Scientific Method Steps

Grade Level

Grades 1 to 7 (Differentiated for developmental levels)

Unit

Exploring the Wonders of Science – Lesson 2 of 10

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Alberta Curriculum Alignment

General Science Outcomes Addressed

Kindergarten to Grade 3 (C1):

• C1.1: Explore and describe materials and objects, their properties, and how they can be manipulated and changed.
• C1.3: Conduct investigations using simple tools and record observations.

Grades 4 to 7 (C2):

• C2.2: Demonstrate an understanding of the steps in scientific inquiry, including posing questions, planning investigations, recording results, and communicating findings.
• C2.3: Demonstrate an understanding of the importance of safety and ethical practices in scientific investigations.

(Alberta Program of Studies for Science)

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Lesson Title

The Scientific Method

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Duration

30 minutes

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Class Size

2 students

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Learning Objectives (I can statements)

• I can name and describe the steps of the scientific method.
• I can follow the steps of the scientific method to carry out a simple experiment.
• I can explain why each step is important during an investigation.

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Success Criteria

• Students can outline the scientific method steps accurately.
• Students apply the scientific method to a simple, hands-on experiment.
• Students use graphic organizers and visuals to demonstrate understanding.

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Materials Needed

• Scientific Method Graphic Organizer (visual step-by-step chart)
• Whiteboard or large paper for group discussion
• Simple experimental materials (e.g., water, cups, food colouring, spoons)
• Markers, pencils, and paper for poster activity (extension)
• Dyslexia-friendly worksheet: step-by-step guide with visuals

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Prior Knowledge

• Basic understanding of observation and asking questions about the world.
• Experience with simple experiments (covered in Lesson 1).

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Lesson Flow

1. Introduction (5 minutes)

• Begin with a guiding question: “How do scientists figure out things about the world?”
• Activate prior knowledge by discussing quick examples of observations and questions.
• Introduce the term Scientific Method and explain it is a step-by-step process scientists use to learn new things.

2. Teach the Scientific Method Steps (10 minutes)

• Present the six core steps of the scientific method clearly and visually:
  1. Ask a Question
  2. Do Background Research (briefly, simplified for younger students)
  3. Form a Hypothesis (an educated guess)
  4. Conduct an Experiment (test the hypothesis)
  5. Record and Analyse Data
  6. Draw a Conclusion
• Use the graphic organizer with step icons and simple keywords.
• Model each step using an example experiment:
  “What happens when we mix water and food colouring?”
• Write “I can…” statements related to each step on the board.

3. Hands-On Mini Experiment (10 minutes)

• Guide students through a simple experiment using the scientific method steps:
  • Ask: What happens if we mix red and blue food colouring in water?
  • Hypothesize: It will make purple.
  • Experiment: Mix the colours in a cup with water.
  • Record: Observe and write or draw the result.
  • Conclude: Does the colour change as predicted?
• Use a dyslexia-friendly worksheet to prompt each step visually and verbally.

4. Wrap-Up and Reflection (5 minutes)

• Students explain in their own words the steps they did.
• Check for understanding by having students outline the scientific method on the graphic organizer.
• Introduce the extension: Challenge students to create a colourful poster illustrating the scientific method at home or later.

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Differentiation Strategies

Learner Need	Strategy
Visual learners	Use graphic organizers and visual icons for steps.
Dyslexic learners	Provide dyslexia-friendly, step-by-step worksheets with visuals. Use clear fonts and spacing.
Younger/less advanced	Simplify language; focus on observation and asking questions; provide more teacher modeling.
Older/more advanced	Encourage more detailed hypotheses and expanded reflection questions. Introduce the concept of variables.

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Extension Activity

• Create a detailed poster illustrating the six steps of the scientific method.
• Add drawings, keywords, or photos from a new experiment.
• Present the poster to the teacher or family, verbally explaining each step.

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Assessment

• Informal assessment through observation of participation in the experiment and ability to verbalize the steps.
• Collect completed graphic organizers to verify sequence understanding.
• Use the “I can…” statements check at wrap-up to self-assess and for teacher feedback.

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Teacher Reflection

• Did students demonstrate the ability to sequence the scientific method?
• Were the visuals and graphic organizers effective for comprehension?
• How well did the dyslexia-friendly supports meet learner needs?
• Plan tweaks to increase engagement or complexity in future lessons of the unit.

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Note: This lesson is crafted to allow easy scaffolding across Grades 1–7 by adjusting language complexity, depth of explanation, and experiment complexity, all while meeting the Alberta Curriculum standards.