Science questions reinforce scientific processes. To debrief, use this list to clearly focus your experiments. At first, you can try a few targeted queries. Then, as time goes on, dig into more difficult concepts. You’ll be surprised how well kids respond.
Ms. Sneed Develops Science Questions
Our favorite fourth grade teacher, Ms. Sneed, sighed deeply. “As you know, I’ve been working to improve my science labs and manage groups,” she told her mentor, Mrs. Brown.
“Things are going well,” she continued, “but my students are not grasping scientific practices. They work through their labs with ease. Then, when I ask how they established a fair test, they just stare at me like deer in headlights.”
Mrs. Brown tapped her pencil on the table. After a few moments of deep thought, she responded. “Rome was not built in a day.”
“Pardon?”
“These things take time,” Mrs. Brown smiled. “All teachers want kids to grasp concepts the first time around. Unfortunately, that rarely happens. Especially with something as complex as scientific processes.”
Ms. Sneed sighed again. “What should I do?”
“Maybe you could take time to debrief,” Mrs. Brown replied, “and ask pointed questions. We could work together to develop a list. Then you could refer to the list after each experiment.”
“I’m willing,” said Ms. Sneed.
Reviewing Science Practices
As usual, Mrs. Brown pulled out Appendix F of the Next Generation Science Standards. “Let’s take a quick review of the science practices listed here,” she said. “Hmm. Kids should:
- Ask testable questions.
- Develop and use models.
- Plan and carry out investigations.
- Analyze and interpret data.
- Use mathematics and computational thinking.
- Construct explanations.
- Engage in argument from evidence.
- Obtain, evaluate, and communicate information.“
She turned the list so that Ms. Sneed could see it. “Since we’re talking about an experiment, I believe that we should focus heavily on the third practice. Planning and carrying out investigations, as you remember, involves fair tests. In them, variables must be controlled and multiple trials executed. Additionally, kids should make predictions, measure, and produce data.”
“Whew!” Ms. Sneed exclaimed. But this time, she looked confident. “Yep, we can do this!”
Promptly, they set to work. In about 15 minutes, they had a working list.
Purpose of Experiment
- What was your science question?
- Was your question clearly addressed in the experiment?
- How could you rephrase the question to better focus the experiment.
Hypothesis
- What did you predict?
- Do your hypotheses match your science questions?
- If not, how can you restate your hypothesis?
Research
- Did you conduct any research about your science questions?
- If so, how did it affect your experimental design?
- How might research help you in the future?
Experimental Design
- How did you ensure a fair test?
- Name your independent variable.
- List your controlled variables.
- What did you measure to answer science questions?
- How did you replicate?
- What could you have done to make your design stronger?
Observations
- What did you observe? (What was your dependent variable?)
- Did you observe anything that might lead you to new science questions?
- What could help you make better observations?
Results
- What data did you collect to answer your science questions?
- How did you organize and/or communicate your data?
- Can you think of other ways you might collect or communicate data?
Conclusion
- What did you conclude?
- Did your conclusions match your science questions?
- How could you rephrase your conclusion?
- Did you experience any problems or issues?
- What would you do differently next time?
Ms. Sneed Uses Science Questions to Debrief After Experiments
After her next lab, Ms. Sneed chose a few pointed questions. This time, she focused only on what they compared, controlled, and measured. As Mrs. Brown suggested, she referred to these steps as a part of a fair test. By limiting her questions, students responded relatively well. And actually, they seemed to embrace terms like independent variable, controlled variables, and dependent variables.
As time went on, Ms. Sneed asked more questions. She picked and chose from the list based on the experiment they were conducting. With every science lab, her students’ skills grew.
Mrs. Brown Visits Ms. Sneed’s Science Class
A few months later, Mrs. Brown stopped by Ms. Sneed’s room. The students worked on an apple lab. They busily massing three apples: one whole, one halved, and one sliced. They took turns measuring and recorded their findings on a table.
Mrs. Brown’s eyebrows raised. “How are the science questions going?”
“To be honest, my students are blowing me away! When we began discussing scientific practices, they took right to it. I thought it would be too hard for them. But no. As I slowly added questions, their understanding grew – and grew! Then I decided to integrate science questions into my labs.”
Adding Science Questions to Labs
“Let’s visit She pointed to a group working at the back table, and the two teachers started walking that way.
Ms. Sneed slid one student’s lab packet toward her. She opened to the first page. “I decided to integrate science questions in my labs.”
As Mrs. Brown tool a closer look at one of the students’ lab sheets, she noticed that it followed closely with the science practices they had originally discussed.
“I love this!” said Mrs. Brown.
“We do too,” smiled a student as he plopped an apple into the pan of the balance scale.
Enjoy Teaching
Ms. Sneed couldn’t help but smile. When she grew as a teacher, she enjoyed her job more and more. (And it didn’t hurt that the apple lab was one of her favorites.)
