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  • Version Notes
English (US)

SciJourneys

Building Resilience in Science

Building Resilience in Science
Sponsored by:
Galactic_PolyMath_First_Sec_Mobile_Info
The Gist:

Help students sharpen their skills of inquiry and critical thinking and see that science is all around them! This student-centered, active learning unit helps students build resilience and growth mindsets as they approach scientific methods. Features 3 early career women in STEM!

Target Subject:
Science
Grades:
6-8
Estimated Time:
3 x 45min classes
Target Subject:
Science
Grades:
6-8
Estimated Time:
3 x 45min classes
Subject breakdown by standard alignments:Subject breakdown by standard alignments
Subject breakdown by standard alignments
Subject breakdown by standard alignments

Driving Question(s):

  1. Understand that how science works is diverse, dynamic, and requires resilience.
  2. Practices and approaches that scientists take are not distinct from, and often draw upon, skills cultivated through arts and humanities

Hook(s):

Students will build question webs, draw comics, create hypotheses, and plan studies, all based on their own interests. Supported by videos that feature exciting new research, crafted specifically to interact with this learning experience.

Keywords:
identityselfinterdisciplinaryempowerconnectionscientific method
For Lesson 1
How to Ask Better Science Questions

Indigenous ethnobotanist Rose Bear Don’t Walk demonstrates how scientists generate complex webs of higher-level questions.

by Galactic Polymath
For Lesson 2
How to create hypotheses? A biomechanical engineer explains

MIT-based biomechanical engineer Dr. Ritu Raman talks about hypotheses as a way of expressing curiosity about the world.

by Galactic Polymath
  • How to Ask Better Science Questions
  • How to create hypotheses? A biomechanical engineer explains

3 x 45 min

Available Grades Bands

Available Teaching Environments

Browse & Download All G6-8 MaterialsBrowse & Download All G6-8 Materials
indigenous science
Learning Objectives

Students will be able to...

  1. Practice forming and sharing higher-level, scientific questions.

  2. Build questioning capacity through learning about the story and scientific work of ethnobotanist Rose Bear Don't Walk.

  3. Understand several challenges in asking higher-level, scientific questions.

  4. Reflect upon their own challenges and triumphs when asking questions in science.

Materials for Grades 6-8

  1. Presentation (Lesson 1)

    lesson_tile

  2. Teacher Worksheet (Lesson 1)

    Print 1

    lesson_tile

  3. Student Worksheet (Lesson 1)

    Print 1 Per Student

    lesson_tile
Steps & Flow

5 min: Engage

1.

Crafting Questions: Round 1 (Individual)

1.

Crafting Questions: Round 1 (Individual)

To begin the lesson, students spend a few minutes individually writing down as many questions that they can related to an image of a wild rose.

10 min: Explore

2.

Asking Questions with an Ethnobotanist

2.

Asking Questions with an Ethnobotanist

Students watch a video that introduces them to Rose Bear Don't Walk; an ethnobotanist who loves asking questions! ▶ How to Ask Better Science Questions

  • Ethnobotany: the study of people's relationships with food plants.

15 min: Elaborate

3.

Crafting Questions: Round 2 (Small Group)

3.

Crafting Questions: Round 2 (Small Group)

In small groups, students spend a few minutes writing down higher-level questions about an image of a huckleberry.

After round 2, students will likely realize that working in teams and building upon Rose's work made it easier to form higher-level questions.

  • Higher-level questions: questions that are specific, creative, exciting, testable, interesting, novel, fascinating.
4.

Question Web Challenge

4.

Question Web Challenge

Each student starts by writing a question that they are genuinely curious about, then they pass their worksheet to the left. They will add an additional question that builds upon the previous person's question, creating a question web.

15 min: Evaluate

5.

Navigating Challenges

5.

Navigating Challenges

Students listen to what challenged Rose as a young scientist and what she learned along the way.

6.

Villains of Question-Asking

6.

