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Science Mythbusters: Truth or Myth?

Grade 9Science10 days

In this project, 9th-grade science students take on the role of myth-busters, applying the scientific method to investigate and test common science myths and media claims. They design and conduct experiments, analyze data, and draw evidence-based conclusions to determine the validity of these myths. The project culminates in a presentation or report where students communicate their findings, demonstrating their understanding of experimental design, data analysis, and the nature of science.

Scientific MethodExperiment DesignData AnalysisCritical ThinkingMyth DebunkingEvidence-Based Reasoning

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.To what extent can the scientific method be used to determine the truth behind common science myths and media claims?

Essential Questions

Supporting questions that break down major concepts.

How can we use the scientific method to test the validity of common science myths?
What are the key components of a well-designed experiment, and how do they help ensure reliable results?
How can we analyze and interpret data to draw conclusions about the accuracy of science myths?
How does understanding the nature of science help us evaluate claims and information presented in the media?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to apply the scientific method to investigate and test common science myths.
Students will be able to design and conduct experiments with appropriate controls and variables.
Students will be able to analyze experimental data and draw evidence-based conclusions.
Students will be able to communicate their findings effectively through presentations or reports.
Students will be able to evaluate the reliability and validity of scientific information from various sources.

PA Science Practices

3.5.9-12.P

Primary

Apply a broad range of design skills to a design thinking process.Reason: This standard directly relates to the application of design skills within the scientific method, which is central to the project.

Asking questions (for science) and defining problems (for engineering)

Primary

The eight practices defining the essential elements of the K-12 science and engineering curriculum include: Asking questions (for science) and defining problems (for engineering)Reason: This practice is fundamental to initiating the myth-busting process.

Developing and using models

Secondary

The eight practices defining the essential elements of the K-12 science and engineering curriculum include: Developing and using modelsReason: Models can be used to represent and test the myths.

Planning and carrying out investigations

Primary

The eight practices defining the essential elements of the K-12 science and engineering curriculum include: Planning and carrying out investigationsReason: Essential for the experimental aspect of the project.

Analyzing and interpreting data

Primary

The eight practices defining the essential elements of the K-12 science and engineering curriculum include: Analyzing and interpreting dataReason: Crucial for drawing conclusions about the myths.

Using mathematics and computational thinking

Secondary

The eight practices defining the essential elements of the K-12 science and engineering curriculum include: Using mathematics and computational thinkingReason: Relevant for quantitative analysis in experiments.

Constructing explanations (for science), and designing solutions (for engineering)

Primary

The eight practices defining the essential elements of the K-12 science and engineering curriculum include: Constructing explanations (for science), and designing solutions (for engineering)Reason: Needed to explain findings based on evidence.

Engaging in argument from evidence

Primary

The eight practices defining the essential elements of the K-12 science and engineering curriculum include: Engaging in argument from evidenceReason: Supports defending or refuting the myths based on experimental results.

Obtaining, evaluating, and communicating information

Primary

The eight practices defining the essential elements of the K-12 science and engineering curriculum include: Obtaining, evaluating, and communicating informationReason: Necessary for researching myths and presenting findings.

Entry Events

Events that will be used to introduce the project to students

The Case of the Misunderstood Science

Present students with a 'crime scene' scenario where a science myth is implicated (e.g., a faulty DIY project based on a debunked physics principle). Student teams act as forensic science investigators, using the scientific method to reconstruct the events, determine the validity of the science involved, and present their findings to 'solve' the case.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Myth Selection & Question Formulation

Students will select a common science myth to investigate and formulate a testable question based on that myth.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm a list of common science myths (e.g., "lightning never strikes the same place twice," "humans only use 10% of their brain").

2. Choose one myth from the list that is interesting and researchable.

3. Formulate a testable question based on the myth (e.g., "Is it possible for lightning to strike the same place twice?").

4. Develop a hypothesis about whether the myth is true or false.

Final Product

What students will submit as the final product of the activityA clearly stated testable question and hypothesis about a chosen science myth.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 'Asking questions (for science) and defining problems (for engineering)' by requiring students to formulate a question about a myth. It also touches on 'Planning and carrying out investigations' as students begin to consider how they might test their hypothesis.

Activity 2

Experimental Design Blueprint

Students will design an experiment to test their chosen myth, focusing on identifying variables, controls, and procedures.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify the independent and dependent variables for the experiment.

2. Determine the control group and constants to ensure a fair test.

3. Write a detailed step-by-step procedure for conducting the experiment.

4. Create a materials list for the experiment.

5. Consider safety precautions and include them in the procedure.

Final Product

What students will submit as the final product of the activityA detailed experimental design blueprint including variables, controls, procedures, materials list, and safety precautions.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on 'Planning and carrying out investigations' by detailing the experimental design process. Also addresses '3.5.9-12.P Apply a broad range of design skills to a design thinking process' as students design their experiment.

