5E Lesson Plan Template

General Information
Lesson Title: Gummy Bear Osmosis

Subject(s): Science
Grade/Level/Setting: 2nd

This classroom consists of 20 students with mixed abilities. 2 students are ELL, 3 are gifted/talented, and
1 student has special needs. There are 12 girls and 8 boys in the class. The class is split into 5
heterogenous groups with 4 children in each group. There is a smart board in front of the class.

Prerequisite Skills/Prior Knowledge:

What do your students already know or what do they need to know about the selected topic to successfully participate
in the lesson?

Students are expected to be familiar with using a ruler to measure objects as well as using a measuring
cup.

Standards and Objectives

State/National Academic Standard(s):

S2P1. Obtain, evaluate, and communicate information about the properties of matter and

changes that occur in objects.

a. Ask questions to describe and classify different objects according to their physical properties.

(Clarification statement: Examples of physical properties could include color, mass, length,

texture, hardness, strength, absorbency, and flexibility.)

b. Construct an explanation for how structures made from small pieces (linking cubes, building

blocks) can be disassembled and then rearranged to make new and different structures.

c. Provide evidence from observations to construct an explanation that some changes in matter

caused by heating or cooling can be reversed and some changes are irreversible.

(Clarification statement: Changes in matter could include heating or freezing of water,

baking a cake, boiling an egg.)

https://lor2.gadoe.org/gadoe/file/60491314-8e51-4220-b4a6-1e55132404fd/1/Science-Second-Grade-
Georgia-Standards.pdf

Learning Objective(s):
Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State
Standards and needs to be measurable (condition, behavior, and criterion).

Hands on objective:

 Given two gummy bears, plain water, and salt water, the students will conduct and experiment
and observe what happens to each gummy bear when placed in liquid and receive a score of 3/3
on a checklist.

Summative Assessment Objective:

 Given an observation journal, the students will record their observations on a chart throughout
the experiment with 100% accuracy.

Materials Technology
What materials will the teacher and the students need in order How will you use technology to enhance teaching and
to complete the lesson? learning? (Optional: Use the SAMR model to explain the
technology integration strategies you plan to use.)
 Smart board to display video
Each group will need:
During the engage stage, the teacher will play a
 2 Containers to hold the liquids. youtube video on the smart board to engage the
 ½ cup of salt water students in the lesson as well as introduce
 ½ cup of water vocabulary.
 2 gummy bears https://www.youtube.com/watch?
 A ruler v=KmQyVWtxeqM
 Chart to record data
 clock/alarm to keep track of time
 spoon to remove gummy bears to measure
 2 tsp of salt
 Tape and marker to label the containers.
 Water balloon and water

Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in
learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function:
The content and language focus of the learning task represented by the active verbs within the learning outcomes.
Common language functions may include predicting, summarizing, questioning, or interpreting. (Choose One)

 Predict- The students will predict what will happen to the gummy bears
  Observe- The students will observe what happens to the gummy bears
 Record- The students will record their observations
 Discuss- The students will discuss their findings with their classmates.
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.

 Osmosis
 Absorb
 Concentration
 Expand
 Hypothesis
 Higher concentration
 Lower concentration

Discourse and/or Syntax:

Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write,
and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and
phrases together into structures (e.g., sentences, graphs, tables).

 During the explain stage, students will share their findings and discuss what they thought would
happen, what actually happened, and if their hypothesis was correct.
Planned Language Supports:
The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand
and use the concepts of language they need to learn within disciplines.

 The video played to introduce the lesson will discuss some of the vocabulary they will be
learning.
 There will be a word wall visible at all times for the students to reference throughout the lesson.

