1.3: Icebreaker Science

Learning Objectives

• Experience the scientific process
• Interact with classmates
• Explore statistical sampling and analysis

Supplies Needed

• Writing supplies

Readings

• Nelson, Katie, et al. 2019. Chapter 1: Introduction to Biological Anthropology. Explorations.

Introduction

The first day of lab sets expectations for the rest of the course. A lot has to be accomplished: attendance, the syllabus, a learning activity, and becoming familiar with each other. This activity addresses the latter two goals in a way that also uses the scientific method and statistical thinking.

Students are given each question ahead of time so they can consider their own answer as well as what the class is like as a group. After this step, students move around the classroom and chat in different groups based on having something in common. When all of the questions have been explored, the instructor can review the results of each item to learn whether the students’ expectations were met or not.

Steps

• Ask students to write what percent of the class fit each of the categories listed on the Categories sheet. This is the hypothesis part of the activity.
• For each category, students move to a certain part of the class. For example, students who have been on a roller coaster stand to the left and those who have not stand to the right.
• Give students a minute to meet each other in their group for each category.
• Record the percent of students on each side for each category. This is the observation part of the activity.
• After the categories have all been surveyed, have the class return to their seats.
• Go through each category and ask students for their impressions. Did they get close or not?

Conclusion or Review Questions

This activity got students moving and interacting each other while exploring the scientific process of hypothesis testing. Here are a few questions to conclude the activity:

• Are these results representative of the country? The city? The school? Why or why not? This question can segue into a discussion of bias and sampling methods.
• Which hypotheses could be considered “close enough” to the results? This can lead to an introduction to statistical inference and the standards used in science.

Adapting for Online Learning

If this is an in-person lab, rank how adaptable to online learning it would be (mark in bold): Possible to adapt

Students could form breakout rooms for each category, raise their hands, or respond in chat.

Tips and Suggestions

Come up with your own questions related to your school or community. Avoid questions that can be too personal (e.g., are you parents still together or not?) or involve knowledge that is too specific (e.g, did you like the last season of Game of Thrones?).

Icebreaker Science Categories

• Ridden a roller coaster or not
• Is a dog or cat person
• Have been to Europe or not
• Is a morning or night person
• Like to go jogging or not
• Have eaten an insect or not
• Have done karaoke or not
• Have their birthday in the first or second half of the year
• Like to eat seafood or not
• Like group work or solo work