MAKING

SCIENTIFIC
METHOD
HAPPEN
WORKSHOP FOR
TEACHERS
BROAD CONCEPTS OF
PYP
Diversity of living things
Life processes and life cycle of plants and animals
Interaction of living things with the environment
Types and uses of materials
Air, atmosphere and weather
Water and its interaction with other materials
Light and sound
Effects of heating and cooling
Forces and motion
Soil, rocks and earths resources
The sky planets, solar system and stars
Electricity and magnetism
MAJOR THEMES OF PYP
FOOD AND AGRICULTURE
HEALTH
AIR AND WATER
ENERGY RESOURCES
INDUSTRY AND PRODUCTS
PRESERVING THE
RESOURCES &
ENVIRONMENT
PROCESS SKILLS OF PYP
SCIENTIFIC METHOD
He who experiments increases
knowledge. He who speculates
piles error upon error. -
Francesco Redi
MAKING SCIENTIFIC METHOD
HAPPEN
ACTIVITY 1
Light a small candle in a dark room.
Gradually move away from it
It becomes fainter and fainter
At some distance, you cannot see it any more

--------------------------------------------------------------------
IDENTIFY THREE CONCLUSIONS THAT CAN BE
ARRIVED FROM THIS EXPERIMENT
IDENTIFY THREE WAYS IN WHICH THE SAME
EXPERIMENT CAN BE MODIFIED
CREATE THREE QUESTIONS RELATED TO THIS
EXPERIMENT
MAKING SCIENTIFIC METHOD HAPPEN

ACTIVITY 2
Make the tallest structure that
you can.
Use the newspaper only. The
structure must support the
bottle with the marble in it.
-----------------------------------------------
IDENTIFY THREE CONCLUSIONS
THAT CAN BE ARRIVED FROM
THIS EXPERIMENT
MAKING SCIENTIFIC METHOD
HAPPEN
ACTIVITY 3
Measure the amount of water that drips from the
tap in one minute
. Work out how much water will drip away in one
day.
-----------------------------------------------------
WHAT ARE THE KEY CONCEPTS THAT CAN BE
TAUGHT WITH THE ABOVE EXPERIMENT?

HOW CAN WE RELATE THIS EXPERIMENT IN

EVERYDAY LIFE?
MAKING SCIENTIFIC METHOD
HAPPEN
ACTIVITY 4
Place 2 mirrors at an angle so that the
reflection of the object can be seen.
Count the reflections and measure the angle
between them.
Repeat for various angles

-----------------------------------------------------
WHAT IS THE SCIENTIFIC CONCEPT THAT YOU
LEARN FROM THIS ACTIVITY?
HOW DID YOU DERIVE THIS SCIENTIFIC
CONCEPT?
MAKING SCIENTIFIC METHOD
HAPPEN
ACTIVITY 5
If you have 3 kinds of soil, how would
you find out which has more water in it
?
--------------------------------------------------
IDENTIFY THE MATERIALS THAT YOU
REQUIRE FOR DOING THIS EXPERIMENT
WHAT ARETHE TESTS THAT WILL YOU
DO TO FIND OUT THE RESULT OF THIS
EXPERIMENT?
AFTER PERFORMING THIS EXPERIMENT,
WHAT ARE THE DIFFICULTIES THAT YOU
MAKING SCIENTIFIC METHOD
HAPPEN
ACTIVITY -6
YOU ARE PROVIDED WITH FOUR KINDS OF
FABRIC, A CANDLE, MATCHES AND A BARE
COPPER WIRE.
++++++++++++++++++++++++++++++++
++++++
WHAT ARE THE POSSIBLE EXPERIMENTS THAT
YOU CAN DO WITH THE MATERIALS GIVEN TO
YOU?
WHAT ARE THE SCIENTIFIC CONCEPTS THAT
CAN BE EXPLAINED WITH THESE MATERIALS?
MAKING SCIENTIFIC METHOD
HAPPEN
ACTIVITY -7
TAKE A STRIP OF PAPER AND
HOLD IT VERTICALLY WITH ONE
END IN THE WATER.
-_-_-_-_-_-_-_-_-_-_-_-__-_---___---_-_
Write down many questions
which comes to your mind as a
result of your observation
ACTIVITY - 8
You are provided with 5 beakers. Put equal
amounts of salt, sand, soap, oil and soil in 5
beakers respectively. Pour 200 ml of water
in each beaker and observe.
----------------------------------------------------------------------
WRITE DOWN YOUR OBSERVATION
WHAT ARE THE SCIENTIFIC CONCEPTS
THAT CAN BE EXPLAINED THROUGH THIS
ACTIVITY?
ACTIVITIES WITH WATER
1.DROP A STICK
DOWN INTO THE
WATER. HOW DID
IT COME UP
AGAIN?
ACTIVITIES WITH WATER
DROP A STONE INTO
THE WATER. OBSERVE
THE RIPPLES. WHAT
HAPPENS WHEN 2
RIPPLES MEET?
ACTIVITIES WITH WATER
PLACE THE WATER IN A
VESSEL. START
HEATING. OBSERVE
THE WATER CAREFULLY
TILL IT BOILS
ACTIVITIES WITH WATER
TAKE SOME WATER IN A LARGE CONTAINER.
GENTLY DROP THE FOLLOWING OBJECTS
1. A PIECE OF WOOD
2. A SMALL EMPTY CAN
3. HALF FILLED CAN WITH WATER
4. CAN COMPLETELY FILLED WITH WATER
5. A PIECE OF SPONGE
6. PLASTIC BALL
7. PING PONG BALL
HOW MUCH OF THE OBJECT IS ABOVE THE SURFACE OF
WATER AND HOW MUCH IS BELOW THESURFACE OF
WATER?
SCIENTIFIC METHOD
For a Good Science Fair
What Makes a Good
Project Question, You
Science Fair Project
Should Answer "Yes" to
Question?
Every Question

