LESSON #5

Candidate Name:
Tiffanie Page

Date:
February 23, 2016

Lesson Title: Scientific Method

Grade Level: 4th

Type of Lesson: Inquiry

Instructional Strategies/Method of Delivery:
small group work, cooperative learning
Content Area:
Science
Subject Matter:
Scientific Method
Content Standard:
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or
prototype that can be improved.
ELD Standard:
1.
Collaborative (Bridging) 4. Adapting language choices Adjust language choices according to purpose, task (e.g., facilitating a
science experiment), and audience with light support.
Lesson Objective(s):
Through cooperative groups, students will be use the scientific method to formulate and test a hypothesis and present their findings.
Assessment:
Formative: Teacher will scaffold, asking discussion questions, checking to see which group members are participating, and asking each group
what their hypothesis is.
Summative: Groups will present their findings to the class.

Lesson/Assessment Modifications:
EL: Model the activity before the students do it. Walk around the class and check for understanding and help when needed. Go over vocabulary
and leave it on the board during the lesson.
Below Grade Level Student: Place in group with above grade level student for extra support during the lesson.
Technology: Document Camera
INTO
1.
2.
3.
4.

Read objective and go over agenda

Show Scientific Method Rap Video tell students to pay attention to the order of the scientific method and the words Hypothesis, Variables,
Constant, and Conclusion. https://www.youtube.com/watch?v=bUa-ilQqEv0
After video review the order of the scientific method, and review specific vocabulary.
Explain to students that in their groups they are going to use the scientific method to figure out the fastest way to dissolve a skittle given the
following materials: cups, hot water, cold water, room temperature water, plastic spoons and one skittle per cup.

THROUGH
1.
2.
3.

Model for students how to conduct the experiment and provide examples. (ie. stirring versus not stirring, hot water versus cold
water) Show them how I would form a hypothesis; write down my observations, and then how I would write a conclusion.
Pass out graphic organizer and tell students that after they are done with the experiment they will need to present their findings to
the class.
Allow students to being and walk around for guided support.

BEYOND
1.
2.
3.

Have each group explain their hypothesis, what they observed, and their conclusion to the class.
Class discussion about findings.
Review of vocabulary and order of scientific method. Play swat it with vocabulary if time permits

Names:___________________________________________________________________

Skittles Experiment
Question:
What is the fastest way to dissolve a skittle?
Hypothesis: I Think

Variable:

Observations:

Conclusion:
My hypothesis was correct/incorrect

Control: