Teaching the Scientific Method: 4 Tips for Middle School Success
Inside: Teaching the scientific method in middle school doesn’t have to be a struggle! Keep reading; you’ll learn quick and easy scientific method tips for identifying variables, writing a hypothesis, setting up graphs, and writing conclusions!
Do your students struggle with the scientific method?
Are they confusing independent and dependent variables?
Struggling to set up a graph correctly?
Maybe they are having a hard time putting their hypothesis into words….
I’ve been there, and the struggle is real!
In this post, I’m sharing what I’ve learned after teaching 25 years of middle school science!
You’ll learn quick and easy scientific method tips and tricks that have helped my students feel more confident as they identify variables, write hypotheses, create graphs, and write conclusions.
Read on for some game-changing tips when teaching the scientific method in middle school!
Don’t forget to pin this for later!
1. Identifying variables the easy way!
Independent, dependent, constants….oh my!
I remember struggling with identifying variables as a student. It can be so confusing!
- Independent Variable Tips:
- Instruct students to circle the “I” in the word independent as they go through notes or worksheets.
- We repeat over and over that this is the “thing that “I” change (on purpose).”
This has been a game-changer for my students!
- Dependent Variable:
- The formal definition (the thing that changes as a result of the independent variable) is confusing for students!
- I tell my students that the dependent variable is the thing we “measure.”
- Constants They stay constantly the same!
2. Write a hypothesis the easy way!
When teaching the scientific method in middle school, I teach my students to write a simple hypothesis using an if/then statement.
Once students can easily identify the independent and dependent variables, I give them the formula:
If IV, then DV.
Why use an if/then statement?
Using an if/then statement helps them to be sure that their hypothesis includes both an independent and dependent variable!
Begin with non-scientific examples.
I like to use non-scientific examples to help students hear the causal relationship between the IV and DV in the hypothesis. I usually state the first part and let them complete the rest.
If I stay up all night, (then……)
If I eat junk food all day, (then….)
If I study for the test, (then….)
I like to make a game of a bunch of examples like the ones above. They get the concept really quickly!
3. Set up a graph quickly and easily
“What do I write on the x-axis?”
Sound familiar?
It’s the never-ending question when creating a graph after a scientific method lab!!!
Need an easy way to help students remember how to set up the x and y axis correctly?
TRY THIS QUICK TIP!
- Have students hold up their left hand in an “L” shape.
- Ask, “Which is independent, the thumb or the fingers?”
- Easy answer, of course it’s the thumb!
- Now, overlay the thumb on a graph and show them how the thumb is independent and lines up with the x-axis. The independent variable always goes on the x-axis!
- This works for the fingers, too – all four are together. They’re “dependent” on each other! The dependent variable goes on the y-axis, which aligns with the pointer finger.
Making a quick sketch in their notebook is another way to help students remember the difference.
Instruct students to trace a hand in their notes and label where the independent and dependent variables go, like the pictures below!
Check out these a ready-to-print anchor charts with graphing tips.
4. Writing a quick and meaningful conclusion
It’s no secret that I’m a huge fan of using claim, evidence, and reasoning to help students build scientific writing and thinking skills!
One of my favorite places to practice CER is the conclusion paragraph for the scientific.
Claim, evidence, and reasoning is an amazing way to check and see if they really grasped the concept the lab was teaching – if not, they were just having a really good time playing in the classroom!
Why use the CER as a conclusion?
- It answers the problem they were trying to solve.
- They use meaningful data to support their claim.
- It ends with a scientific connection!
If you’re interested in learning more about using CER to improve student’s scientific thinking and writing skills, take a look at this blog post!
