Integrative Ecology Education
ACTIVITYÂ TWO - OBSERVING OUR ENVIRONMENT
The purpose of these activities are to engage students in the environment around them. Have them outside making real life observations and from them, formulating hypotheses will enable students to understand how scientists take an idea and break it down into a testable question, a method with results where they analyse their data to reach a valid conclusion. From observing and questioning we can draw conclusion and understand the way in which nature and the world around us works.
OBSERVATIONS - WHERE HYPOTHESESEÂ COME FROM
The scientific process always begins with an observation of the world. Using and engaging our sense we can take in so much of our environment. In the same way scientist are passionate about their research as they try to understand their own and others' observations to enhance their knowledge and that of their community.
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For students, the foundational skills for creating any experiment is first hypothesising what they think will occur. A suggested explanation of what will be found based on already gathered knowledge and a starting point for further investigation. The development of a strong hypothesis sets up how the rest of the research will be carried out and is crucial in ensuring a well developed investigation.
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The following task will scaffold students through a step by step process to build a testable hypothesis.
Class Task One: Observing the environment
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​The idea behind this task is to enhance students' awareness about what is happening in the environment. When Dr. Mariette first began researching finches she didn't begin with the question of 'why' something was occurring but instead the observation that it had occurred. Scientist study and learn because they seek to find answers to what they see. This activity will give students the chance to take in their own environment and take note of all the detail they see when they take focus of their environment.
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Activity: Start the lesson by having a class discussion about where scientist begin when deciding on a research project. Some talking points could be:
- What is it a researcher seeks to achieve?
- How do you think researchers come up with a hypothesis?
- What goes into a good testable idea?
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To begin the activity, take students outside and pose the following task to them:
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‘Over the next 2 minutes, use your senses to take in as much information about the environment as you can’
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Once back in the classroom, have students list everything they observed.
After students have written their lists, discuss what it is they found and compare answers amongst students.
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(some student will have longer lists than others, some students will notice things others haven’t, the aim is to engage their senses and expand on what they initially notice when given a second opportunity to complete the task)
Repeat the process of going outside once again, see if students who initially didn’t find much now are able to see more around them.
Keep these lists for later in the class.
Class Task Two: Key elements of a good hypothesis.
Science Pirates Songs - Hypothesis Song​
Source: New Mexico University
Before we can begin to develop our observations into a testable hypothesis we first need to understand what a hypothesis is. This video developed by New Mexico University puts into song what a hypothesis is and how it can be used in an experiment.
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Activity: After watching the video, students summarise what a hypothesis is.
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Class Task Three: Creating your own hypothesis.
Before beginning this activity, discuss with students the key elements of a good hypothesis and how we can ensure a hypothesis meets the criteria of being;
A testable prediction
Clear and easy to understand
Measurable and verifiable
Test the question your seeking to answer
Repeatable
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Discuss the concept of a hypothesis following this formula:
"If _____[I do this] _____, then _____[this]_____ will happen."
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For instance, in Mylene's research, it was hypothesised that 'If hot calls by zebra finches to their eggs depend on the ambient temperature and time till expected hatching then hot calls would be made by zebra finches to their eggs when ambient temperature rises above a certain point and when closer to hatching'. This is based on the observation that hot calls were occurring when the temperature increased.
Activity: Using the list created in Task One, have students design a testable hypothesis for a question about the environment that they have seen. Discuss these as a class and see whether they meet the criteria of being a good hypothesis.
Class Task Four: Student Designed Investigation
Using the understandings gained in the previous Tasks you are to undertake a student designed scientific investigation.
The process involves:
Selecting a suitable topic for investigation.
Articulating a research question for the investigation.
Develop a hypothesis from your research question that provides an explanation of a problem that can be tested experimentally.
Plan your investigation: Outline reasons and interest in undertaking the investigation, define the concepts involved. List the materials and equipment required, outline the design of any experiment, noting any anticipated problems, identify and suggest how potential safety risks can be managed and outline any ethical issues.
Conduct investigation: generate primary or collect secondary data as evidence. During the investigation you should note any difficulties or problems encountered in generating and/or collecting data.
An examination and analysis of the data may identify evidence of patterns, trends or relationships and may subsequently lead to an explanation of the phenomenon being investigated. Consider the data collected and make inferences from the data, report personal errors or problems encountered and use evidence to answer the research question.
Interpretation of the evidence will either support the hypothesis or refute it. Formulate a succinct conclusion for your investigation.
