TEACHER:
SUBJECT: Integrated Science
CLASS: Grade 7
TIME: 2 Hours
TOPIC: The Scientific Method
AIMS: Exploring strategies to develop Heroes' Circle as a premier tourism destination and
family-friendly recreational area.
SPECIFIC OBJECTIVES: At the end of the class students should be able to:
Understand and apply the scientific method steps.
Identify environmental challenges at Heroes' Circle and suggest plant species suitable
for beautification, soil improvement, and air purification.
Develop a simple observation-based experiment to monitor plant effects in an outdoor
space.
PREVIOUS KNOWLEDGE: Students already know:
The steps of the scientific method
The importance of greenery in urban spaces
The role of plants in air purification and soil stabilization.
INSTRUCTIONAL MATERIALS:
Photos of Heroes' Circle, highlighting issues with garbage and vegetation.
Images or samples of suitable plants (e.g., lemongrass, marigold, aloe).
Scientific method worksheets.
Chart paper and markers for group brainstorming.
Observation log template for recording data.
Content Outline
Steps of the Scientific Method:
1. Formulate a Question: Identify a specific, testable question based on observations.
2. Develop a Hypothesis: Create an educated guess or possible explanation that can be
tested.
3. Conduct an Experiment: Design and perform an experiment, manipulating one
independent variable and measuring its effect on a dependent variable, while keeping
other variables constant.
4. Collect and Analyse Data: Gather data from the experiment and analyse it—often
using charts, graphs, or statistical tools—to see if the hypothesis is supported.
5. Draw a Conclusion: Interpret the data to determine if it supports or refutes the
hypothesis.
6. Report Findings: Share the results to contribute to scientific knowledge.
7. Refine and Repeat: Based on findings, revise the hypothesis or methods as needed,
and conduct further testing to increase reliability.
Environmental Benefits of Plants
Air Quality Improvement: Plants, like marigolds and ferns, can help clean the air by
absorbing pollutants and releasing oxygen.
Soil Improvement: Plants with strong root systems (e.g., lemongrass) prevent soil
erosion and can improve soil quality over time. Plants add nutrients to the soil, which
can help support healthier vegetation.
Beautification and Community Appeal: Attractive plants can make Heroes' Circle
more appealing and suitable for recreation, potentially boosting tourism and local
enjoyment.
ENGAGE
The lesson will begin with the teacher Students will listen to the introduction,
discussing the importance of Heroes' Circle observe images, and while engaging in
as a historical and cultural landmark, using discussion about the issues at Heroes'
photos to show current issues with garbage Circle.
and lack of vegetation.
They will also answer questions, sharing
Students will be asked the following ideas about the effects of garbage and
questions: benefits of greenery in public spaces.
What might be the effects of garbage
and lack of greenery on people’s
desire to visit Heroes' Circle?
How could adding more plants
improve the area for tourism and the
local community?
The teacher will then explain the goal of the
class which is to study strategies for Heroes'
Circle’s enhancement using the scientific
method.
EXPLORE
Students will follow along, using the
During this period students will be asked to worksheet as reference, and ask questions to
review the scientific method using the steps clarify steps.
on the worksheet.
They will be an emphasis placed on In groups, students will discuss the problem
Formulation of question, Hypothesis, and create both a testable problem statement
Simple Experiment (observation-based), and a testable hypothesis.
and Conclusion.
Students will be placed in groups and asked
to brainstorm and identify a testable
question related to the Heroes' Circle issues,
such as:
How does adding specific plants to
Heroes' Circle affect the air quality
and soil health over time?
Can certain plants reduce pollution
or improve the appearance of
Heroes' Circle?
The teacher will be on hand as a guide for
students’ exploration.
Following the creation of a testable question
that has been approved by the teacher, the
students will then move on to the creation of
hypothesis, guiding them to focus on a clear,
testable statement.
Examples:
Planting aloe and lemongrass will
improve the air quality in Heroes’
Circle.
Adding marigold and native ferns
will enhance soil quality and
beautify the area.
EXPLAIN
During this phase a class discussion Students will participate in the discussion
will be had on possible ways that a and take notes on how each plant might
polluted area can be improved using benefit the environment.
plants along with other easily They will also ask questions about plant
available method. Specific functions in beautification, soil stabilization,
information will be provided as to and air purification.
exactly how these methods would
affect the area including the time Following the discussion students will work
period for change and how changes together to design an experiment that tests
would manifest. their hypothesis while ensuring that the
Keen focus will be placed on rules of an experiment creation are
explaining that plants have the followed.
ability to improve air quality,
stabilize soil, and beautify spaces.
Also, specific mention will be made
of easily available plants that could
help to improve Heroes' Circle
(lemongrass, aloe, or local ferns)
both environmentally and
aesthetically.
Experimental Design
In groups, will use the information
provided via the class discussion to
students design a simple
observation-based experiment
focusing on one independent
variable (e.g., type of plant) and one
dependent variable (e.g., visible air
quality improvement or plant
survival).
During the experiment students will
explain outline how they would
observe changes over time, possibly
by monitoring plant growth, soil
condition, and overall appearance
weekly.
ELABORATE
Collect and Analyse Data Students will create a data table to record
Students will be guided in the weekly observations on plant health, visible
creation of a data table to record signs of pollution reduction (such as fewer
weekly observations, focusing on insects or fresher air), and aesthetic
plant health, visible signs of improvements. Each group will decide
pollution reduction (e.g., fewer specific indicators to observe, like plant
insects, fresher air), and aesthetic color, new growth, or noticeable differences
improvements. in soil condition. Over several weeks, they
will monitor and record changes, discussing
Data Analysis: any patterns they observe with group
Explain how students could analyse members.
their data after several weeks,
looking for patterns or trends.
EVALAUTE
Draw a Conclusion (10 minutes) Each group will review their hypothesis and
Each group will review their draw conclusions based on their data. They
hypothesis and write a conclusion will consider if the evidence supports their
about whether the data would hypothesis or suggests a new perspective.
support their hypothesis, considering
the results they expect to observe. Groups will present their findings to the
class, discussing observed trends and how
Report Findings their experiment might benefit Heroes'
Groups will present their findings Circle.
and discuss how their experiment
could benefit Heroes' Circle.
Refine and Repeat
The teacher will discuss with
students how they could refine their
hypothesis or experiment design
based on their findings.
