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Biology Lesson Plan: The Process of Science and the Scientific Method

written by: Finn Orfano • edited by: Trent Lorcher • updated: 2/17/2012

This article will give a lesson plan for the second section of the first chapter in biology. The scientific method as the process of science is a very important aspect within biology, as seen in this beginning chapter. This lesson plan will give ideas for the presentation of the important subject.

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    This series will provide a lesson plan according to the Sixth Edition of Biology, by Neil Campbell and Jane Reece; teachers of other editions will be able to follow this guide.In this section we see the process of the scientific method being introduced.For any science course this method of discovery, induction, reasoning, and questioning must take place for understanding and discoveries to be made.This process is critical for hypotheses and theories to be developed.Also, the process of science is increasingly linked to technology, where the two often work together.

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    Introducing the Topics

    You should first introduce the students to the content they will learn in this section. Grasping the upcoming placement of concepts will prepare them for what they will learn. Once they see how the topics of the scientific method and science and technology play a role in biology, they will be able to see the big picture clearer.

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    Scientific Method Lesson Plan Presentation

    One of the best ways to introduce a topic is by "jumping in the water."

    1. After introducing the scientific method, have students devise their own experiment which uses hypothetico-deductive reasoning.
    2. It can be anything they would like, spanning the sciences to even something in their everyday life, such as the game of Clue even.
    3. Then have the student or students (if using groups) present the experiment.
    4. For class participation, instruct the class to identify every major element of hypothetico-deductive reasoning: observation, question, hypothesis, prediction, experiment, and predicted experiment. If applicable to the topic, students could even practice developing a theory.

    Example:

    1. Observation: Colonel Mustard always wins at Clue.
    2. Question: Does the Colonel Mustard playing piece possess magical powers? Are detective minded individuals more inclined to choose Colonel Mustard?
    3. Hypothesis: The Colonel Mustard playing piece contains magical powers, giving its possessor a distinct advantage.
    4. Prediction: Colonel Mustard will win a disproportionate amount of times during the 2010 Clue Challenge held in my basement.
    5. Experiment: Each of eight players will use different Clue pieces during the tournament.

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    Extension: Science and Technology

    In keeping with the practical aspects of the topics, divide students into small groups; this may also be done individually.

    1. Have each group or individual choose one area which is propelled by science and technology.For instance, a student or group could evaluate the science and biological aspects which propel health and chiropractic care in relation to back pain, as science and technology are both used in this field.
    2. Once the area is analyzed, the student or group could present or write regarding the technological and scientific effects of both in relationship to the field.
    3. This will challenge students to see the way both elements are key in many different areas, and will help in their understanding of the connectivity of the two elements.

    Use these techniques to help present the material to your students.With a variety of techniques it should enhance their understanding of the content.