The Basis of a Good Hypothesis

Free Nature of Science lesson plan for grades 6-10. Includes a hands-on hypothesis cube activity and a video on indigenous knowledge and nitrogen cycling.

The Basis of a Good Hypothesis

Free Nature of Science lesson plan for grades 6-10. Includes a hands-on hypothesis cube activity and a video on indigenous knowledge and nitrogen cycling.

Lesson Overview
Grades:
  • 6-10
Key Concepts:

Hypothesis generation, Nitrogen cycling, Nature of science, Indigenous knowledge as a framework for modern science

Activities:

Hypothesis Cubes, Award-Winning Film, Connecting Oral Traditions and Science

Time Needed:

80

minutes

Through this lesson, students will get a deeper understanding of hypothesis generation as they explore the hypothesis cube activity and watch the video Decoding Ancestral Knowledge. This lesson introduces students to the concept that science is continually evolving as new evidence emerges, and it is based on observations and experiments that can be replicated by others. Science is not based on personal opinions or beliefs. Scientists use their imaginations to develop hypotheses and models, but these ideas must be tested and supported by evidence.

Hawaiian microbiologist Kiana Frank takes us to a sacred fish pond and explains how traditional knowledge and microbiology can work together to help us understand how to care for and manage the land.

View Video Details

This lesson uses the video Decoding Ancestral Knowledge to show students how scientists can draw from their culture and history to generate hypotheses and provide cues on biological processes.

Subject Areas:

  • Scientific Method
  • Nature of Science

Prior Knowledge:

Independent variable, dependent variable, controls

Learning Objectives:

  • Students will be able to propose a hypothesis (claim) based on evidence and reasoning to explain their observations.
  • Students will be able to identify patterns and utilize those patterns as evidence to support their claims.
  • Students will be able to differentiate between observation and inference.
  • Students will learn that scientific investigations involve formulating hypotheses, collecting evidence, and drawing conclusions, but that the "answer" may not always be definitively known, mimicking the true nature of science.

Materials Needed:

  • Projector & computer with internet access to play videos
  • Student worksheets (download below)

Lesson Activities: Download Lesson

Read the following articles to enhance your knowledge of the topics and assets used in this lesson: 

Provide students with a copy of the worksheet (digital or print). The worksheet includes reflective questions and steps students need to follow as part of the introduction, the hypothesis cube activity, and the Decoding Ancestral Knowledge Video Activity.  

Introduce the students to the concepts of the lecture by showing them the Fact vs. Theory vs. Hypothesis vs. Law… EXPLAINED video.

After the video, you can ask students to provide examples of facts, theories, hypotheses, and laws to start a discussion about misconceptions.

This Lesson uses a hypothesis cube demo. Students observe a cube that is missing one side. Students need to provide a hypothesis about the missing side given the information they observe on the other sides of the cube. 

You can create your own paper hypothesis cubes by following the instructions in the Hypothesis Cubes article. Alternatively, you can use a digital model of the cube as shown below. If students have access to computers, they can follow the instructions in the student worksheet to complete this activity. Otherwise, you can show students the demo of Hypothesis Cube 1 and Hypothesis Cube 2 before they start to answer the questions in the worksheet. 

  1. Show Hypothesis Cube 1 demo and rotate through the five visible sides.
    • Tell students: “Your task is to use evidence to develop a hypothesis about what’s on the hidden side.”
    • After showing the demo, you can ask the questions below before they complete the questions on the worksheet. 
      • What do you observe?
      • Based on your observations and evidence, can you hypothesize what might be on the hidden side?
  2. Show Hypothesis Cube 2 demo.
    • Rules: No flipping or peeking at the bottom. They may write, sketch, or record their hypotheses and justify with evidence from visible sides.
    • Discussion Questions: After students complete the worksheet, you can either pair students to discuss their findings and hypotheses. Alternatively, you can have a group discussion where students share their ideas, compare their predictions, and talk about the data that supports their hypothesis.
      • Was your hypothesis supported by the data?
      • What made your prediction strong or weak?
      • Why don’t scientists say a hypothesis is “right” or “wrong”?
  3. Reflection question: Ask students to write for 5 minutes and explain 3-4 characteristics that make a strong scientific hypothesis. Have students share their thoughts and write them on the board. Make sure the discussion includes the following key ideas:
    • A hypothesis is a testable statement.
    • It is based on prior knowledge and observations.
    • Hypotheses are NOT right or wrong, they are NOT proven; they are supported or not supported by data.
    • Scientific knowledge grows through iterative testing and revision.

