Scientific Method Review

By Laura Hospitál on May 22, 2015

As students complete science projects, it is valuable to review the steps of the scientific method prior to the completion of the project board by having students make a smaller version of the science project board.  For students with a visual impairment the project board completion can be utilized as a review.  

This idea came out of a conversation that Kate Fraser and I had at POSB.  Thanks, Kate!


Prepare copies of the following steps of the scientific method in the appropriate reading medium for each student:

  • Question
  • Research
  • Hypotheses
  • Experiment
  • Results and Conclusion

These terms can be either simplified or made more advanced depending on the levels of the student.  See variations for simpler wording.

Cut out the terms so that each term is on a separate strip of paper (See picture)


  • Perkins Braillewriter or PC with Duxbury
  • braille paper
  • copy paper
  • computer
  • removable double sided-tape


  • As students enter class each student (braille and print) should have a piece of 8.5"X11" braille paper at his/her desk.  Print students may wonder why they have a piece of braille paper.  Assure them that you have not made a mistake, but that they will be using braille paper today.
  • Warm up:  Give each student the steps of the scientific method out of order.  Have him/her place them in correct order.
  • Discuss the order.  If students have not correctly placed them in order, spend time discussing why the process occurs in this manner.  One common mistake is placing research in the wrong order in the process.  Remind students that the hypothesis is based on reserach completed.  Take time to talk about research that they completed for their project if warranted.
  • Guided:  Assist students to fold the braille paper into a tri-fold board.  Expain that the steps of the scientific method will be placed from left to right across the board.
  • Place double-sided tape on the back of the strips.  Students will now glue them down on the board from left to right across the braille paper.
  • Closure:  Students will summarize (either orally or in written form depending on time and ability) the steps of their own projects based on the scientific method. 


If a more kinesthetic activity is desired, students could each be given a card with one step of the scientific method listed taped to his/her back.  Students would read the other students backs and place themselves in the correct order.  Discussion of the scientific method would then occur.

The activity would then proceed with students placing all steps on individual pages as per the procedure. 

scientific collage

NGSS Standards:

Analyzing and Interpreting Data
Analyzing data in 9–12 builds on K–8 experiences and progresses tointroducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.
Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (HS-LS4-3)

Constructing Explanations and Designing Solutions                                                                                                               

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS4-2),(HS-LS4-4)

Engaging in Argument from Evidence
Engaging in argument from evidence in 9-12 builds on K-8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current or historical episodes in science.

Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. (HS-LS4-5)

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs. Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-LS4-1)