SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning

TOPICDETAILSCK

NameMakenzie Bilodeau

SubjectScience

Grade Level2nd Grade

Date/DurationSeptember 30; 15 minutes

Standards/ anchors/

competencies PA/Common Core/Standards(Plus any others as may be required) 3.1.2.C4:1. Distinguish between scientific fact and opinion

2. Ask questions about objects, organisms, and events

3. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known

4. Plan and conduct simple investigation and understand that different questions require different kinds of investigations

5. Use simple equipment (tools and technologies) to gather data and understand that this allows scientists to collect more information than relying in only their senses to gather information

6. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge

7. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduces, reviewed and ask questions about the work of other scientists 2.3.2.B: Use tools to estimate and measure in standard units.

Formative AND/OR Summative Assessment EvidenceFormal Evaluation

Have an experiment where they must correctly use the steps of the scientific method on their own with little or no teacher directionInformal Evaluation

Asking students questions about the scientific method before, after and during the in-class experiment; did they gain knowledge about the scientific method during this experiment Each student will be given a piece of paper with a mix column and a not mix column. As we go through the experiment, they will have to check off which they think will happen with each of the substances.

This will be collected to make sure the students were participating in the activity

ObjectiveA-B-C-D

Bloom's TaxonomyWebb's Depth of Knowledge (DOK) In groups of two, students will be able to use the steps of the scientific method to complete and experiment 9/10 times. Cognitive Domain Level 3: Strategic Thinking

Step-by-Step Procedures

RATIONALE for the Learning PlanDETAILS CK

IntroductionActivating Prior Knowledge

What are the Steps of the Scientific Method?

Do liquids mix with other liquids? Why or why not? What happens when you mix salt and water?

What causes something to float in water?

What are some things that float in water?

Hook/Lead-In/Anticipatory Set

Ask if any one has ever made Kool-Aid. What happens when you put the powder into the water?

Explicit Instructions

Big IdeasEssential QuestionsBig Idea Statement

Matter has observable and measurable physical properties

Some attributes of objects are measurable, e.g., length, mass, capacity and can be quantified Making Predictions

Essential Questions

How can physical properties be used to describe matter? How do we know when it is appropriate to estimate or when it is appropriate to use mental math for and exact number?

Can the students make accurate predictions based on the knowledge that they are being given?

Key Vocabulary

Density: the degree to which something is filled, crowded or occupied Mixing: to combine (substances, elements, things, etc.) Liquid: made up of molecules that move Solid: having three dimensions (length, width, height) Weight: the amount or quantity of heaviness Dissolve: to make a solution of, by mixing with a liquid

Lesson Procedure

Must include adaptations & accommodations for students with special needs

Accommodations, ModificationsPre-Assessment of Students

Can they tell me what happens when you mix two liquids? A solid and a liquid? Observe the physical properties of the salt, water, oil and food coloring

Modeling of the Concept

Talk about making Kool-Aid. The packet dissolves. Sand and water mixed together. Does the sand dissolve?

Before I pass out the materials, I will go over the experiment rules:

1. They cannot eat any of the materials

2. They are allowed to talk with their neighbors, but they must use their inside voices

Transition

Passing out the materials to the students

Have 2-3 student helpers pass out the materials to have the process go quicker

As a way to know that they students have their materials, have them put up the silent llama hand signal, and when every one has done that I will know they will be ready to begin

Guiding the Practice

Can they make a prediction as to what will happen when the food coloring is added to the water?

Can they make a prediction as to what will happen when the water and oil are added together?

Can they make a prediction of what will happen when the salt is added?

Providing the Independent Practice

Have the students add each of the substances to the water; between each have them predict what will happen. The students will fist add the water to the cups

Next, they will add the food coloring to the cup, predicting what will happen when they do.

The students will then add a little bit of oil to the water, again predicting what will happen

Finally, they will add the salt to everything they have combined, making prediction as to what will happen

Adaptations/Accommodations for Students with Special Needs

For a student with disability, the student can work with a partner. Their partner can help them with gather the necessary supplies and the mixing of the ingredients if they do not have the physical capabilities to complete the tasks on their own.

Materials

(reading, technology, equipment, supplies, etc.) Clear drinking glass cup of vegetable oil

Salt

Water

Food coloring

ClosureSummary & Review of the Learning

What happened when we tried to mix the water and food coloring? What happened when we tried to mix the water and oil?

Why did the oil sink when the salt was added? Would this experiment have worked the same way if you used a different substance than salt (i.e. sugar, sand)

Do you think the temperature of the water would make a difference in the outcome of the experiment?

Homework/Assignments

The next time you are helping make dinner and you are adding a solid to a liquid, do they mix, or do they not?

Other(This area is to be determined by instructor OR student as needed)

Supervising teacher comments and signature

Teacher

Self-reflection

What worked?

What would you change?