Teacher Talk Tip: Emphasize: “We can prove a math equation. But in science, we don’t prove – we gather evidence. Scientific ideas are always open to revision.”

Optional: Students can make their own hypothesis cubes that have 3-5 pieces of information on 5 sides of the cube. 

This activity uses the video Decoding Ancestral Knowledge to show students how scientists can draw from their culture and history to generate hypotheses and provide cues on biological processes. 

Dr. Kiana Frank is a microbiologist and indigenous science educator at the Pacific Biosciences Research Center at the University of Hawaii at Mānoa. Her research incorporates biology, geochemistry, and ʻike kupuna (traditional knowledge) to address novel hypotheses and explore connections between contemporary and indigenous science. Dr. Frank is advancing place-based knowledge and ecological-based studies to connect concepts of traditional management to climate change challenges because in the past Hawaiians only had an oral tradition, and the only way to pass down knowledge was through storytelling. 

Play the video Decoding Ancestral Knowledge. When the video is over, start a class discussion using the following questions as probes:

  • What hypothesis do you think scientists were testing?
  • What kinds of evidence did they use to support it?
  • How did ancient Hawaiians pass down their knowledge?

Ask students to complete the questions on the student worksheet. 

Objective: Apply hypothesis-making skills to a new context. Have students research traditional indigenous stories validated by science (see below for some ideas) and create a slide show explaining the evidence that supports a hypothesis. 

Ask students to:

  • Make observations
  • Formulate a hypothesis
  • Identify what kind of data would support or not support that hypothesis.
  • If the indigenous story can be connected back to the nitrogen cycle: Ask how they might investigate nitrogen’s role in the phenomenon.

Optional traditional indigenous stories to research:

  • Seven Sisters of Abenaki agriculture
  • Three Sisters in Seneca life
  • Pele, the volcano goddess
  • Kumulipo
  • Legend of Maui pulling up the Hawaiian islands
  • The Jade Rabbit
  • Baal-Hadad agriculture & rain

More Info:

  • Teach over two class periods
  • Less than 30 students
  • Individual or groups of 2-4

I surveyed the students after the activity and made a document of their reflections after viewing Decoding Ancestral Knowledge. There were 5 key themes across all of their take aways.

  1. Connection Between Oral Traditions and Science
  • Many students were struck by how Hawaiian folklore and oral history encode scientific knowledge, especially about ecosystems and nutrient cycles.
  • Stories, myths, and folktales were seen as early methods of recording and transmitting scientific observations before written documentation existed.
  • Several noted that these traditions may have evolved or been distorted over time, yet still preserve valuable scientific insight.
  1. Indigenous Knowledge as a Framework for Modern Science
  • The video showed how ancestral discoveries laid the groundwork for scientific understanding, such as how traditional Hawaiian fishponds (loko iʻa) naturally regulate nitrogen levels.
  • Students appreciated that cultural practices were not merely spiritual or symbolic, but often based on careful ecological and microbial observation.
  • The example of plant color signaling nitrogen–ammonia levels illustrated this deep, practical knowledge.
  1. Integrating Culture and Scientific Practice
  • Students admired how the featured scientist blended cultural identity with scientific inquiry rather than separating them.
  • They found it inspiring that cultural pride and scientific rigor can coexist, challenging the idea that science and culture or religion must be at odds.
  • One student highlighted how the scientist honored both her Hawaiian heritage and her scientific training, using each to strengthen the other.
  1. Storytelling as a Powerful Scientific Tool
  • The storytelling and visuals of the video were captivating, keeping students engaged and demonstrating that narrative is a powerful way to teach science.
  • Several reflected on how words and stories shape understanding over generations, and how meanings evolve while key lessons remain.
  • The film encouraged them to rethink other cultural stories that might hide similar scientific insights.
  1. Broader Impact and Inspiration
  • Students found the video brief but impactful, making them curious about other cultures’ stories and the scientific truths they might contain
  • Many said it changed their perspective on science as something living in culture and daily life, not just laboratories.
  • Some suggested it would be ideal for classes like AP Environmental Science, given its ability to shift how people interpret traditional knowledge and scientific history.

Hypothesis Cubes are an adaptation from STEMAZing and Braided STEM which they adapted from the National Academies of Science. https://nap.nationalacademies.org/read/5787/chapter/7#65 pages 66-73

NGSS:

  • HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
  • HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
  • HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

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