Activity 3

Data Collection & Organization

Students will conduct their experiment, collect data, and organize it in a clear and understandable format.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Conduct the experiment according to the designed procedure.

2. Collect data systematically, recording all relevant observations and measurements.

3. Organize the data in a table or spreadsheet.

4. Note any challenges or unexpected events during the experiment.

Final Product

What students will submit as the final product of the activityA well-organized data table or spreadsheet containing the results of the experiment, along with notes on any challenges encountered.

Alignment

How this activity aligns with the learning objectives & standardsDirectly aligns with 'Analyzing and interpreting data' as students collect and organize their experimental data. It also reinforces 'Planning and carrying out investigations'.

Activity 4

Data Analysis & Interpretation

Students will analyze the collected data to identify patterns, trends, and relationships, and interpret what the data means in relation to their hypothesis.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Calculate any necessary statistics (e.g., mean, median, mode) from the data.

2. Create graphs or charts to visually represent the data.

3. Analyze the data to identify any patterns or trends.

4. Interpret the data in relation to the hypothesis.

Final Product

What students will submit as the final product of the activityA written analysis and interpretation of the data, including relevant graphs or charts, explaining what the data reveals about the myth.

Alignment

How this activity aligns with the learning objectives & standardsEmphasizes 'Analyzing and interpreting data' and 'Using mathematics and computational thinking'. Students must analyze their data and interpret its meaning in the context of their hypothesis. It also applies to '3.5.9-12.P Apply a broad range of design skills to a design thinking process' as students use data to refine their understanding.

Activity 5

Conclusion & Evidence-Based Argumentation

Students will draw conclusions based on their data analysis and construct an evidence-based argument to either support or refute the chosen science myth.

Steps

Here is some basic scaffolding to help students complete the activity.

1. State whether the data supports or refutes the original hypothesis.

2. Provide evidence from the data to support the conclusion.

3. Explain any limitations or potential sources of error in the experiment.

4. Discuss the implications of the findings in the context of the real world.

Final Product

What students will submit as the final product of the activityA well-written conclusion that states whether the myth is confirmed or debunked, supported by evidence from the experiment, and discusses any limitations or implications.

Alignment

How this activity aligns with the learning objectives & standardsCovers 'Constructing explanations (for science), and designing solutions (for engineering)' and 'Engaging in argument from evidence'. Students must use their data as evidence to support their claims and explain their reasoning.

Activity 6

Mythbusters Communication: Presentation

Students will prepare and deliver a presentation (or write a report) to communicate their findings to the class, explaining their myth, experimental design, data, analysis, and conclusion.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Create a visually appealing presentation (or write a detailed report) summarizing the entire myth-busting process.

2. Clearly explain the myth, experimental design, data, analysis, and conclusion.

3. Use visuals (graphs, charts, images) to enhance the presentation (or report).

4. Practice the presentation (or review the report) to ensure clarity and accuracy.

Final Product

What students will submit as the final product of the activityA comprehensive presentation (or report) communicating the entire myth-busting process and findings.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 'Obtaining, evaluating, and communicating information' as students communicate their findings. It also reinforces all other standards as students synthesize and present their work.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Science Mythbusters Portfolio Rubric

Category 1

Myth Selection & Question Formulation

Focuses on the clarity, relevance, and testability of the chosen myth and formulated question. A strong question provides a clear direction for the experimental investigation.

Criterion 1

Myth Relevance & Interest

Assesses the appropriateness and engagement level of the selected myth for scientific investigation.

Exemplary

4 Points

The selected myth is highly relevant to science concepts, demonstrates a sophisticated understanding of scientific principles, and sparks genuine curiosity. The student shows initiative in exploring the myth's background and potential for investigation.

Proficient

3 Points

The selected myth is relevant to science concepts and is of interest to the student. The student clearly explains the myth and its potential for scientific investigation.

Developing

2 Points

The selected myth has some connection to science concepts but may be somewhat vague or uninspiring. The student attempts to explain the myth but may lack clarity or detail.

Beginning

1 Points

The selected myth lacks a clear connection to science concepts and is not particularly engaging. The student struggles to explain the myth or its relevance to scientific investigation.

Criterion 2

Testable Question & Hypothesis

Evaluates the clarity, specificity, and testability of the formulated question and hypothesis. A well-defined question and hypothesis are essential for a focused experiment.

Exemplary

4 Points

The testable question is exceptionally clear, specific, and directly addresses the selected myth. The hypothesis is well-reasoned, testable, and demonstrates a deep understanding of the underlying scientific principles.