Villains of Question-Asking

Students identify general challenges with asking questions by coming up with descriptions for "question-asking villains".

7.

Map your question-asking journey!

7.

Map your question-asking journey!

Students reflect upon their journey in asking questions, filled with unique challenges and triumphs.

Going Further

Ideas and resources for deepening learning on this topic.

  1. Ethnobotany: Challenges and Future Perspectives

    Have students dive into the science of ethnobotany by reading this short scientific review article.

  2. Well grounded: Indigenous Peoples' knowledge, ethnobiology and sustainability

    Another great introductory paper about ethnobotany/ethnobiology.

  3. Recovering our Roots: The Importance of Salish Ethnobotanical Knowledge and Traditional Food Systems to Community Wellbeing on the Flathead Indian Reservation in Montana

    Students can dive into Rose's Master's thesis paper!

Learning Objectives

Students will be able to...

  1. Understand the definition of a hypothesis and what makes a hypothesis testable.

  2. Appreciate the creativity and ingenuity involved in developing hypotheses through the story of biomechanical engineer Ritu Raman.

  3. Generate numerous hypotheses connected to a research question.

  4. Evaluate if hypotheses are specific, testable, and answered with data.

Materials for Grades 6-8

  1. Presentation (Lesson 2)

    lesson_tile

  2. Card Sort Printable (Lesson 2)

    Print 1 Per Student Group

    lesson_tile

  3. Teacher Worksheet (Lesson 2)

    Print 1

    lesson_tile

  4. Student Worksheet (Lesson 2)

    Print 1 Per Student

    lesson_tile

  5. Card/ Table (Lesson 2)

    lesson_tile
Steps & Flow

10 min: Engage

1.

Card Sort Activity

1.

Card Sort Activity

Students will start the lesson by sorting 5 different cards into "testable" or "not testable", followed by a group discussion.

25 min: Explore

2.

What is a hypothesis?

2.

What is a hypothesis?

Students get to know the definition of a hypothesis from biomechanical engineer Ritu Raman and learn how she uses them in her work (Video: ▶ How to create hypotheses? A biomechanical engineer explains).

  • Hypothesis: a possible answer to a question, a way to express your curiosity
3.

How many hypotheses can you create?

3.

How many hypotheses can you create?

Given a student-relevant observation and research question, students generate as many hypotheses as possible.

10 min: Evaluate

4.

Check your hypotheses

4.

Check your hypotheses

Students evaluate their hypotheses for specificity, testability, and if they can be answered with data.

Going Further

Ideas and resources for deepening learning on this topic.

  1. A World of Women in STEM: Dr. Ritu Raman

    Students can learn more about how Ritu's engineering work is similar to being a "biological architect".

  2. MIT Engineers Design Flexible "Skeletons" for Soft, Muscle-Powered Robots

    This is a more advanced article about the incredible potential of Ritu's engineering work.

Learning Objectives

Students will be able to...

  1. Design an experiment that includes potential hazards and how to salvage the study.

  2. Implement resilient data collection strategies through role play, featuring events based on the work of cryoseismologist Celeste Labedz.

Materials for Grades 6-8

  1. Handout (Lesson 3)

    lesson_tile

  2. Student Worksheet (Lesson 3)

    Print 1 Per Student

    lesson_tile
Steps & Flow

20 min: Engage

1.

Brainstorm

1.

Brainstorm

Students begin by brainstorming what data they could collect if they were an "alien humanologist." Afterwards, students watch a short video clip featuring cryoseismologist Celeste Labedz.

4 min video introducing Data Collection

  • [ERROR: CHECK {vid3} REFERENCE. NO LINK FOUND]() 1 min shorts about scientific resilience
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2.

Brainstorm

2.

Brainstorm

After watching a short video, students brainstorm multiple data points that could be gathered in order to better understand their classroom.

10 min: Explain

3.

What's your data detour?

3.

What's your data detour?

