1. Step 1
1.1. Asking a valuable question
1.1.1. Ask general questions about what the class is studying to help prompt the thoughts of ideas in students.
1.1.2. If a question has good merit encourage this and help promote questions in which something could be measured.
1.1.3. Help push for questions that are relevant to the real world or relevant to the students focus so that they will feel immersed in the activity.
1.1.3.1. ie; if a student has an interest in gardening maybe the classes focus could be on plant growth
2. Step 2
2.1. Research and gather information
2.1.1. Help students gather relevant information that will help them create a hypothesis (step 3) and give a background to their previous question (step 1)
2.1.2. Some students may need more prompted help, in this case the educator could find videos, stories or lessons in which material will be taught and thus background given inherently
2.1.2.1. This is a great way to keep many subjects within one classroom connected and engaging
3. Step 3
3.1. Make a hypothesis
3.1.1. Structure is important especially when relating to creating a valuable hypothesis
3.1.2. Many students feel if they create a hypothesis that is incorrect they failed, as an educator it is important for us to push the idea that any hypothesis is valuable when experimenting and that finding out new things is crucial!
3.1.2.1. Pushing students to want to know and find out more information is crucial
3.1.3. If a student needs more help in creating a hypothesis a worksheet can be created in which students can use the format and insert words to direct what their ideas are
4. Step 4
4.1. Conduct experiments
4.1.1. Students who are able to have independent work could possibly do an experiment online or by themselves entirely
4.1.2. Creating an experiment that engages students is a great way for them to be engaged in the process and in their own education
4.1.3. If student need more help the experiment can be done with a teacher while each student has their time to help complete the process
4.1.3.1. Hands on and INCLUSION are musts in this process!
5. Step 5
5.1. Analyze results
5.1.1. For some students steps 5 and 6 may seem like the hardest however with the correct amount for visual aids and directed introduction it can be easily accomplished and the students themselves will feel success
5.1.2. Students will compare what happens inn the experiment to their past prediction and hypotheses
5.1.2.1. Visual structure can help special needs students complete these tasks such as in step 3 a worksheet can be created to direct their thoughts
6. Step 6
6.1. Present a conclusion
6.1.1. In this step students will share how their results compare to their hypothesis and reflect on the learning process
6.1.1.1. ie; what did I learn, what more do I want to learn, what did I not like ???
6.1.2. Helping to push students to understand the difference between the two is crucial
6.1.2.1. We are not trying to find the right answer just how our previous thoughts compare to what we now know