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Lesson Plan Template Abridged

Grade Level
(Plus any others
as may be


Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Miss Lash
Science: Conducting an Experiment The Process
4th Grade
15 Minutes
Assessment Anchor S4.A.2: Processes, Procedures, and
Tools of Scientific Investigation
Anchor Descriptor S4.A.2.1: Apply skills necessary to
conduct an
experiment or design a solution to solve a problem.
S4.A.2.1.1: Generate questions about objects,
organisms, or events that can be answered through
scientific investigations.
S4.A.2.1.2: Design and describe an investigation (a
fair test) to test one variable.
S4.A.2.1.4: State a conclusion that is consistent with
the information/data.


Formative assessment evidence will be shown

throughout the lesson by guided questions to the
students as well as continuous informal observation by
the teacher.
Summative assessment evidence will be
documented by students completion of their
enhancement sheets. This sheet will be assessing the
capabilities of students following directions, as well as
their documentation and understanding of the scientific

Students will be able to:

Identify the steps of the scientific method individually
and as a group.
Participate actively during the experiment individually
or in pairs.
Create their own lava-lamps by following the
scientific method for different mini-experiments within
the lesson.
Analyze why the reactions occurred in their

Step-by-Step Procedures
RATIONALE for the The purpose of this lesson is to have students implement and
Learning Plan
understand the scientific method while participating in a
hands-on experiment.
Activating Prior Knowledge


The teacher will activate prior knowledge throughout the

o Has anyone ever mixed anything together?
o Why did you mix them?
o Did you think about what would happen before
you mixed them?
o Did you learn something new once you mixed
those together?
Hook/Lead-In/Anticipatory Set
NOTE: This lesson is to be used after an introduction of
the scientific method has already been implemented and
treated as a lab experience for students. The
anticipatory set would go as follows:
Teacher says: Today we are going to put our thinking
caps on and try to remember back to something that we
talked about earlier this week, and while we do that we
are going to do a special science lab activity. First I need
your help to figure out what word we have learned best
describes my definitions on the board.
Hypothesis, Experiment, and Conclusion will be
written on the board with their definitions below. The
projector screen will be covering the words while the
teacher selects three students to come to the board to
write what word they believe belongs under each.
Teacher will go over the answers with the class to
provoke more thoughts for the days activity. Once
students reach the correct answers for each of the
definitions, the teacher will proceed by saying:
Remember when you get your materials; please leave
everything in the bag until I give further instructions.
When you have been given your material bag and your
activity sheets please put your hand on your head and
begin thinking about what could be in the bag.
Remember we think with our minds, and not with our
hands or mouths.
After the teacher gives the instructions he or she
will ask for three or four volunteers. (Depending on
class size)
Big Ideas

Big Idea Statement

The Scientific Method is a process used to complete

science experiments.

Essential Questions

What is the process used to complete science


What is another word for an educated guess?

What is another word for a test in science?
What is another word for a summary during an

Key Vocabulary
Scientific Method, Prediction/Hypothesis,
Experiment/Test, Conclusion
Lesson Procedure
Must include
adaptations &
for students with
special needs

Pre-Assessment of Students
Teacher will now begin to discover students prior
knowledge by asking students if they have ever tried to
mix anything.
Teacher will guide questions appropriately according to
students experiences. (See activating prior knowledge.)
Modeling of the Concept
Teacher will ask, Does anyone know what this process is
called when we test a question? The Scientific Method
Teacher will explain to students that they will be
completing a few simple experiments using the scientific
method, and the experiments are mapped out on their
activity sheets.
o The first test will be done with the two bottles that
are in each students brown bag.
o Teacher will instruct students to take out only the
two bottles in their bag.
o While following along with the activity sheet,
teacher will prompt students by asking what
question could be solved when we are given these
two items?
o Once the classroom discussion takes place about
the questions that could be answered, have
students write down what they believe will
happen when these two liquids are mixed.
o After students write their hypothesis, or educated
guess about what they believe will happen, allow
students to use the funnels provided to pour the
vegetable oil into the water container.
o When the students complete this experiment,
instruct students to then complete the remainder
of the first page of their activity sheets.

When students complete the first experiment, teacher

will instruct students to place both hands on their head,
and wait for further instructions from the teacher.
NOTE: Depending on the amount of time needed for
each student, teacher can modify this by having
students work at their own pace allowing students to

work ahead.
Guiding the Practice

Once the results of the first experiment, the teacher will

then instruct the students to complete the next test that
is laid out on the second page of their hand out.
While the students are conducting their final two
experiments, the teacher will be walking around the
classroom answering any questions that students may
have while also asking if their predictions were true.
Teacher will also question students as to why they
believe the outcome of their experiments occurred.

Providing the Independent Practice

The students will be working independently (unless a
partner is needed). The teacher will be available for all
questions, and to help keep students remain on task
throughout the experiments.
Adaptations/Accommodations for Students with Special Needs
For a student who struggles with time/transitions, the
lesson has been created with flexibility so that students
are able to work at their own pace, as well as, the
teacher will provide additional time to complete a task.
For a student with a hearing impairment the teacher will
be sure to speak clearly and with a louder volume when
giving directions. This student will also be placed in a
selected location that is relatively close to the teacher.
supplies, etc.)


Brown Paper Bags

Mr. Yuk- Science Experiment Labels
7 oz. Vegetable Oil (per student) **prepped in bottles
4 oz. of Water (per student) **prepped in bottles
Food coloring- assorted colors
Alka-Seltzer (1 tablet per student)
Napkins/Paper Towels u
Activity Sheets (See attached)

Summary & Review of the Learning

Students will complete an exit slip before leaving class
demonstrating their understanding of the Scientific
The exit slip will read as follows:
o What is the name of the process we used to
complete or experiments?

Other(This area
is to be
determined by
instructor OR
student as
comments and
What would

None for grading

If students want to take home their lava lamps, they can
be placed in their lockers, and reminded that more AlkaSeltzer would be needed to show their
parents/guardians/friends how it works.
NOTE: If a student takes home his or her lava lamp,
remind them that they must have permission of an adult
to use Alka-Seltzer at home.
NOTE: Teacher can choose to pass out an extra tab of
Alka-Seltzer to students who chose to take their lava
lamp home.