Students watch a series of three 1-minute videos of Celeste Labedz describing a moment where she had to change her data collection plan. In between each video, they grapple with what they would do!

15 min: Elaborate

4.

Plan your study!

4.

Plan your study!

Students use a customized graphic organizer to plan their own study. A key component is to list potential hazards and brainstorm strategies to salvage their study.

SciJourneys grew out of a podcast series featuring 6 women in STEM. Check out the original animated podcast Verbing Science! series here.

Connection to Research

To break open the steps of the traditional scientific method, students will follow in the footsteps of young, accomplished women scientists across a broad range of disciplines, including ethnobotany, biomechanical engineering, and cryoseismology. By exploring the diverse paths these scientists have navigated, students will gain a richer, more nuanced understanding of what science entails and also challenge preconceived notions of who can be a scientist.

Research Background

The scientific method is typically taught in science classrooms as a series of content-stripped steps that can guide students’ inquiry. However, teaching science as a journey by following in scientists’ footsteps emphasizes the dynamic and diverse nature of scientific inquiry. This approach allows students to understand that science is not a linear process and that scientists grapple with challenges, setbacks, and unexpected findings. By acknowledging the difficulties inherent in scientific inquiry, students will develop strategies to overcome these challenges and build resilience. This perspective encourages deeper engagement with scientific processes and fosters a more realistic and inspiring view of what it means to be a scientist.

Further Reading

Scientific Articles

  • Butler, L. P. (2020). The empirical child? A framework for investigating the development of scientific habits of mind. Child Development Perspectives, 14(1), 34-40. (link)
  • Tang, X., Coffey, J. E., Elby, A., & Levin, D. M. (2010). The scientific method and scientific inquiry: Tensions in teaching and learning. Science education, 94(1), 29-47. (link)

Target Standard(s)

Skills and concepts directly taught or reinforced by this lesson

Dimension: Science & Engineering Practices

How does the lesson address this standard?

In lesson 1, students practice forming questions based on what they can observe about one photo of a plant.

How does the lesson address this standard?

In lesson 1, students practice forming questions based on what they can observe about one photo of a plant.

Connected Standard(s)

Skills and concepts reviewed or hinted at in this lesson (for building upon)

Dimension: Peace and Prosperity

How does the lesson address this standard?

All lessons feature stories of women in STEM who have diverse backgrounds and experiences, serving as role models for young students.

Dimension: Self Awareness & Self Management

How does the lesson address this standard?

In lesson 1, students will reflect on challenges associated with asking questions, including social pressures.

How does the lesson address this standard?

In lesson 1, students reflect on their question-asking abilities, comic-book style! In the comic book strip, they describe their question-asking "villain" and how to overcome it.

Dimension: Social Awareness & Relationships

How does the lesson address this standard?

In lesson 1, students discover that working together and building on others' ideas is a key strategy to ask better questions.

How does the lesson address this standard?

In lessons 1, students work in teams to build on each others' questions. Additionally, students are encouraged to share their questions with the class.

Please let us know how it went with your class!

We want to know what you (and/or your students) think!

Share your feedback in < 5 min with these forms:

Stephanie Rapciak: Led the project, spearheaded all curricular materials, developed framework, and produced videos
Matt Wilkins: Developed framework, produced videos, contributed to all curricular materials
Jocelyn Bosley: Contributed to framework development, provided science communication expertise, and garnered funding Katie Capp, PhD: Helped align to standards and finalize all materials
Stephanie Castillo: Produced and edited all videos
Anna Wilkins: Developed vision for framework figures and created all illustrations

Featured Scientist
Content Reviewer

Provided valuable feedback prior to release

Beta Tester

Trialed lessons with students

Consultant

Contributed to early framework vision

Major Release Beta

0.3.0 Significant updates, prepping for L2 launch

July 1, 2024

0.2.0 Lesson 1 alpha posted

May 2, 2024

0.1.0 Unit initialized

October 05, 2023