SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy

DETAILS
Sarah Kushnar
Science
First
October 30, 2014
3.2.1.A1 Observe and describe the properties of liquids
and solids.
3.2.1.A1 Investigate what happens when solids are
mixed with water and other liquids are mixed with
water.

CK

Formal Evaluation
Students will not be formally evaluated during this
lesson, but rather at the conclusion of the next lesson
with a graded worksheet.
Informal Evaluation
Students will be informally evaluated by questions and
discussion during the lesson.
Students will be able to
Predict how five solids act when mixed with water.
Explain why each solid did or did not dissolve

Webb's Depth of
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Students will be asked to think about the last lesson of
sinking and floating. What happened when we put things
in the water? Does everything sink or float?
Hook/Lead-In/Anticipatory Set
The teacher will have two clear cups of water on a table,
a rubber duck, and an Alka Seltzer tablet. The teacher
will drop each item into a cup of water and ask students
to observe what happens. The students will recall from
the last lesson that things sink or float (duck). But the
alkaseltzer sinks and does something else it
disappears which means it dissolves.
Explicit
Big Idea Statement
Instructions
Matter has observable and measurable physical

CK

Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

properties.
Essential Questions
What solids dissolve in water?
Key Vocabulary
Dissolve
Predict
Solid
Liquid
Matter
Pre-Assessment of Students
During the week, we have been talking about matter,
specifically about solids and liquids. Students will be
asked to recall the definitions of matter (everything
around you), solids (matter that keeps its shape), and
liquids (matter that flows to take the shape of its
container).
Modeling of the Concept
The teacher will introduce the concept of dissolving. The
teacher will tell students that dissolving means to mix
with a liquid completely, or in other words, the solid
disappears. Students will return to the cup with the
alkaseltzer in it from the anticipatory set and discuss
what happened.
Transition
The students will be moved to two groups of three at the
tables. The teacher will show the students the materials
and review the rules for science experiments.
Dont put anything in your mouths, dont throw
things, keep one spoon per container, dont mix
the solids, dont drink the solution.
Guiding the Practice
The teacher will explain the procedure for the
experiment. Students will receive worksheets for
predictions and results.
Worksheet instructions: Students will write the
names of the solids on the lines for the prediction
squares.
Experiment instructions: To test each solid,
students will take one spoonful of the solid and put
it in the water. Stir, count to 10, and record the
results on the second sheet of the worksheet.
Providing the Independent Practice
Students will work in their small groups to test the
solids. One experiment will be completed with the
teacher (students will choose the solid to test first).
Students will make the prediction, test the substance,
and record the results on the worksheet with their
partner. (PREDICTIONS WILL BE MADE INDIVIDUALLY)
Adaptations/Accommodations for Students with Special Needs

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

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?

For a student that struggles with time, the teacher will

give the student a timer set for 10 seconds to keep track
of how long to wait before recording the results of the
experiment.
Coffee grounds
Sand
Kool aid
Sugar
Flour
Spoons
Clear plastic cups
Cake pans
Water
Worksheet
Result poster
Rubber Duck
Alkaseltzer
Summary & Review of the Learning
After the experiment is completed, the results will be
reviewed as a class using the poster. For each solid, one
student at a time will record their prediction and
experiment results using the Velcro thumbs up/down on
the posterboard. Students will explain why they
predicted what the did and whether the solid did or did
not dissolve.
Homework/Assignments
There is no homework for this lesson.