Running head: APPLYING SCIENTIFIC THINKING 1

Applying Scientific Thinking to Our Daily Lives: Project Proposal

Ilias Saldaña

Arizona State University

APPLYING SCIENTIFIC THINKING 2

Applying Scientific Thinking to Our Daily Lives: Project Proposal

In this paper, I will be detailing a project I would like to implement in my middle school

science classroom. This paper will begin with a brief description of my teaching history and

philosophy of education and how that applies to the environment of my school. I will then

explain the project in more detail, going into its impact, schedule, objectives, and budget. The

goal of my paper is to communicate why I believe this project would be beneficial to my

students.

Applicant and School Narrative

I have spent the last ten years working at middle schools in the valley. I have spent the

majority of my career at Desert Shadows Middle School, where I currently teach both honors and

regular 8th grade science. I believe that the purpose of education is to teach students how to

learn. This is achieved by two simultaneous processes:

1. Showing students the tools they need to be successful in their intellectual,

professional, and personal lives.

2. Empowering students to identify and practice using those tools on their own, shaping

their own development as a response to the world changing around them.

To achieve this purpose, each party has a specific role.

 Role of the Teacher: the facilitator of conversations that foster this empowerment.

 Role of the Student: the active participant in these conversations.

 Role of the Community: the collaborative space that encourages the interconnectivity of

the diverse conversations

APPLYING SCIENTIFIC THINKING 3

This philosophy is closely tied to my steadfast belief that a classroom is a space for

conversation, not monologues. Conversation between students and teachers, between students

and their classmates, between students and the material they study, between a student and

herself. As facilitator, I believe a teacher needs to model what these interactions look like and

explain the purpose of them, but also allow students to innovate on them and decide their value

for themselves. This freedom to innovate and make active choices about their education is where

students are empowered. This freedom is where learning happens.

School Narrative

My General Science classroom at Desert Shadows Middle School is defined by the needs

of the students who are currently in it. The instructional environments I construct with my

students are based on their educational needs and their opinion of what school should look like.

In other words, I work with my students to shape the classroom to their needs. This description,

then, changes from year to year. This is what my current classroom looks like.

Since many of my students prefer to collaborate on practice problems during class, I have

adopted a primarily flipped classroom style, in which my students watch videos, view lectures,

and read the textbook at home and then are free to explore different areas depending on their

need during class. This has created a very collaborative and inquisitive space inside my

classroom. Allowing students to choose what they will learn about in class gives them a certain

amount of control over their school day – and they seem to enjoy this about my class.

Unfortunately, participation in this inquisitive and collaborative culture has not been

realized by 100% of my students. Coaxing some of my more timid students into conversation

with their peers has proved challenging, even frustrating at times. Concerns about participation

have led me to bring the conversation back to the central classroom space and facilitate the
APPLYING SCIENTIFIC THINKING 4

learning in a more direct approach. When I do this, I can tell some of my more active students

are disappointed that they can’t explore the content on their own, but this is often the best option

for the entire group.

I hope that by the end of this year, my students are able to fully engage with this model of

learning, as I believe that not only will it help them understand science better, but it will prepare

them for high school and beyond in that they will be more reliant on their peers to learn from

each other.

Because the class I have been describing is an honors class, most of those students are

preparing to go to begin an AP track next year, but this is not the case in my other classes. In my

section of “on-level” science, many students are seem to be disillusioned from science already.

They are generally much less excited to be in my class, so it is harder to employ the exploratory

learning style I can use with my older students. However, I recognize that these students are

likely in greater need of this kind of instruction.

Over the next several years, I hope to advocate for this kind of instruction to the rest of

the science department, so that I do not have to be solely responsible for teaching the kids this

kind of learning. If the process can happen over their 7 years of science education in this school

district, that will make it easier on everyone, especially the students.

District Description.

The mission of Paradise Valley School District is to cultivate world-class thinkers, and

one of our central beliefs is the importance of lifelong learning (PVSchools). This takes on a new

meaning as we consider our population of students who do not plan to go on to college. Very

often, we treat high school as a training ground for college. If we adopt this mentality, it can be

easy to put off teaching students many life skills that we know are more explicitly emphasized in
APPLYING SCIENTIFIC THINKING 5

college environments. We recognize that lifelong learning is vital, yet we do not always offer

everyone the opportunity to develop this skill. If we can hold true to these values more firmly

than we currently do, we can better our community by teaching those students who will stay here

after graduation how to work and learn together.

Summary of Project and Impact

In a nutshell, the project I am proposing is one in which students can discover the value

of the scientific process and scientific thinking in general by using it to investigate a problem or

question in their lives they would like to solve, answer, or explore. Often, classroom laboratory

“experiments” have very specific instructions and are designed to achieve one specific outcome.

Because of this, it is often not an experiment at all, but a demonstration of whatever scientific

concept is being studied. This does have value, to be clear, but to only include demonstrations

with no real scientific exploration is to communicate an unrealistic view of what science is

supposed to be.

This project will be a true exploration because students will not only be able to choose

the area of their life to study, but will also be answering questions that I, the teacher, do not know

the answer to. By emphasizing that they are trailblazing a new frontier, I will communicate to

them what real science looks like.

Student Impact

This is mostly a project that will exist within my classroom, but I do plan to bring in

experts in various sciences to go through students’ experiments with them and help them process

the results. This process will serve as a kind of validation when students are assured “yes, this is

the process I go through daily in my scientific endeavors.” It is my hope that this project, as a

part of the greater goal of my class, is to help my students develop a more well-rounded
APPLYING SCIENTIFIC THINKING 6

understanding of what science is and how it can augment their way of thinking about any

problem that they encounter in their lives.

The universality of the scientific method has always been an implicit goal of science

education, in my experience. Teachers often rely on students’ abilities to generalize the

information they learn in the classroom to their lives outside of the classroom. It is my belief that

if we allow students to do this part of the learning process in the classroom, it is much more

likely to happen. It may also improve their opinion of science education, since many students get

discouraged or intimidated by complex “scientific” concepts at an early age and reject the

valuable life lessons that can come out of a holistic understanding of scientific thinking that often

is refined toward the end of one’s academic career.

Teacher Impact

By facilitating this project, I can gain a much better understanding of my students’ actual

interests. Previous to this project, my main avenues for learning about students’ interests have

been either superficial icebreaker activities, in which all my students are mortified to share

anything personal about themselves, or moving through the science curriculum and paying

attention to when students seem to perk up or pay closer attention.

In having the opportunity to base a whole project around a student’s individual interests, I

will not only communicate to that student that their interest is valuable and respected in my

classroom, but I will myself learn more about who my students are. Because the experiment is

designed by them, I will also learn much more about how my students think than if I am only

judging them by how well they can follow a procedure that someone else wrote.

If this project is as successful as I hope it is, I will be able to share its principles with my

fellow teachers to hopefully inspire them to institute a similar model of exploration in their
APPLYING SCIENTIFIC THINKING 7

classrooms. If it is not as successful as I hope, I will still be able to share the results and what I

learned from doing it with my fellow teachers so they can avoid making the same mistakes as

me.

Community Impact

Since I plan to bring in graduate students studying sciences at Arizona State University,

this project will have an implicit impact on the relationship between Desert Shadows Middle

School and ASU. Such a relationship could prove immensely valuable and may open the door for

other schools in the district to strengthen their own relationships with the higher education

institutions in the area.

I have already discussed the benefits of sharing the results of my project with other

teachers at my school, but I can also share the results of this project on social media to other

science educators around the country who I have established relationships with virtually. This

could contribute to a greater push in science education for exploration-based projects that value

students’ real interests. This extends beyond my own geographical community and into the

greater online community of educators everywhere.

Project Narrative

I will require about ten days of class to complete this project with my students. Please

refer to Table 1 for a detailed breakdown of the learning objectives and activities that will occur

on each day. Also included in the “Appendix” section is an inquiry-based lesson plan for my

students to complete on Day 2 of the project.

APPLYING SCIENTIFIC THINKING 8

Sustaining the Project and Innovation

Technology

For this project, technology mostly plays the role of making it easier for the teacher to do

multiple things at a time and be more accessible to answer student questions. As I designed this

project and outlined what I wanted to happen on each day, I imagined that my students would

have access to laptops or tablets to aid their creative process. Since I am not currently in a

placement, I’m not sure if that is realistic, but the great thing about this project is that it does not

rely on having such technology. Most of the work is done in the students’ minds – we are

refining the way they think about problems.

After Proposal Period

After the project has been completed, I would definitely review the feedback I asked my

students for so that I can see what they liked and what they didn’t like about it so that I can adjust

it for my next batch of students. Once I have polished it a little more, I would like to bring in

some of my fellow teachers and adjust this project to possibly make it span over more than just

my class. For instance, I can only walk my students through so much data analysis. If I were to

get other teachers involved in this project, there could be lessons on statistics in their math class

using that data. Their history teacher could spend more time allowing them to research the

historical context of their investigation. Their English teacher might help them develop a more

compelling presentation. I think that would be really cool – it would just take a lot of

coordination and reworking of teachers’ lesson schedules.

Innovation

Students’ completion of this project should help them see the world around them more

precisely. By practicing these skills, they will be able to understand the root of problems and see
APPLYING SCIENTIFIC THINKING 9

the solutions more immediately and effectively. In a world where critical thinking and problem

solving are extremely important, this is vital for students to learn from an early age. This will

also inspire them to have a greater appreciation for science, and understand more fully what their

role is and can be in the scientific community.

Budget Narrative

In addition to the supplies listed In Table 2, I will also need to hire five ASU grad

students from various fields to help students through day nine of my project. The kinds of

“experts” I will reach out to will depend on the area of the students’ interests. For instance, if I

notice that I have only two students who had a physics-based problem, I would not bring in more

than one grad student with a physics background. Since I have $325 left out of my $10,000

budget, I can only afford to pay these students about $65 each.

Most of the items included in my budget are materials for students to create their

presentations, in whichever form they want to do that. If they want to create posters, they can do

that with the tri-fold poster board and various writing utensils. If they want to draw large

dioramas, they can use the butcher paper. If they would rather create a virtual presentation using

technology, they can use the class set of Chromebooks or any other device they might have

access to. The Chromebooks will also be integral to completing the rest of the project. They will

allow students to draft, collaborate, and peer-revise throughout the project.

As I continue to refine this project plan over the years, I will gain a better understanding

of what kinds of project formats are the most popular and adjust the amounts of each thing I

supply. For instance, if many more students like the tri-fold format, I might buy more of those

the following year. In future years, I might also introduce new formats like videos or podcasts. I

hit my budget cap rather quickly, thanks to the Chromebooks, so I wasn’t able to spend on
APPLYING SCIENTIFIC THINKING 10

cameras or microphones, but maybe in future years I can grow the field of possibilities for my

students in this project.

APPLYING SCIENTIFIC THINKING 11

References

Paradise Valley Unified School District (2019). Mission, Vision and Values. PVSchools.

https://www.pvschools.net/about/about-us/mission-vision-and-values
APPLYING SCIENTIFIC THINKING 12

Table 1

Day Goals, Learning Learning Activities Assessment

Objectives & Guiding
Questions
1 Unbridled Curiosity In groups, students will Teacher will float and ask
move through stations in students how they’re vibing
Students will explore a which they will be exposed with the situations. Teacher
series of scenarios to complex and dynamic will help guide individuals
designed to inspire situations from a variety of and groups develop exciting
curiosity about the world content areas. questions. By checking in
around them and verbally with each
formulate Situations will be student, the teacher will
questions/notice differentiated to assess their engagement.
problems about them. accommodate student
interest. The goal is for them Students will also post their
What are you curious to develop a question they formulated questions on a
about? will eventually investigate – Jamboard as a more
it’s important that they care concrete assessment
about their issue.
2 Coping with the Students will move through Completion of the reflection
Constraints of Reality the inquiry-based learning at the end of the IBLP will
Hyperdoc outlined in a act as the formative
Students will explore the previous document to define assessment.
constraints of the characteristics of a good
experimental design in scientific question. Participation in a Padlet as
preparation for designing part of the IBLP will also
their own experiment Cooperative learning – count as a formative
students will move through assessment
What science can you the tasks in groups to
do in your daily life? develop and assess their
models.

3 Enabling them to answer Students will sketch and Groups will discuss
their question outline a method of individuals’ drafts – teacher
investigation to try to answer will assess student
Students will further their their question using peer participation.
understanding of feedback and class
scientific forethought and discussion.
produce a rough draft of
a procedure to follow to Cooperative learning
investigate their question

How do we test
scientific questions?
APPLYING SCIENTIFIC THINKING 13

4 The value of revision Students will use a peer Students will evaluate their
review protocol using partners and themselves for
Students will polish and Google Docs to polish their participation in the peer
finalize their methodologies. review process with a short
experimental procedures Google Forms survey
and prepare to collect Teacher will suggest honing
data. questions for partners to
evaluate each other’s
methods.
5 Applying it to Big Students will observe a
Science presentation on the scientific
method and answer questions
Students will explain the posed to the class about how
importance of different it applies to what we’ve been
elements of the scientific working on in class.
method.
Direct-Instruction
How does what we’ve
been doing apply to the
scientific method that
has been used for
thousands of years?
How is it different?
6 Interpreting Data Students will analyze the
data they have collected and
Students will organize compose conclusions or
the data they have takeaways.
collected in preparation
for the construction of a Teacher will remind students
visual model of the data. to be conservative in their
conclusions – what have you
Why is it important to actually proved?
communicate our
findings as scientists?
7 Students will spend class Students will be asked to
time working on their submit their medium and
Students will construct presentations (PowerPoint, outline/sketch of their
visual representations of Glogster, poster, etc.) presentation. Teacher will
the data they have float throughout the room to
collected. Differentiation: students gauge student energy and
have the option to express offer support to struggling
How can we use their findings in whichever students. Being present and
technology to effectively medium they want, as long accessible will allow for
communicate our as it has a visual component. easy temperature checks on
knowledge? student progress.
APPLYING SCIENTIFIC THINKING 14

8 Students will present Students will complete guided Guided notes will be
their visual models to note worksheets to guide their checked for
each other in small attention during other completion but not
groups and take notes on students’ presentations. turned in so that
each other’s questions, students may review
processes, and findings. Teacher will float from group them as they wish.
to group to witness a variety
How can we effectively of presentations and ensure Teacher will observe
learn from our peers? active participation from all student behavior
students during presentations
and note any
problematic behavior.
9 Thinking Big! Not Validation from somebody
Unbridled (but)– who does this process daily
Informed Excitement – will be great for students to
Based on an Optimistic get – it will hopefully
Reality convince them of the
relevancy of their study to the
Students will reflect on greater world of science.
their projects and
collaborate with grad Students will work to
students from ASU to understand their role in the
pose further questions scientific community and how
on their topic and that role can change as they
outline future practice more investigative
experiments. work.

How can our projects Teacher will float and chime

influence future in on brainstorming sessions
scientific with grad students
investigations?
10 Students will revisit the Students will reflect on their
situations from the first learning and consider their
day and reflect on what growth over the past two
they have learned. weeks.

How have we refined Students will also respond to

the way we think in prompts about what they liked
relation to scientific and disliked about the project.
problems?
Differentiation: Students will
have the opportunity to reflect
in a group discussion or
written paragraph
APPLYING SCIENTIFIC THINKING 15

Table 2

Item # Cost per Source for Possible Funding Total Cost

Purchasing Source

LabKits 10 39.99 sciencelabsu donorschoose.org 400.00

pplies.com

Beaker Sets 10 12.45 sciencelabsu donorschoose.org 124.50

pplies.com

Scientific 6 44.65 Walmart donorschoose.org 267.90

Calculator (5-
pack)

Chromebooks 30 279.52 Google donorschoose.org 8,385.00

Printer 1 44.00 Walmart fundly.com 44.00

Reams of copy 10 30.00 Walmart fundly.com 30.00

paper

Ink Cartridges 3 15.00 Walmart fundly.com/ 45.00

(black)

Sets of pens 3 13.89 Walmart getedfunding.com 41.67

(assorted colors,
12 ct)

Boxes of 3 4.00 Walmart getedfunding.com 12.00

Pencils (30 ct)

Boxes of 5 4.47 Walmart getedfunding.com 22.35

Markers (10 ct)

Sets of Sharpies 3 13.92 Walmart getedfunding.com 41.76

(assorted colors,
12 ct)

Sharpies (black, 2 5.88 Walmart getedfunding.com 11.76

8 ct)

Rolls of Butcher 4 50.00 Walmart getedfunding.com 200.00

Paper (assorted
colors)

Tri-fold Poster 10 2.77 Walmart getedfunding.com 27.70

Board
APPLYING SCIENTIFIC THINKING 16

Rolls of tape 1 15.00 Walmart getedfunding.com 15.00

(10 pack)

Tape dispensers 2 4.38 Walmart getedfunding.com 8.76

TOTAL 9677.40
APPLYING SCIENTIFIC THINKING 17

Appendix

Inquiry-Based Lesson Plan

Exploring Characteristics of Good and Bad

Hypotheses

Engage

To engage students at the beginning of a lesson, insert video, image, quote, or another
inspirational hook in this box.
The Goal: Reveal Pre-existing ideas, Beliefs, Preconceptions. Pose questions that
students will begin to answer in “Explore”

View this clip from Monty Python and the Holy Grail. As you watch, keep the following
questions in mind:
1. How do they decide what experiment to conduct?
2. Is their experiment flawed somehow?
3. How would you improve their experiment?
After viewing, post your responses to this Padlet under the appropriate question. We
will come back to these at the end of class.

Explore

Curate a collection of resources (articles, videos, infographics, text excerpts, etc.) for
students to explore the topic.
The Goal: Students may be gathering data, sharing ideas, looking for patterns,
making conjectures, and developing further questions and problem solving
considerations with the use of the information/activity provided
APPLYING SCIENTIFIC THINKING 18

In groups, watch the following videos and keep track of the different questions that are
being investigated, the hypotheses that are presented, and the conclusions (if there
are any) that are drawn. Try to identify characteristics of good and bad hypotheses.
Video #1
Video #2
Video #3

Explain
Use this section to allow students to explain their thinking and move towards
demonstrating mastery of the lesson’s objective.
The Goal: Provide opportunity for students to compare ideas, construct explanations,
justify in terms of observations and/or data collected in a collaborative large group
environment.

Share the characteristics your group came up with on the class Padlet, and comment
on others’ submissions. Did other groups come up with different characteristics? Think
about how you can use others’ models to refine your own

Apply/Elaborate

Use this section for students to apply information from the previous sections to new
circumstances or elaborate on a particular aspect at a deeper level usually coming in
the form of “What if” questions.
The Goal: Allowing students the opportunity to discuss how their thinking has changed
or been solidified.

Recall the question you posed yesterday. How would you investigate that problem?
What would you test if you had unlimited resources? Now, what if you had to test that
before class tomorrow? Consider your time constraint, budget, and access to scientific
information. The scope of your investigation may need to be considerably narrower
than the questions we saw today. Does your hypothesis have the characteristics you
came up with?

Reflect/Evaluate

Include an opportunity for face-to-face or digital reflection to guide students along their
learning progression, evaluating progress and setting new goals for continued
exploration.
The Goal: Refine initial answer to the “driving question” and reflect on ideas, goals and
beliefs concerning their progress.

1. Check your hypothesis with your group and offer constructive criticism to help
your group members develop more realistic or exciting hypotheses.
2. Revisit your response to the Monty Python clip. How might you change your
answers after discovering what you now know about hypotheses and
experimental design? What have you learned today?
APPLYING SCIENTIFIC THINKING 19