Designing Experiments

Unit Context

Unit (Lesson 2 of 5): Exploring Scientific Inquiry
Lesson Title: Designing an Experiment
Time: 45 minutes
Class size: 25 students (group work in teams of 4–5)

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Learning Intentions (with Standards Alignment)

By the end of the 45-minute period, students will:

1. I can design a clear, step-by-step experiment plan that follows a procedure. (CCSS.ELA-LITERACY.RST.6-8.3)

2. I can explain the purpose of the procedure by describing how each part (variables, controls, steps) supports the experiment’s goal. (CCSS.ELA-LITERACY.RST.6-8.6)

3. I can compare what my group learns from our plan to information from sources (teacher-provided examples) and improve the plan accordingly. (CCSS.ELA-LITERACY.RST.6-8.9)

4. I can write a short research-style plan (a mini “project” outline) that uses multiple sources and produces additional focused questions for follow-up. (CCSS.ELA-LITERACY.WHST.6-8.7)

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Success Criteria (Visible to Students)

• Each group presents a clear experiment plan with:
  • testable hypothesis
  • independent variable
  • dependent variable
  • controls (what stays the same)
  • a repeatable procedure (steps in order)
  • at least one expected outcome tied to their hypothesis
• Presentations include clear explanations of why their procedure matches their goal. (CCSS.ELA-LITERACY.RST.6-8.6)

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Materials (Teacher Prep)

• “Experiment Planning Template” (one per group; see details below)
• Short source pack (teacher-created, no links) with:
  • 2 mini-experiment examples (one weak, one strong) related to the types of questions students developed last lesson
  • A short “variable & control” glossary sheet
• Timer
• Poster paper or chart paper
• Markers
• Optional: sentence frames for ELL students and struggling writers

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Experiment Planning Template (Handout/Projected)

Students complete these sections:

A. Question & Hypothesis

• Testable question: ___________________________
• Hypothesis (If…, then… because…): ___________________________

B. Variables

• Independent variable (what you change): ______________________
• Dependent variable (what you measure/observe): ______________
• Controls (what you keep the same):
  1. __________ 2. __________ 3. __________

C. Procedure (Numbered Steps)

• Step 1: __________
• Step 2: __________
• Step 3: __________
• Step 4: __________
  (Include how data will be recorded.)

D. Expected Outcomes & Reasoning

• Expected outcome: ___________________________
• Reasoning: How the variables and controls support the hypothesis (2–3 sentences)

E. Follow-up Questions

• Additional related question(s):

  1. ---

  2. ---

(Students should generate these after using at least one example from the source pack.) (CCSS.ELA-LITERACY.WHST.6-8.7)

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Differentiation Strategies (Built-In)

• Template support (all students): Provide the full planning template with variable labels and step prompts.
• Question “difficulty menu” (choice):
  • Level A (Easier): one independent variable, straightforward measurement, fewer controls needed
  • Level B (Standard): one independent variable, measurable outcome, moderate controls
  • Level C (More complex): one primary independent variable plus a clear plan for additional factors to monitor
    Students choose a level that matches readiness while still meeting the assignment requirements.
• Sentence frames for writing:
  • Hypothesis frame: “If ___ changes, then ___ will change because ___.”
  • Purpose frame: “The procedure works because we keep ___ constant to test only ___.”
• Role assignment in groups (supports engagement and reduces cognitive overload):
  • Reader/Source Checker: finds a detail from the example pack
  • Variables Lead: labels independent/dependent/controls
  • Procedure Builder: writes step-by-step actions
  • Speaker/Reporter: presents the group’s plan
• Advanced option: allow a “real-world application” mini-research paragraph during the extension. (CCSS.ELA-LITERACY.WHST.6-8.7)

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Lesson Sequence (45 Minutes)

0–5 min: Launch—“Procedure Precision Challenge”

Teacher action: Display (or read aloud) two short experiment descriptions:

• one description with missing steps/controls
• one description with clear steps/variables

Student task: Quick thumbs-up/down: “Which one looks testable and repeatable? Why?”

• Students share one reason with a partner.

Standards alignment: Students discuss how the procedure is structured and why it supports the experiment’s goal. (CCSS.ELA-LITERACY.RST.6-8.3) and analyze purpose of procedure explanation. (CCSS.ELA-LITERACY.RST.6-8.6)

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5–10 min: Mini-Model—Variables “Triad” + Control Logic

Teacher action: Do a fast, concrete modeling example (one familiar topic, like plant growth/light or motion/ramps):

• Mark independent, dependent, controls on the board
• Show how an experiment plan becomes “repeatable” when steps are ordered and controls are explicit

Student task: Students underline the variables on the sample and circle the control statements.

