are) and give each group a different colored marker.
  • Explain to the students that they will be working with their groups to give a complete answer to the question at each station. Point out that each group has a different color marker to indicate which answer belongs to which group. Tell the students that in addition to providing their own group’s answer, they may comment on other groups’ answers if they desire. However, their feedback must be meaningful and they must explain their comment. (ie: Do not say, “This is dumb.” Say, “This does not seem correct because…”)
  • Assign each group a station to begin working at first. Be sure to discuss the method of group rotation to avoid any chaos that may occur when changing stations. Tell the students they will have 90 seconds to answer the question at their current station, and then they will have to move on to the next station.
  • Give the students an opportunity to ask questions about the activity if they have any.
  • Instruct the students to go to their assigned station and let them know when to begin working. Be sure to keep track of the time and let the students know when 90 seconds has passed. Monitor group rotation and repeat until each group has answered all of the questions.
  • Throughout the activity, listen to group discussion to gain insight to student thinking and any possible misconceptions they may still have.
  • When each group has answered all of the questions, have the students return to their seats to engage in a class discussion. Go through the responses that the students gave on the posters and facilitate a class discussion where the students come to an agreement on what the correct answer is and why.

Assessment

Create a unit test that encompasses the information the students studied about the Nature of Science, throughout the Habitat Tracker program. The following are some example questions:

  • What is the role of questions to a scientist?
  • What is a scientific theory?
  • What is the difference between observations and inferences?
  • What are some types of evidence, and why is it important for scientist to have evidence?
  • Do scientists always follow the same steps when collecting data? Why or why not?

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