STEM Scientific Method

Overview

This 60-minute session introduces Year 6 students to STEM and the scientific method. Students will explore the key stages of scientific inquiry—questioning, hypothesising, experimenting, observing, and concluding—through hands-on group activities designed to develop critical thinking, collaboration, and analytical skills in line with the National Curriculum for England.

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National Curriculum Links

• Programme of Study: Science
  • Working scientifically: • Asking relevant scientific questions and using different types of scientific enquiries to answer them
  • • Setting up simple practical enquiries, comparative and fair tests
  • • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
• Mathematics for data handling: reading and interpreting bar charts

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Learning Objectives

By the end of the lesson, pupils will be able to:

1. Explain what STEM stands for and why it is important in scientific inquiry.
2. Identify and describe each step of the scientific method.
3. Formulate a simple hypothesis based on observations.
4. Design and conduct a fair test (mini-experiment) in small groups.
5. Collect, record, and interpret simple data from their experiment.
6. Communicate their findings with clear explanations and appropriate scientific vocabulary.

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Resources Needed

• Whiteboard and pens
• Printed Scientific Method flowcharts (one per group)
• Mini experiment kits (e.g., paper clips, magnets, water cups, straws, spoons, small balls, timers)
• Experiment recording sheets (including sections for hypothesis, method, observations, and conclusion)
• Large sticky notes or flip chart paper for group work
• Stopwatches or timers (mobile phones may be used under supervision)

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Lesson Structure

1. Introduction to STEM (10 minutes)

• Engage: Start with an engaging question: "Have you ever wondered how inventions are created or how scientists figure things out?"
• Define STEM (Science, Technology, Engineering, Mathematics) and highlight how these fields work together to solve real-world problems.
• Brief discussion on why scientific thinking is important everywhere, not just in science class.
• Show examples of famous STEM-related discoveries or inventions (e.g., smartphones, vaccines).

2. Introducing the Scientific Method (10 minutes)

• Display a simple, visually engaging poster of the scientific method with these stages: Question, Hypothesis, Experiment, Observe, Conclude.
• Explain each step with examples relevant to everyday life (e.g., Does the amount of sunlight affect how fast a plant grows?).
• Use the acronym “QHEOC” to help memorisation.
• Encourage Q&A to ensure understanding.

3. Group Mini-Experiment Design (25 minutes)

• Form groups of 4-5 students (adjustable for class size).
• Provide each group with the printed scientific method flowchart and experiment kits.
• Task: Design a simple investigation addressing a straightforward question (e.g., Does stirring speed affect how quickly sugar dissolves in water? or Which paper shape glides the furthest when thrown?).
• Steps:
  • Formulate a question and a testable hypothesis.
  • Plan a method that ensures a fair test (one variable changes, others controlled).
  • Conduct the experiment, record observations carefully using the provided sheet.
• Teacher circulates to guide and prompt scientific thinking without giving answers.

4. Group Presentations and Class Discussion (10 minutes)

• Each group presents their investigation briefly, covering: question, hypothesis, method, observations, and conclusions.
• Use scientific vocabulary encouraged.
• Teacher emphasises constructive feedback and identifies good examples of fair testing.
• Link back to real-life STEM applications.

5. Plenary and Formative Assessment (5 minutes)

• Quick quiz: Students write down one thing they learned about the scientific method and one question they still have.
• Collect responses for teacher to assess understanding and plan future lessons.
• Announce next steps in unit: deepening experimentation skills, incorporating technology for data collection.

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Differentiation

• Support: Provide word banks with key scientific terms and sentence starters for hypotheses and conclusions.
• Challenge: Groups can be encouraged to consider multiple variables or improve their experimental design with repeated trials.
• EAL and SEN: Visual aids, paired work with buddies, and use of simplified language as needed.

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Assessment Opportunities

• Observation during group work of applying scientific method steps and collaborative skills.
• Review of group experiment sheets for understanding of fair testing and data recording.
• Plenary reflections to inform individual pupil grasp of key concepts.

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Extension Ideas

• At home: Students design their own simple experiment using household items and bring observations to next lesson.
• Digital option: Use an app or software (if available) to record and graph data digitally.

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This lesson ensures alignment with the aims of the National Curriculum for Year 6 science by embedding practical scientific enquiry and reinforcing the fundamentals of STEM thinking. It encourages curiosity, teamwork, and communication—key competencies for young scientists.