Paper Towel Scientists

Overview

Across four 30-minute sessions, students use the scientific method to investigate which paper towel absorbs the most water. They learn to ask a testable question, make a prediction, identify variables, conduct a fair test, record evidence, and communicate a conclusion.

Learning intentions

Students will be able to describe the main steps of a scientific investigation.
Students will be able to explain what happened and why using evidence from an investigation.
Students will be able to plan and conduct a fair test with controlled variables.
Students will be able to organize results and write an informative conclusion.

Success criteria

I can ask a testable question and make a prediction.
I can identify what I change, measure, and keep the same.
I can follow a procedure safely and record accurate results.
I can use evidence to explain whether my prediction was supported.

Curriculum links

Reading informational text: explain procedures and ideas using specific information from a text.
Reading informational text: identify the structure of a procedure, including sequence and cause/effect.
Writing informative/explanatory texts: clearly communicate information and explain results.
Short research projects: investigate a question and build knowledge from collected evidence.

Lesson structure (120 minutes)

Day 1: 0–5 min · Hook and question. Display three paper towel samples and ask, “Which one would clean up the largest spill, and how could we prove it?” Students observe, discuss prior experiences, and record an initial idea on the four-day scientific method investigation packet.
Day 1: 5–15 min · Teach the investigation cycle. Open the scientific method introduction deck and model the sequence: question, prediction, plan, test, record, analyze, and conclusion. Students use the visuals and turn-and-talk to explain why scientists repeat tests and use evidence.
Day 1: 15–25 min · Build a fair-test plan. Show the investigation question: “Which paper towel absorbs the most water?” Teacher introduces the independent variable (paper towel brand or type), dependent variable (amount of water absorbed), and controlled variables (towel size, water amount, time, and testing method). Students sequence the experiment procedure cards with a partner and identify one variable in their packet.
Day 1: 25–30 min · Prediction and check. Students complete the prediction section of the prediction and conclusion recording template and explain their reasoning to a partner. Collect a quick verbal check: “What will we change, and what will we measure?”
Day 2: 0–7 min · Review and safety. Revisit the scientific method introduction deck to review the question, variables, and fair-test rules. Students state one safety expectation, including cleaning spills promptly, walking with water, and keeping materials away from faces.
Day 2: 7–25 min · Conduct the investigation. In groups of four, students receive equal-sized towel pieces, a measuring cup, water, a tray, and a graduated cup or balance if available. One student pours a measured amount of water, one places the towel in the water for the same time, one measures or observes the water absorbed, and one records; groups complete at least three trials for each towel type on the prediction and conclusion recording template.
Day 2: 25–30 min · Evidence share. Pause with the scientific method introduction deck and ask, “What makes our results more trustworthy?” Students compare one trial with their group’s repeated results and name a possible source of error.
Day 3: 0–8 min · Read and analyze a procedure. Display the procedure slides from the scientific method introduction deck and model how numbered steps show sequence while phrases such as “because” explain reasons. Students reread the investigation procedure in the four-day scientific method investigation packet and highlight the order of actions and one reason a control must stay the same.
Day 3: 8–20 min · Organize and interpret data. Teacher models calculating a total or average when appropriate and demonstrates a simple bar graph of the class results. Students complete their results table, compare trials, and create a labeled graph in their packet. Partners answer: “Which towel absorbed the most, and what evidence supports your answer?”
Day 3: 20–27 min · Claim-evidence-reasoning discussion. Use the scientific method introduction deck to model a conclusion with a claim, specific evidence, and reasoning. Students orally rehearse: “I claim ___ because trial ___ and trial ___ show ___.”
Day 3: 27–30 min · Formative check. Students write one sentence explaining why scientists should repeat a test. Teacher reviews responses and reteaches measuring, graph labels, or controlled variables as needed.
Day 4: 0–8 min · Revisit the question. Display the final question and evidence prompt on the scientific method introduction deck. Students review their prediction, table, and graph, then decide whether the evidence supports, partly supports, or does not support the prediction.
Day 4: 8–20 min · Write the conclusion. Teacher models an informative conclusion: restate the question, state the result, cite two pieces of evidence, explain why the test was fair, and suggest one improvement. Students independently complete the conclusion and reflection in the four-day scientific method investigation packet.
Day 4: 20–27 min · Science conference. Groups briefly present their question, prediction, result, and one limitation. Classmates ask, “What evidence did you use?” or “What would you change if you repeated the investigation?”
Day 4: 27–30 min · Exit ticket. Show the final plenary slide in the scientific method introduction deck. Students answer: “What is one step of the scientific method, and why is it important?” and “What evidence showed which towel performed best?”

Resources

the scientific method introduction deck
the four-day scientific method investigation packet
the experiment procedure cards
the prediction and conclusion recording template
Three or more paper towel types
Measuring cups, graduated cups, or classroom balances
Water, trays, towels for cleanup, and pencils
Chart paper or board space

Assessment

Listen for accurate use of question, prediction, variable, evidence, and conclusion during partner and group discussions.
Check students’ plans, variable identifications, repeated trials, tables, and graphs during the investigation.
Use the Day 4 conclusion and exit ticket to assess whether students can explain what happened and why using specific evidence.

Differentiation

Support students with a completed example, illustrated vocabulary on the slides, sentence starters such as “Our evidence shows ___ because ___,” and a partially labeled data table.
Pair multilingual learners with supportive peers and allow oral rehearsal, drawing, or home-language planning before writing.
Provide accessible measuring tools, assigned group roles, enlarged recording areas, and adult assistance for students with fine-motor, attention, or reading needs.
Challenge advanced learners to calculate averages, compare class and group results, identify a possible confounding variable, and design a follow-up test involving towel thickness, sheet size, or water temperature.

Teaching Instructions