SCIENCE Cycle

Help students think like scientists.

The DUSSM SCIENCE Cycle is a teaching tool for science teachers in grades 5–12. It helps turn Ohio science standards into lessons where students ask questions, test ideas, and explain what they learn using evidence. Students practice observing, reading data, building models, and solving problems.

The seven steps are Set, Capture, Investigate, Explain, Nail, Connect, and Evaluate. Teachers set a clear goal, gather students’ starting ideas, guide an investigation, help students explain their evidence, strengthen learning through practice, connect ideas to new situations, and check understanding.

Lesson plan samples

These short sample outlines show how the SCIENCE Cycle can guide a lesson. They are previews, rather than complete lesson plans. DUSSM can help teachers choose resources for a specific grade, course, and Ohio science standard.

Grades 5–6 sample: Where does the light go?

Learning goal: Use observations to describe how light interacts with different materials.

Set: Ask why a window lets us see outside but a wall does not.
Capture: Students predict what will happen when light meets clear plastic, wax paper, and cardboard.
Investigate: Use a flashlight and teacher-approved materials to compare how much light passes through. Never shine the light into anyone’s eyes.
Explain: Students use their observations to support a statement about each material.
Nail: Review the words transparent, translucent, and opaque.
Connect: Choose a material for a window covering and explain the choice.
Evaluate: Check whether students support their choices with evidence.

Grades 7–8 sample: What changes when an ecosystem changes?

Learning goal: Use a food-web model to explain how a change can affect living things.

Set: Ask what could happen if one food source becomes scarce.
Capture: Students sketch their first ideas about the effects.
Investigate: Examine a teacher-provided food web and compare possible effects of a change.
Explain: Students support a prediction using relationships in the model.
Nail: Practice identifying producers, consumers, and energy pathways.
Connect: Apply the idea to a different ecosystem.
Evaluate: Review explanations and address gaps in the models.

Grades 9–12 sample: What can motion data tell us?

Course: Physical Science or Physics.
Learning goal: Use position and time data to describe an object’s motion.

Set: Ask how a graph can show whether an object is moving at a steady speed.
Capture: Students sketch a predicted position-versus-time graph.
Investigate: Graph a teacher-provided set of motion data.
Explain: Students describe the motion and support their explanation with features of the graph.
Nail: Practice reading axes, units, and slope.
Connect: Compare the graph with a new motion example.
Evaluate: Check whether students connect the graph to the object’s motion.

Bring the SCIENCE Cycle to your school

Ask DUSSM about lesson planning support, teacher workshops, and classroom coaching for grades 5–12. We can discuss your grade level, course, and goals before recommending services.

Use it alongside Exit Ticket Studio

Teach with the SCIENCE Cycle, then use a short science exit ticket to check what students understand. Their responses can help you plan the next lesson. Exit Ticket Studio is a separate DUSSM tool for grades 4–12 math and science.

Explore Exit Ticket Studio

Request a school or organization partnership

Questions? Contact DUSSM at dussmllc@gmail.com.