What Is Science?

Overview

Students explore science as a process for investigating the natural world through questions, observations, evidence, testing, and communication. Working in teams, they investigate a mystery object, distinguish observations from inferences, and use evidence to support a conclusion.

Learning intentions

Students will be able to:

• Explain that science is a way of investigating the natural world.
• Ask testable questions and make careful observations.
• Use evidence to support or revise an explanation.
• Communicate findings clearly in writing and discussion.

Success criteria

• I can describe science as a process, not just a collection of facts.
• I can record observations separately from guesses or inferences.
• I can use evidence from an investigation to explain my thinking.
• I can share a conclusion and identify a question for further investigation.

Curriculum links

• Science inquiry: questioning, observing, testing, using evidence, and communicating explanations.
• Grade 5 informative writing: clearly introduce a topic and group related information logically.
• Grade 5 research and writing: gather relevant information, record notes, paraphrase ideas, and identify sources when appropriate.
• Grade 5 collaborative research and short, discipline-specific writing: conduct a brief investigation and communicate findings for an audience.

Lesson structure (45 minutes)

1. 0–5 min · Hook: What is inside? Teacher displays a sealed, unfamiliar object in an opaque bag or box and asks, “How could we learn about it without opening it?” Open the hook question and mystery-object image and accept several ideas without confirming the answer. Students silently record one question, then share what they could observe, test, or measure.

2. 5–12 min · Explicit teaching: The work of science. Teacher uses the science process slides to explain that scientists investigate the natural world by asking questions, making observations, gathering evidence, testing ideas, and communicating results. Model the difference between an observation (“The object makes a sound when shaken”) and an inference (“There may be something loose inside”). Students turn and talk to classify teacher-provided examples as observation or inference.

3. 12–15 min · Set up the inquiry. Teacher places students in groups of four, assigns roles (facilitator, recorder, materials manager, reporter), reviews the task, and distributes the mystery-object inquiry sheet. Explain that groups may observe, gently handle, listen to, or measure the object only if it is safe; they may not open, throw, or force it. Students read the question and predict what evidence might help them.

4. 15–28 min · Hands-on investigation. Teacher provides each group with a safe mystery object in a container or bag, such as a sealed box containing several blocks, a sponge, or a few paper clips. Students record at least five observations, two possible inferences, one test they can conduct, and the evidence collected on the mystery-object inquiry sheet. Circulate and ask, “What did you notice directly?” “How could you test that idea?” and “What evidence supports your explanation?”

5. 28–36 min · Evidence discussion. Teacher brings the class together and displays the evidence discussion prompts. Groups share one observation, one inference, and their best-supported explanation; reporters must refer to specific evidence rather than simply state a guess. Students listen for explanations that change when new evidence is considered and discuss: “Can two groups have different explanations?” “What makes an explanation scientific?” and “What would you investigate next?”

6. 36–42 min · Communicate findings. Teacher models a concise conclusion: “Our evidence suggests ___ because we observed ___ and tested ___.” Students complete the conclusion and “next question” portions of the mystery-object inquiry sheet, then write a three- to five-sentence explanation introducing the investigation, grouping their observations and evidence, and stating a conclusion. Invite two students to read their explanations aloud.

7. 42–45 min · Exit ticket and close. Teacher displays the exit-ticket questions and asks students to respond independently: “What is science?” “Give one observation and one inference from today.” “What evidence supported your group’s explanation?” Collect responses as students leave.

Resources

• Computer and projector
• the science inquiry slide deck
• the mystery-object inquiry sheet
• Four to six safe mystery objects and opaque bags or small boxes
• Rulers, hand lenses, cups, and paper for optional testing
• Pencils and clipboards
• Timer
• Hand sanitizer or wipes
• Safety goggles if any object could create dust or small particles

Assessment

• During the hook and explicit teaching, listen for students distinguishing direct observations from inferences.
• During group work, check worksheets for testable questions, recorded evidence, and explanations connected to observations. Confer with groups that list guesses without evidence.
• Use the exit ticket to determine whether students understand science as an evidence-based process and can distinguish an observation from an inference.

Differentiation

• Provide sentence starters: “I observed ___,” “I infer ___ because ___,” “Our evidence is ___,” and “A new question is ___.” Offer a word bank with question, observe, evidence, test, conclusion, and communicate.
• Pair multilingual learners with supportive peers and allow students to draw observations before writing. Read worksheet directions aloud and provide a completed model for students who need additional structure.
• For students needing sensory or motor support, offer a larger object, a partner observer role, or photographs of the investigation. Do not require students to touch or listen closely to an object.
• Extend advanced learners by asking them to design a second test, identify a limitation in their evidence, or explain what additional data would make their conclusion stronger.

Extension

• At home, students choose a safe everyday object and record three observations, one inference, and one question a scientist could investigate.
• Students may bring their notes to the next class and compare how different observations can lead to different, evidence-based questions.