Standards alignment: Students connect explanation of procedure parts to author/purpose. (CCSS.ELA-LITERACY.RST.6-8.6)

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10–15 min: Source Pack Scavenger Hunt (Engagement + Comparison)

Teacher action: Give each group the source pack with two mini-experiment examples.

Student task (3–4 minutes):

• Find and record:
  • one strong example of a controlled variable
  • one weakness in the other example (e.g., missing control, unclear measurement, unclear steps)

Student task (1 minute):

• Write a sentence: “Compared with the weak example, our plan must include ___.”

Standards alignment: Comparing information gained from examples (multimedia not required; text examples count) to improve plans. (CCSS.ELA-LITERACY.RST.6-8.9)

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15–30 min: Group Work—Design Their Experiment Plan (Core Task)

Student groups: Use the template to design an experiment based on their testable questions from Lesson 1.

Teacher role: Circulate with a “Variable & Steps Check” checklist:

• Is there a testable hypothesis?
• Is the independent variable clearly stated?
• Is the dependent variable measurable/observable?
• Are controls explicit and relevant?
• Are the steps numbered and complete?

Students must include:

• A step-by-step procedure (sequence matters)
• Expected outcomes connected to hypothesis (reasoning)

Standards alignment:

• Creating a structured, multistep procedure. (CCSS.ELA-LITERACY.RST.6-8.3)
• Analyzing/discussing the purpose of the procedure explanation. (CCSS.ELA-LITERACY.RST.6-8.6)

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30–38 min: Rapid Gallery Presentations (“Two-Minute Pitch”)

Structure: Each group presents for ~2 minutes:

1. Hypothesis + variables (30–45 seconds)
2. Procedure (30–45 seconds)
3. Expected outcome + reasoning (30–45 seconds)
4. One follow-up question for next investigation (15–20 seconds)

Audience task (non-speaking):

• Each group’s audience writes one “Glow” (what’s strong) and one “Grow” (one improvement question).

Standards alignment:

• Explaining how procedure supports purpose (author/purpose reasoning in their explanation). (CCSS.ELA-LITERACY.RST.6-8.6)
• Using evidence from examples/sources to refine plans and generate follow-up questions. (CCSS.ELA-LITERACY.WHST.6-8.7)

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38–45 min: Extension Activity Setup—Real-World Connection + Next Question

Teacher prompt (students choose one track):

Extension Track A (Advanced-ready “WOW Research Box”):
“Research and include potential real-world applications of your experiment.”

• Students write 2–3 bullets:
  • where this concept is used (school, industry, health, environment, technology)
  • why your experimental question matters
  • what additional question a real-world connection raises

Extension Track B (Standard):
Write one additional focused question for follow-up and label which variable you would test next.

Standards alignment:

• Conduct short research projects to answer questions using multiple sources and generate additional focused questions. (CCSS.ELA-LITERACY.WHST.6-8.7)

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Assessment Plan (Aligned + Quick)

Formative Assessment (During the lesson)

1. Teacher checklist during group work:

   • multistep procedure clarity (CCSS.ELA-LITERACY.RST.6-8.3)
   • variable/control identification (supports procedure purpose) (CCSS.ELA-LITERACY.RST.6-8.6)

2. Source Scavenger Hunt notes:

   • Did students compare strong vs weak examples and adjust? (CCSS.ELA-LITERACY.RST.6-8.9)

Summative Snapshot (For this 45-minute period)

• Group presentation rubric (quick 4-point scale):
  • Procedure is multistep and repeatable (CCSS.ELA-LITERACY.RST.6-8.3)
  • Explanation includes purpose/logic of procedure (CCSS.ELA-LITERACY.RST.6-8.6)
  • Follow-up question is related and focused (CCSS.ELA-LITERACY.WHST.6-8.7)

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Teacher “I can…” Statements (Explicit for This Lesson)

• I can guide students to create a structured, multistep experiment procedure. (CCSS.ELA-LITERACY.RST.6-8.3)
• I can help students explain the purpose behind procedure choices and variable decisions. (CCSS.ELA-LITERACY.RST.6-8.6)
• I can support students in comparing examples to improve their own experiment plan. (CCSS.ELA-LITERACY.RST.6-8.9)
• I can structure a short project-style plan that includes follow-up questions. (CCSS.ELA-LITERACY.WHST.6-8.7)

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If you tell me what topic/question area your class used in Lesson 1 (e.g., plants, sound, motion, magnetism, weather), I can tailor the sample experiment source pack and the variable-control prompts to match exactly.