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Matter and Experiment Lesson Plan - Science - Oct

This 4-day science lesson plan teaches 19 students about matter and experimental design. Over the course of the lessons, students will learn that matter has mass and takes up space, how to form a hypothesis and make predictions, and how to design and conduct experiments. They will complete assessments on classifying matter and materials. The teacher will introduce key ideas, model an experiment with "Magic Milk," and guide students as they design and conduct their own experiments to answer questions about matter.

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77 views

Matter and Experiment Lesson Plan - Science - Oct

This 4-day science lesson plan teaches 19 students about matter and experimental design. Over the course of the lessons, students will learn that matter has mass and takes up space, how to form a hypothesis and make predictions, and how to design and conduct experiments. They will complete assessments on classifying matter and materials. The teacher will introduce key ideas, model an experiment with "Magic Milk," and guide students as they design and conduct their own experiments to answer questions about matter.

Uploaded by

api-486184360
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teacher Education Lesson Plan Template

Teacher: Andrea Kennedy Date: October 27th- 30th, 2020

Title of Lesson: All About Matter and Cooperating Teacher: Pamela Knecht
Experiments

Core Components
Subject, Content Area, or Topic
Science
Student Population
19
Learning Objectives
Students will know
 That matter has mass and takes up space
 How to form a hypothesis from their questions
 How to formulate predictions
 How to collect, record, and analyze data
 How to design an experiment using a hypothesis

Virginia Essential Knowledge and Skills (SOL)


Sci 3.0.1- Conduct observations and repeat to ensure accuracy
Sci 3.0.2-
3.0.4 - Develop hypothesis from simple questions and formulate predictions
3.0.6- Collect, record, and analyze data.
3.0.8- Draw conclusions and make inferences from a variety of sources
Sci 3.1.1

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
 Classifying Matter Assessment
 Matter Materials Assessment
 Matter Performance Task Graphic Organizer
 Experimental Design Checklist
 Performance Task Rubric
 Dish soap
 Q-tips
 Whole milk
 Plate
 Food coloring
 Magic Milk activity slide show
 Daily Slides

High Yield Instructional Strategies Used (Marzano, 2001)


McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Check if Used
Strategy Return
* Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
* Reinforcing Efforts & Providing Recognition 29%
* Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
* Setting Goals & Providing Feedback 23%
* Generating & Testing Hypothesis 23%
* Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
* Practice by Doing 75%
* Discussion 50%
* Demonstration 30%
* Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set
 TTW introduce designing experiments, coming up with a hypothesis, and
conducting experiments with the Magic Milk activity

*State the Objectives (grade-level terms)


I can
 Know that matter has mass and takes up space
 Use my questions to come up with a hypothesis
 Make predictions or guesses about what will happen
 Gather, write down, and analyze information
 Design and conduct an experiment using my hypothesis
*Instructional Input or Procedure
Day 1:
 TTW review with students the ‘Big Ideas’ of matter
o Everything is made of matter, matter has mass and takes up space, changing the
size or shape of matter doesn’t affect its color, luster, weight/mass, or texture.
 TTW discuss with the class what those big ideas might mean- give a couple of minutes
for them to share out.
 TSW take Classifying Matter Assessment (Sci 3.0.20)
 TSW take Matter Materials Assessment (Sci 3.1.1)
Day 2:
 TTW introduce the next performances task: Designing an Experiment About Matter
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TTW go over the Experimental Design checklist, the scientific investigation graphic
organizer, and the assignment’s rubric
 TTW leave time at the end for questions and clarification
Day 3:
 TTW introduce Matter Performance Task via Magic Milk activity (see Daily Slides for
Thursday for further details)
 TTW model the magic milk activity and then discuss with the class how they will be
designing and conducting their own experiment from one of the questions about matter
they had come up with the previous week.
 TTW walk the students through the rubric, checklist, and graphic organizer so the
students know what is required and how they will be graded
 TSW have time to begin filling in the graphic organizer using their question and
proposed experiment ideas.
Day 4:
 TSW be conducting their experiments in class, collecting data, and determining whether
or not their hypothesis was correct and if their question was answered. (This should take
the whole class period)


*Modeling

TTW model and explain how to fill out the experimental design graphic organizer for
the class in preparation for their experiments on Friday.
 TTW model testing a hypothesis using the magic milk (using the milk, food coloring,
and dish soap)
*Check for Understanding
Day 1
 TTW review with students the ‘Big Ideas’ of matter
o Everything is made of matter, matter has mass and takes up space, changing the
size or shape of matter doesn’t affect its color, luster, weight/mass, or texture.
 TTW discuss with the class what those big ideas might mean- give a couple of minutes
for them to share out.

*Guided Practice
 TTW walk students through the graphic organizer for their experiments, discuss the
different elements of what their experiments should include, what questions it ought to
answer, and answer questions.

*Independent Practice
 TSW be conducting their experiments in class, collecting data, and determining whether
or not their hypothesis was correct and if their question was answered. (This should take
the whole class period)

Assessment
 TSW take Classifying Matter Assessment (Sci 3.0.2)
 TSW take Matter Materials Assessment (Sci 3.1.1)
 TSW design and conduct an experiment (Matter performance task) (Sci 3.0.1, 3.0.4,
3.0.6, 3.0.8)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
*Closure

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


 The science lessons incorporate visual aids to help students comprehend scientific concepts. Videos, reading
pieces, and hands on activities are included for students who need to manipulate, see, or hear things to grasp
concepts.
 Each student was pulled aside during the week to discuss their experiments and how they would set them up
in accordance to the rubric, checklist, and graphic organizer, and given opportunities to modify their ideas.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

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

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