Is the topic
interesting enough Yes / No
to read about ?

Can you find at

least 3 sources of
Yes / No.
written information
on the subject?
SCIENTIFIC METHOD
For a Good Science Fair
What Makes a Good
Project Question, You
Science Fair Project
Should Answer "Yes" to
Question?
Every Question

Is your
experiment Yes / No

safe to
perform
Do you have all the
materials and equipment Yes / No.
you need for your science
project & Do you have
enough time to do your
experiment more than once
MAKING SCIENTIFIC METHOD
HAPPENP

CONCEPT
MAP
The Blind Men and the Elephant, Part 1
I.

It was six men

To learn much inclined,
Who went to see the elephant
(Though all of them were blind),
That each by observation
Might satisfy their mind.

II.
The First approached the elephant,
And happened to fall
Against his broad sturdy side,
At once began to bawl:
Bless me!but the Elephant is very like a wall!
The Blind Men and the Elephant, Part 1

III.
The Second, feeling of the tusk ,
Cried, Ho!what have we here
So very round and smooth and sharp?
To me t is mighty clear
This wonder of an Elephant
Is very like a spear!

IV.
The Third approached the animal,
And happening to take
The squirming trunk within his hands,
Thus boldly up and spake:
I see, quoth he, the Elephant
Is very like a snake!
The Blind Men and the Elephant, Part 1
V.
The Fourth reached out his eager hand,
And felt about the knee.
What most this wondrous beast is like
Is might plain quoth he;
T is clear enough the Elephant
Is very like a tree!

VI.
The Fifth, who chanced to touch the ear,
Said, Een the blindest man
Can tell what this resembles most;
Deny the fact who can,
This marvel of an Elephant
Is very like a fan!
The Blind Men and the Elephant, Part 1
VII.
The Sixth no sooner had begun
About the beast to grope,
Than seizing on the swinging tail
That fell within his scope,
I see, quoth he, the Elephant
Is very like a rope!

VIII.
And so these men of Indostan
Disputed loud and long,
Each with his own opinion
Exceeding stiff and strong,
Though each was partly in the right,
And all were in the wrong!
The Blind Men and the Elephant, Part 2,
I.
They talked, those men from Indostan
While standing at the door,
Of elephants and how they looked
(This talk was such a bore!),
At last they agreed that the knowledge gained
Required something more.

II.
Perhaps each one in his own way,
Did learn a bit
Of the beasts elusive mystery,
But just a part of it
With work, they thought, that they might see
The puzzle pieces fit.
The Blind Men and the Elephant, Part 2,
III.
IT was obvious to all of them
For learning to progress,
That they must share in what they found
Jointly sort out the mess.
And seek to fully understand
Elephants, more or less.

IV.
Some worked alone and some in teams,
In both the field and lab.
Models were made: some soft, some hard
Some good, some pretty bad.
But when they pooled the useful work,
And truth they made a grab.
The Blind Men and the Elephant, Part 2,
V.
They checked each others methods out,
Some kept, some put asunder.
To use the ones which passed the test
Reduced the chance of blunder.
Then theyd trust what they had learned
Of elephants fine wonders.

VI.
They made great strides in what they knew
Of the nature of the beast.
Of what and where and how and why
They knew much more at least.
For blind men learned how best to learn
And vision soon increased!
 Let's
Practice