UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Brianna Lysne PSMT Name: Tina Stevens

Lesson Plan Title: Mystery Science Lesson Plan Topic: Science
Modules 1&2
Date: Estimated Time: 50 minutes/day
Grade Level: 5 School Site: Vassiliadis ES

1. State Standard(s):

 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
 5-PS1-3. Make observations and measurements to identify materials based on their properties.


2. Teaching Model(s):
 Direct/Indirect instruction
 Lemov
 Questioning: DOK

3. Objective(s):
 Day 1:
o Students will observe a real-world phenomenon (changes to stone gargoyles over
time).
o Students will hypothesize why these statues are changing and possible
cause/effect scenarios.
o Students will make a claim about what caused the physical changes and support
their claim with evidence.
 Day 2:
o Students will investigate how introducing certain substances can change physical
properties.
o Students will observe the effects of different liquids and a dull penny.
o Students will record evidence from the experiment by drawing and labeling a
diagram of their results.
o Students will hypothesize what happened to make the dull penny shiny.
Day 3:
o Students will investigate how introducing certain substances can change
physical properties.
o Students will perform an experiment to see how physical/chemical
changes occur.
 o Students will record evidence from the experiment through drawing and
taking notes.
o Students will hypothesize what caused the changes in the experiment.
o Students will evaluate their original hypotheses about the gargoyles and
revise as needed.

4. Materials and Technology Resources

Day 1: (Intro Unit: Chemical Magic)
 Mystery Science Unit: Chemical Magic
 SmartBoard/Projector
 Anchor Chart
 Statue of Liberty Pictures
 Alchemist Argument Worksheet (WS)
 Paper
 Pencils
 Elmo

Day 2 (Penny Experiment):

 Mystery Science Unit: Chemical Magic
 SmartBoard/Projector
 Anchor Chart (keep displayed for reference)
 Chromebooks (1x group of 4)
 34 dull pennies (1x each student)
 4 clear plastic containers labeled for each mixture (per group)
 Water
 Vinegar
 Salt
 Liquid Soap
 Test Like an Alchemist WS (1x group)
 Elmo
 SmartBoard

Day 3 (Nail Experiment):

 Pennies from previous experiment on Test Like an Alchemist WS
 The Alchemist’s Potion WS (1 x student)
 Chromebooks (1 x group)
 Ziplock bag (1x group)
 Paper/Plastic plate (1 x group)
 Steel Nail (1 x group)
 Masking Tape
 Pencils (Colored pencils optional)
 Elmo
 SmartBoard
5. Instructional Procedures:

Day 1:

Motivation/Engagement:

1. TW (teacher will) display a picture of the Statue of Liberty followed by one showing its
original copper look and the green look we see in the statue today. Discussion Questions:
 “Does anyone know what material the statue of Liberty is made of?” (DOK Level 1)
 “Why do you think the statue doesn’t look like copper?” (DOK Level 2)
 “What are some substances that might cause these effects on the statue?” (DOK
Level 2)

Developmental Activities or Learning Experiences:

1. Explicit Instruction/Teacher Modeling
 TW play unit starter module on Mystery Science: Disappearing Gargoyles
1. We will discuss what Gargoyles are and their function.
2. 2 photos of gargoyles will display: “Do you notice any differences
between modern gargoyles and the ones created over 700 years
ago?” (DOK Level 2)
2. Guided Practice/Interactive Modeling.
 As a class we will do a See/Think/Wonder chart about why these changes occur
over time.
 See: What did you observe about the old gargoyles? How are the old gargoyles
and the new gargoyles different?
 How can you explain what happened to the old gargoyles? What made them
change? Where did the stone go?
 What questions do you have about the gargoyles? What do you wonder about how
they have changed over time?
 Continue with Mystery Science module. Present the alchemists different theories
about what happened to the gargoyles.
 As a class, SW raise hands to show which alchemist theory they agree with.
3. Independent Working Time
o Students will complete Alchemist’s Argument WS. They will state which
alchemist they think is correct and give evidence as to why they believe it is the
right answer.
Review and Closure:
o Place a poster around the room, 1 for each Alchemist/explanation. Have students
gather near their alchemist’s poster. Talk with classmates about why they believe
this is the right answer and the others are incorrect.
Extension:
 If time, group will choose a person to share their argument with the class (1 for each
Alchemist theory)
o SW use sentence starters “The claim I agree with is…” and “The evidence I have
to support this claim is…”.
Day 2:

Motivation/Engagement:
1. Review topic from yesterday about how substances can change over time (Ex: Gargoyles
or the Statue of Liberty).
2. Explain that today we will see if we can reverse these changes using dull pennies and
common household liquids.
Developmental Activities or Learning Experiences:
1. Explicit Instruction/Teacher Modeling
 Continue on to start Mystery 1: Are Magic Potions Real?
i. Watch intro together as a class.
 Stop for discussion questions (Discuss as table groups)
 Show the class a dull, brown penny. “Suppose you wanted to make this dull
brown penny bright and shiny. Can you think of any liquids in your house
that might do that?” (DOK level 2)
 “Why do you think those liquids might work?” (DOK level 3)
 Move on to the activity
2. Guided Practice/Interactive Modeling
 SW get into groups of 4 for the hands-on activity (Use grouping sticks to group).
 SW be working with their groups to complete an experiment to see what liquids
can change the appearance of a dull copper penny.
 Each group needs: A Chromebook logged into Mystery Science, 4 dull pennies (1
x student), 4 labeled plastic containers and liquid ingredients (Water, Vinegar,
Salt, Liquid Soap)
i. “Which substance do you think will clean the penny? Why?” (DOK 2/3)
 SW follow step-by-step directions in the unit to complete the experiment.
1. Each student will test their penny in 1 of the liquid substances by
dipping ½ of the penny in the liquid for 30 seconds.
2. SW then compare results as a group. Was their hypothesis correct?
3. Students should clean up experiment and put ALL pennies in
plastic container with salt/vinegar mixture (As directed in module).
This will be vital for next experiment.
3. Independent Working Time
 SW complete question 1a) on The Alchemist’s Potion WS.
 SW draw and label a picture to explain what they think happened to the dull
penny that became shiny.
Review and Closure:
1. As a class, we will discuss how the experiment turned out.
a. “Which liquid was able to change the penny?” (DOK 1)
b. “What do you think happened to remove the brown color and make the penny
shiny?” (DOK 3)

Extension:
 Students can discuss what other household substances they believe might have a similar
result of making the penny shiny again.
Day 3:

Motivation/Engagement:
1. TW review penny activity from prior lesson and explain that today we will be answering
the question: What happened to the dull brown stuff we cleaned off the pennies in the last
experiment?
2. Have students regroup into workgroups from previous experiment.
a. Distribute pennies in containers, small paper cup (1x group), ziplock bags (1x
group), steel nails (1xgroup), paper plate (1x group), small piece of masking tape.

Developmental Activities or Learning Experiences:

1. Explicit Instruction/Teacher Modeling
 Each group needs to set up experiment 1st because it will take time to process. Follow
Mystery Science module as we did the prior lesson.
2. Guided Practice/Interactive Modeling
 TW play module with step-by-step directions on how each group needs to set up this
experiment.
 TW walk around to ensure each group is following directions and setting up the
experiment correctly. (Lemov Circulate)
 SW pass around sealed bag so that everyone in the group can make observations.
 SW write down time experiment started on Alchemist WS 3a)
 Class will discuss: “What do you think will happen in your bag?” (Discuss in groups then
share as a class).
 Continue with module: working through the mystery of how the dull penny was made
shiny.
i. 2 theories: The brown was removed as small particles we can’t see or the
brown was changed to shiny copper while staying in place (nothing was
removed). What are some ways you think that you could check these
theories? (DOK3)
 Check on pennies in bag, any noticeable changes? SW write down any changes they
observe and record the time of the observation.
 Continue with Mystery Science Module: investigating alchemists.
 Check on pennies (elapsed time about 30 mins) Do you observe any changes? Discuss
with your group.
 Compare your experiment results with different teams.
 Nail should have turned a copper color (if this didn’t happen, team can leave items in bag
soaking until tomorrow)
3. Independent Working Time
 Complete the Alchemist’s Potion WS questions 3 and 4.

Review and Closure:

 Did this experiment make them rethink their original hypothesis about what
happened to the penny? Why or Why not? (DOK 3)
 Class will refer back to See/Think/Wonder chart and determine if any of our
Wonder questions have been answered through these experiments.
Extension: Refer back to the different Alchemist theories about what happened to the gargoyle,
which one do you believe is correct now? What evidence from your experiments supports this
theory? Write a paragraph about which Alchemist was correct using evidence from the
experiments we performed in class.
 Exit Ticket (Lemov – Exit Ticket). SW answer the question: Where do they think the
copper on the nail came from? What evidence can they use to support their thinking?
(DOK2/3)

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Day 1:
 Accommodations: Allow students to sit closer to see when instructing whole
class. Allow extended time to complete assignments if needed. Allow students to
dictate responses if needed.
 Modifications: Allow for shorter answers if needed.
 Differentiations:
 Enrichment: Along with using evidence to support the Alchemist’s claim
they believe, students can find evidence to disprove the other alchemist’s
theories.
 Support: TW check in with and support struggling students. Class
discussion can share ideas and help struggling students understand the
different Alchemist theories. See/Think/Wonder anchor chart will serve as
a resource to refer to throughout this unit.

Day 2:
 Accommodations: Allow students to sit closer for whole group. Allow extended
time to complete assignments if needed. Groups can work together to answer
worksheet questions. Provide sentence starters.
 Modifications: Allow for shorter answers if needed. Allow students to draw and
label instead of writing.
 Differentiations:
 Enrichment: Students can hypothesize if this would work with other
coins/substances that are not copper, will the result be the same? Have
some other coin variations ready to try.
 Support: TW give extra support and guidance where needed.
Heterogenous groups will ensure that classmates can provide extra
support/direction if necessary. Ask students to verbally describe what
happened in the experiment and why they believe it happened that way.

Day 3:
 Accommodations: Allow students to sit closer for whole group. Allow extended
time to complete assignments if needed. Groups can work together to answer
worksheet questions. Provide sentence starters.
  Modifications: Allow for shorter answers if needed. Allow students to draw and
label instead of writing.
 Differentiations:
 Enrichment: Students can hypothesize if other objects can become coated
with copper like a paper clip or another coin, will the result be the same?
Students can run these experiments alongside the nail one to compare
results.
 Support: TW give extra support and guidance where needed.
Heterogenous groups will ensure that classmates can provide extra
support/direction if necessary. Ask students to verbally describe what
happened in the experiment and why they believe it happened that way.

7. Assessment and Evaluation of Learning:

a. Day 1
 Formative:
 TW take notes of how students answer open-ended questions as Teacher
circulates (Lemov – Circulate)
 DOK questioning.
 Class discussion

b. Day 2
 Formative:
 TW collect the worksheets to check for understanding.
 DOK questioning.
 Class Discussion
 TW take notes on assessment sheet as students work through experiment

c. Day 3
 Formative:
 TW collect worksheets to check for understanding
 Informal observations as teacher circulates, recorded on data sheet.
 DOK questioning/Class discussion.
 Exit Ticket

8. Homework Assignment:
 None

9. Reflection:
a. Strengths: This lesson was very engaging. Students were excited to bring in pennies
and see what would happen to them. There were a lot of good, critical thinking questions
asked and good class discussion about what might be happening to the pennies which
continued with the 2nd nail experiment. These two activities really built on each other and
after performing the nail experiment, students really understood that the copper from the
dull pennies did not disappear, it just dissolved in the salt/vinegar solution.
b. Concerns: Pacing and staying on track was a big concern for day 2 which improved on
day 3. Group discussion expectations need to be gone over explicitly as well as group
roles. During day 2 penny experiment students did not understand that every member of
the group needed to test a penny in a different solution. For day 3 nail experiment I
provided group role badges and had students figure out who did what before starting the
activity.
c. Insights: Science is crazy and there is a lot going on. It is very hands on and requires
students to listen closely to directions in order to achieve the necessary results. As a
teacher, I need to be very organized in my set up of materials and my directions to the
students to minimize the chaos factor while performing these fun, hands-on activities.