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McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Niyoria McKinnis Date: September 6-7, 2017

Title of Lesson: Bounty Paper Towel Experiment Cooperating Teacher: Mrs. Cowart

Core Components
Subject, Content Area, or Topic
5th Grade Science
Student Population
39 Students
20 Boys
19 Girls
Learning Objectives

5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which

a) estimates are made and accurate measurements of length, mass, volume, and temperature
are made in metric units using proper tools;
b) hypotheses are formed from testable questions;
c) independent and dependent variables are identified;
d) constants in an experimental situation are identified;
e) data are collected, recorded, analyzed, and communicated using proper graphical representations
and metric measurements;
f) inferences are made and conclusions are drawn;
Virginia Essential Knowledge and Skills (SOL)
In order to meet this standard, it is expected that students will:
Select and use the appropriate instruments, including centimeter rulers, meter sticks, graduated
cylinders, balances, stopwatches, and thermometers for making basic measurements.
Make reasonable estimations of length, mass, volume, and elapsed time.
Measure length, mass, volume, and temperature using metric measures. This includes millimeters,
centimeters, meters, kilometers, grams, kilograms, milliliters, liters, and degrees Celsius.
Use a testable question to form a hypothesis as cause and effect (e.g., if, then) statement.
Analyze the variables in a simple experiment and identify the independent and dependent variables,
and the constants.
Collect, record, analyze, and report data, using charts and tables, and translate numerical data into
bar or line graphs.
Make predictions based on trends in data. This requires the recognition of patterns and trends and
determination of what those trends may represent.
Make inferences and draw conclusions.
Distinguish between inferences and conclusions.
Bounty Paper Towel, Other Paper Towel, Graduated Cylinder, Beaker, Juice, 4 Question Strategy Worksheet,
Tin foil pan, Video:
Safety (if applicable)
The only safety precautions for this lesson would include cautions on spilled water and slippery floors.

(min.) Process Components

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
*Anticipatory Set
TTW ask the students if they have ever had to clean up after someone with a paper
TTW ask the students Has a paper towel ever ripped while using it? Have you had to use
multiple paper towels for one clean up?
TTW explain that we are exploring to find out what brand of paper towel is the best
(specifically Bounty)
TTW show a commercial clip:
Remembering Understanding Applying Analyzing Evaluation Creating
Questions: What are some uses of a paper towel? Follow up: How do we know that a paper
towel can do those things? How do we use prior knowledge to help us predict what is
going to happen? What hypotheses could you make if I told you I was going to wipe up
some water using a paper towel?
*State the Objectives (grade-level terms)
I can estimate are make accurate measurements of length, mass, volume, and temperature
are made in metric units using proper tools;
I can make a hypothesis from testable questions;
I can identify independent and dependent variables
I can identify constants in an experimental situation
I can collect, record analyze and communicate data collected using proper graphical
representations and metric measurements;
I can draw conclusions
*Instructional Input or Procedure

TTW ask the students several questions after viewing the clip
Is this a fair experiment? Why or why not?
TTW will lead students in the direction of focusing on the materials and how they should
be the same (constants)
TTW will ask the students what did they notice was similar in the commercial? Any
TSW will notice cups, the amount of juice, the tearing of the paper towel, etc.
TSW will notice that only one part of the experiment should be tested and changed
(independent variable)
TTW will show the commercial once more so the students will focus more on the constants
in the clip

The teacher will play the video again and go over what we will be doing in groups to see which
napkin is the most absorbant

*Check for Understanding

If the students understand, they give a thumbs up

*Guided Practice
Students will conduct their own investigation of the Bounty Paper Towel Experiment
Students will make observations of the paper towels
Students will measure out 50 ml of a liquid
Students will lay the paper towel in the tin foil pan
Students will pour the juice onto the napkin and observe for a minute
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Students will lift up paper towel and throw the napkin away
Students will pour the remainder of the juice into a small medicine cup and record
Students will look at the measurements and compare their results

*Independent Practice
Students will record observations on their worksheets

Students will complete an exit ticket
Exit Ticket Question: Mrs. McKinnis would like to know which flower will bloom the
quickest. She bought a sunflower and a lily. She placed them both by the window in her
kitchen. She watered them each day at noon with 4 tablespoons of water. She used the
same pots and amount of soil. Which of the following parts of the experiment could be
identified as the independent variable?
Creating an Anchor chart of the definitions of a constant and independent variable. Close
the lesson by restating that the students learned how to conduct an investigation and the
challenges (procedure, variables, data, etc.) associated with setting up that process.
Question will be posted associated with this experiment on the following day for morning

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Teacher will structure groups of students based on individual classroom needs.
Enrichment: Students will then have the opportunity to create their own example of a situation that
will allow other students to investigate using yes or no questions.
Classroom Management Issues (optional)
Make sure everyone has a role in the group. So everyone stays on task and in engaged, so no behavior issues
will occur.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?
The lesson went really well, the students were focused and really enjoyed make observations. Some were
surprised that the Food Lion paper towel absorbed more liquid than bounty. The students did meet the
objectives and reviewed the scientific method. The part of the lesson I would change is having the students
write down the definitions of the scientific method in their science notebooks before actually beginning the
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date


McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015