Proficient

3 Points

The testable question is clear, specific, and addresses the selected myth. The hypothesis is testable and logically connected to the question.

Developing

2 Points

The testable question is somewhat vague or broad, and its connection to the myth may be unclear. The hypothesis is weakly formulated or lacks a clear connection to the question.

Beginning

1 Points

The testable question is unclear, untestable, or unrelated to the myth. The hypothesis is missing, illogical, or completely disconnected from the question.

Category 2

Experimental Design Blueprint

Assesses the thoroughness, accuracy, and feasibility of the experimental design. A well-designed experiment is crucial for obtaining reliable data.

Criterion 1

Variable Identification & Control

Evaluates the correct identification of independent and dependent variables, as well as the appropriate control of extraneous variables.

Exemplary

4 Points

All independent and dependent variables are correctly identified and clearly defined. The control group and constants are meticulously selected and justified, demonstrating a comprehensive understanding of experimental control.

Proficient

3 Points

The independent and dependent variables are correctly identified. The control group and constants are appropriate for the experiment.

Developing

2 Points

The independent and dependent variables are identified, but there may be some confusion or inaccuracies. The control group or constants are inadequately defined or controlled.

Beginning

1 Points

The independent and dependent variables are not clearly identified or are incorrectly defined. The control group and constants are missing or inappropriate.

Criterion 2

Procedure & Safety Precautions

Focuses on the clarity, completeness, and safety considerations of the experimental procedure.

Exemplary

4 Points

The experimental procedure is exceptionally detailed, clear, and easy to follow. All steps are logically sequenced and include specific instructions. Safety precautions are comprehensive and demonstrate a strong awareness of potential hazards.

Proficient

3 Points

The experimental procedure is detailed, clear, and easy to follow. All steps are logically sequenced. Safety precautions are included.

Developing

2 Points

The experimental procedure is somewhat vague or incomplete. Some steps may be missing or unclear. Safety precautions are mentioned but may lack detail.

Beginning

1 Points

The experimental procedure is confusing, incomplete, or difficult to follow. Many steps are missing or unclear. Safety precautions are not adequately addressed.

Category 3

Data Collection & Organization

Assesses the accuracy, completeness, and organization of the collected data. Well-organized data is essential for effective analysis.

Criterion 1

Data Accuracy & Completeness

Evaluates the precision and thoroughness of the data collected during the experiment.

Exemplary

4 Points

The data is exceptionally accurate, complete, and meticulously recorded. All relevant observations and measurements are included, demonstrating a strong attention to detail.

Proficient

3 Points

The data is accurate and complete. All relevant observations and measurements are recorded.

Developing

2 Points

The data is mostly accurate, but some values may be missing or questionable. Some relevant observations or measurements may be omitted.

Beginning

1 Points

The data is inaccurate, incomplete, or poorly recorded. Many values are missing or incorrect. Relevant observations and measurements are largely absent.

Criterion 2

Data Organization & Clarity

Focuses on the clarity and organization of the data presentation, typically in a table or spreadsheet format.

Exemplary

4 Points

The data is organized in a highly clear, logical, and visually appealing format (e.g., table, spreadsheet). Headings and labels are precise and informative, making the data easy to understand and interpret. Any challenges encountered during the experiment are thoroughly documented.

Proficient

3 Points

The data is organized in a clear and logical format (e.g., table, spreadsheet). Headings and labels are used effectively. Any challenges encountered during the experiment are noted.

Developing

2 Points

The data is somewhat disorganized or difficult to follow. Headings and labels may be missing or unclear. Challenges encountered during the experiment are not adequately documented.

Beginning

1 Points

The data is disorganized, confusing, or presented in an inappropriate format. Headings and labels are missing or meaningless. Challenges encountered during the experiment are not mentioned.

Category 4

Data Analysis & Interpretation

Evaluates the student's ability to analyze the collected data, identify patterns and trends, and interpret the data in relation to the hypothesis.

Criterion 1

Data Analysis Techniques

Assesses the appropriate use of mathematical or statistical techniques to analyze the data (e.g., calculating mean, creating graphs).

Exemplary

4 Points

The student employs sophisticated and appropriate mathematical or statistical techniques to analyze the data. Calculations are accurate and clearly explained. Visual representations (graphs, charts) are expertly crafted and effectively highlight key trends.

Proficient

3 Points

The student uses appropriate mathematical or statistical techniques to analyze the data. Calculations are accurate. Visual representations (graphs, charts) are used effectively.

Developing

2 Points

The student attempts to use mathematical or statistical techniques to analyze the data, but there may be some errors or inconsistencies. Visual representations may be poorly constructed or difficult to interpret.

Beginning

1 Points

The student fails to use appropriate mathematical or statistical techniques to analyze the data. Calculations are missing or inaccurate. Visual representations are absent or meaningless.

Criterion 2

Interpretation & Hypothesis Connection

Focuses on the student's ability to interpret the data in the context of the original hypothesis and draw meaningful conclusions.

Exemplary

4 Points

The student provides a nuanced and insightful interpretation of the data, clearly connecting the findings to the original hypothesis. The interpretation demonstrates a deep understanding of the underlying scientific principles and acknowledges potential sources of error.

Proficient

3 Points

The student interprets the data and connects the findings to the original hypothesis. The interpretation is logical and supported by the data.

Developing

2 Points

The student attempts to interpret the data, but the connection to the original hypothesis may be weak or unclear. The interpretation may be superficial or lack supporting evidence.

Beginning

1 Points

The student fails to interpret the data or connect it to the original hypothesis. The interpretation is missing or illogical.

Category 5

Conclusion & Evidence-Based Argumentation

Assesses the student's ability to draw clear, evidence-based conclusions and construct a logical argument to support or refute the chosen science myth.

Criterion 1

Conclusion Clarity & Validity

Evaluates the clarity and accuracy of the conclusion drawn from the data analysis.

Exemplary

4 Points

The conclusion is exceptionally clear, concise, and directly addresses the original hypothesis. The conclusion is fully supported by the evidence and demonstrates a sophisticated understanding of the scientific method.

Proficient

3 Points

The conclusion is clear, concise, and addresses the original hypothesis. The conclusion is supported by the evidence.

Developing

2 Points

The conclusion is somewhat vague or unclear, and its connection to the original hypothesis may be weak. The conclusion may not be fully supported by the evidence.

Beginning

1 Points

The conclusion is unclear, illogical, or unrelated to the original hypothesis. The conclusion is not supported by the evidence.

Criterion 2

Evidence & Limitations

Focuses on the student's ability to provide specific evidence from the data to support their conclusion and acknowledge any limitations or potential sources of error in the experiment.

Exemplary

4 Points

The student provides compelling and specific evidence from the data to support their conclusion. Limitations and potential sources of error are thoroughly discussed, demonstrating a critical awareness of the experimental process.

Proficient

3 Points

The student provides evidence from the data to support their conclusion. Limitations and potential sources of error are discussed.

Developing

2 Points

The student attempts to provide evidence from the data, but the connection to the conclusion may be weak or unclear. Limitations and potential sources of error are mentioned but may lack detail.

Beginning

1 Points

The student fails to provide evidence from the data to support their conclusion. Limitations and potential sources of error are not adequately addressed.

Category 6

Mythbusters Communication: Presentation

Assesses the student's ability to effectively communicate their findings to the class through a presentation or report.

Criterion 1

Clarity & Organization

Evaluates the clarity, logical flow, and organization of the presentation or report.

Exemplary

4 Points

The presentation or report is exceptionally clear, concise, and logically organized. The information is presented in a compelling and engaging manner, demonstrating a mastery of communication skills.

Proficient

3 Points

The presentation or report is clear, concise, and logically organized. The information is presented effectively.

Developing

2 Points

The presentation or report is somewhat disorganized or difficult to follow. The information may be presented in a confusing or disjointed manner.

Beginning

1 Points

The presentation or report is disorganized, confusing, or incomplete. The information is presented poorly and lacks clarity.

Criterion 2

Visual Aids & Engagement

Focuses on the effective use of visual aids (graphs, charts, images) and the overall engagement of the presentation or report.

Exemplary

4 Points

The presentation or report incorporates visually stunning and highly informative visual aids (graphs, charts, images) that effectively enhance understanding. The presentation is delivered with enthusiasm and confidence, captivating the audience.

Proficient

3 Points

The presentation or report incorporates effective visual aids (graphs, charts, images) that enhance understanding. The presentation is engaging and well-delivered.

Developing

2 Points

The presentation or report includes some visual aids, but they may be poorly designed or ineffective. The presentation may lack enthusiasm or clarity.

Beginning

1 Points

The presentation or report lacks visual aids or uses them inappropriately. The presentation is unengaging and poorly delivered.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most surprising thing you learned while investigating your chosen science myth?

Text

Required

Question 2

To what extent do you think the scientific method can be used to determine the truth behind common science myths and media claims?

Scale

Required

Question 3

How has this project changed your perspective on evaluating information presented in the media?

Text

Required

Question 4

What was the most challenging aspect of this project, and how did you overcome it?

Text

Required

Question 5

Which of the following skills do you feel you improved the most during this project?

Multiple choice

Required

Options

Asking questions and defining problems

Planning and carrying out investigations

Analyzing and interpreting data

Constructing explanations and designing solutions

Engaging in argument from evidence

Obtaining, evaluating, and communicating information