Exploring a Hypothesis

In this unit, students explore why scientists and other professionals use models when trying to solve problems or create solutions. Students make their own model of a watershed using a landform map and answer a writing prompt about building a model before making a town decision to build a dam.

Activities

Scene: Reaction Times in Sports

In this scene, three friends are discussing last night’s baseball game and the slow reaction times of the batters from the opposing team. While the friends acknowledge that there could be many different reasons for these slow reaction times, Malik believes that boys have faster reaction times than girls. Stephanie disagrees and tries to give evidence to the contrary, while Juan suggests that reaction time has more to do with practice than gender. Malik then hypothesizes that girls have to play softball because of their slow reaction times. Juan says that they should try to figure out if this is true or not, and all agree to test Malik’s hypothesis.

Duration: Approximately 50 minutes

Lesson: Constructing a Hypothesis

Students learn the essential elements of a scientific hypothesis and learn to identify whether or not a statement contains these essential elements. Additionally, students learn to write a detailed procedure for a science experiment.

Duration: Approximately 50 minutes

Lesson: Writing a Procedure

This lesson offers practice at writing a procedure for an experiment or other lab activity. It also addresses some of the problems that can occur if procedures are not explicit enough.

Duration: Approximately 45 minutes

Lab: Reaction Ruler

Students will follow a detailed procedure and record data. Students will then develop a hypothesis, write a procedure to test the hypothesis, and carry out the procedure. Students will make a claim based on evidence.

Duration: Approximately 80 minutes

Teacher Tune-up

• What is a hypothesis and why is it so tricky to teach?

Student View of Visuals and Activities

Some teachers prefer to have students view the slides and other visual assets in this unit directly instead of projecting them in class. Below is a web page to share with students with links to the same items within in the teacher lesson plans, but without the explanatory text for the teacher.

 

• Student Links to Unit T5 Slides and Other Visuals

Original SciGen Unit

This unit has been adapted from "6.5 How do we test that idea?" in the Word Generation program led by Catherine Snow (Harvard University) through a SERP collaboration with the Boston Public Schools and other districts in Massachusetts and Maryland.

PDFs of that earlier unit's teacher and student editions are available at the Science Generation Download Center.

reaction

noun – a feeling or physical response to something

Related form: react (verb)

The students had a disappointed reaction when the teacher told them that the field trip had been canceled.

affect

verb – to influence or change something

A good night’s sleep and a healthy breakfast can affect how well you do in school.

hypothesis

noun – an idea about why something happens that needs to be supported with evidence

Manny wanted to test his hypothesis that paper airplanes will fly farther if their wings are longer.

develop

verb – to change or grow; to make or improve something

Our coach developed a new helmet that would better protect her players from injury.

procedure

noun – a way of doing something; a method

During a fire drill, students should always follow the procedure for exiting the building safely.

identify

verb – to name or recognize something or someone

Related form: identification (noun)

The courageous boy identified the criminal who had broken into his house.