The Hypotheses Testing module is designed to introduce youth to the scientific method in general and how it can be applied to the science of archaeology. During this module, the afterschool program instructors will guide learners through the process of forming research questions that they can study with the material culture and other data presented during this program.
Grade Level: 6-8
Objective: The goal of this lesson is for learners to understand what the scientific method is and how it can be applied to their own research. Learners will begin to think about the research question they would like to address for their afterschool research project with help from instructors.
Learning Objectives: Learners will be able to explain the steps of the scientific method and how it can be applied to a research question.
STEM: Science
Materials: Paper, pencils, six identical opaque or wrapped boxes or containers with an object inside, pens/pencils, observation sheets (see below), large grid to place notes, sticky notes
Time: 60 minutes
Overview: Science is based on facts (observations). All science uses the scientific method:
Steps of the Scientific Method:
1: Question. What would you like to know?
2: Hypothesis. A hypothesis is an educated (or best) guess or explanation for answering the question. Based on what is already known about similar ideas, you can state what you expect the results of the experiment to be if the hypothesis is correct. It is a starting point for an experiment (and further study).
3: Experiment. Experimentation allows you to make observations and collect data to prove the hypothesis is observably correct or disprove it. Gather your material; develop a method. Make observations during your experiment, write them down, and track results to see if your hypothesis is supported by the evidence or not. It is often necessary to repeat an experiment in the same way to be sure of the results.
4: Results: What was the outcome of the experiment?
5: Conclusion. Based on the data you collected from the experiment, decide whether your hypothesis is supported by the evidence. If it was not, develop a new hypothesis and begin the cycle over; or ask a new question based on the experiment.
A “good” question is one that can be tested with data gathered through experiments, while a “bad” hypothesis cannot be tested (i.e., there is no way to gather evidence to support or refute such a hypothesis). Give learners examples. Archaeologists have questions about the human past and use material remains to answer those questions. Example of a good research question: Did people in the past hunt deer? Example of a bad research question: Did people in the past think that deer tasted good?
The goal of the box activity is to think about what is inside a set of boxes without opening them and “work scientifically.” The activity demonstrates how numerous skills are used to develop scientific hypotheses based on evidence. Science is a way of thinking, asking questions, and observing. In science we are not able to simply “open the box” and find a definitive answer to whether ideas are correct or not. Instead, we use evidence from research to develop hypotheses. These ideas or hypotheses are open to future revision, or rejection, as our understanding of the question changes with new testing methods and information. Just like people in the past, today we use the skills important for doing science, technology, engineering, and math (STEM) daily.
Vocabulary: Hypothesis, scientific method, experiment
Procedure: Ask learners to explain the scientific method. Post their points. Discuss with learners what the scientific method is. Add to the learners’ points. Discuss a simple experiment. For example.
What travels farther – a baseball or a soccer ball?
Hypothesis: What is your guess?
Experiment: Ask learners, How would you test that? What might explain the results?
For the activity What’s in the Box? (from http://www.sciencemuseumgroup.org.uk/wp-content/uploads/2018/10/18254_MysteryBoxes_Online_V3_FINAL_AW.pdf), fill six identical boxes with a different object in each (objects should be different sizes and made of different materials; e.g., pasta, flour, marble, coin, sand, modelling clay, rubber ball, small toy, paperclip). Seal the boxes so they cannot be opened. Label each box 1-6. Give each group a Mystery Box and an observation sheet with sticky notes attached.
Working in groups, give each group 2 to 3 minutes to explore a box (e.g., shake it, feel its weight). Have groups record their observations. Have them take their best idea of what is in the box, and write it down on a sticky note. Have groups move to each box until all six are done. Groups will take about 2 minutes to think about what they did to come up with their answer. Record all responses. Tell learners that these are the same skills that are used and developed through doing science.
Have groups put their “best idea” sticky notes on the large grid. Discuss each box. Is there consensus about what is in each? Have groups present their evidence and allow them to change their minds (or not), considering the new evidence.
Discuss that we do not know what is in each and we will not be opening the boxes. This is like science. We can’t “open the box” in science to find a definitive answer. We can only form ideas and hypotheses (then theories) based on research evidence. Science is always ongoing, and theories are open to future revision or rejection as technological advances improve our evidence and our understanding of how things work.
Review the scientific method. Ask learners what general topics they would like to research – hunting practices, how/where people obtained raw materials for stone tools, where sites of different periods were located, etc. Provide learners with examples of archaeological research questions to get them started (e.g., what type of raw materials are the stone tools in my collection made from and where would people in the past have obtained that material?; are the stone tools in my collection arrows or darts?). Give them “good” and “bad” questions to frame this conversation. Throughout the conversation write down a list of both (e.g., table) somewhere visible to everyone. Ask questions to focus learners on things that are not listed, but that you feel are important. You can continue to refer to this table as needed. Have learners, as a group, come up with questions about how people lived in the past that they are interested in. Write these on the board. Develop 6 or 7 testable hypotheses as a group, and the ways to test them. Have each group of learners select a question they want to explore for their research project.
Assessment activities: Each group will work together to come up with an idea of what is in the box, report their idea to everyone, and tell how/why they came up with that idea.
Wrap up: Ask learners what the scientific method is and how it can be applied to their research.
Mystery Boxes Observation Sheet
Box 1 | Box 2 |
Box 3 | Box 4 |
Box 5 | Box 6 |