Instructional Strategies and Learning Tasks

Activity Description/Teacher Student Actions

Engage:  The teacher will play a  The students will watch the youtube
youtube video on the video to get a better understanding of
 smartboard to introduce the the topic while listening for vocabulary
lesson as well as vocabulary. words.
https://www.youtube.com/wa  Discuss what happened to the raisins
tch?v=KmQyVWtxeqM in the video and why it happened.
 Engage the students in a
discussion about what
happened to the raisins in the
video and why it happened.
Explore:  The teacher will explain why it  Place both containers on the counter
is important to take notes on and add ½ cup of water to each
what we observe container.
 The teacher will hand out the  Lebel one container “water” and the
chart for the students to other “salt water”.
record their observations.  Add 2 tsp of salt to the container
 The teacher will split the class labeled salt water.
into heterogenous groups of 4  Measure the size of the gummy bear
students. before placing it in any liquid and
 The teacher will monitor the record it on the chart.
groups and assist as needed.  Place one gummy bear in the water
 The teacher will use a checklist and one gummy bear in the salt water.
as a formative assessment to  Watch the clock or set an alarm for 4
confirm that all students are hours.
actively involved in the hands-  Use a spoon to remove the gummy
on activity and are bear in the water and place it beside
understanding the content the container.
being taught. The teacher will  Remove the gummy bear in the salt
also ask questions during the water and place it beside its container.
activity to make sure the  Measure the height of each gummy
students understand what is bear and record it on the cart.
happening and why it is  Record any other observations
happening.
Explain:  The teacher will ask each  The students will share their findings
group to discuss their and discuss what they thought would
observations and ask happen, what actually happened, and
questions such as why they if their hypothesis was correct.
think something happened.  The students will discuss what they
have observed and share the
information on the chart with the
class. The students will compare
results to see if everyone’s gummy
bears reacted the same way or if
anyone received a different outcome.
 Elaborate:  The teacher will explain the  Discuss why the gummy bear placed in
terms “higher concentration” regular water expanded more than the
and “lower concentration” by gummy bear in salt water.
telling the students that lower  The students will fill up a water
concentration simply means balloon with water and discuss how
less water and higher the balloon gets bigger the more water
concentration means more they put in it and gets smaller if they
water. release some of the water. Discuss
 Explain how osmosis works by how this is similar to the gummy bear.
referring to the video. The
raisins absorbed water while
they were in the fishbowl and
released water when they
were put into the sugar water.
 Engage the students in a
discussion about why the
gummy bear placed in regular
water expanded more than
the gummy bear in salt water
Evaluate:  The teacher will review the  The students will review with the
students charts to make sure teacher what happened to the gummy
they are filled out correctly bears and why it happened.
and that the student
understands what happened
in the experiment.
(summative)
 The teacher will review with
the students what happened
to the gummy bears and why
it happened.

Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.

Gifted and Talented:

 Challenge the students to see what happens when they put a gummy bear in other liquids such
as vinegar, coke, and milk.
ELL:

 The students will have access to a word wall to help with vocabulary. The students will also be in
heterogenous groups, so classmates can help the ELL students.
 Students with Other Special Needs:

 One student is in a wheelchair. The disability does not affect the student’s cognitive ability. The
teacher will make sure there is adequate space between groups of desks for the wheelchair to fit
through easily. This will allow the student to move around to observe the gummy bears.

Assessment
Formative
Describe how you will monitor, support, and extend student thinking.

 The teacher will walk around the room to monitor each group as well as ask questions while the
students are conducting their experiment to make sure the students are understanding what is
happening and why it is happening.
 Use a checklist to observe the students while they conduct their hands-on experiments.

Summative
(Quizzes, Tests, products)

 Given an observation journal, the students will record their observations on a chart throughout
the experiment with 100% accuracy.

B) Explain your rationale for using the hands-on scientific experiment or investigation from

the lesson plan in part A, including the following: how it aligns with the hands-on learning

objective, how it supports student engagement and learning

During the exploration part of this lesson, the students conducted an experiment to see

what happens if they place a gummy bear in regular water and what happens if they place a

gummy bear in salt water. The students were required to record their observations throughout

the experiment. This aligns with my hands-on objective because the students conducted the

experiment and recorded their observations. This supports student engagement and learning

because the students are actively involved and conducting the experiment themselves instead

of watching the teacher do it. This also promotes cooperative learning, communication skills,
and allows them to use science process skills.

C) Explain your rationale for using the formative assessment from the lesson plan in part A,

including the following: how it aligns with the hands-on learning objective, how you will use

student outcomes to adjust the lesson.

For my formative assessment I walked around the room to monitor the groups and ask

questions as well as completed a checklist during the exploration section. I chose to do this to

make sure the students were understanding what was happening and why it was happening as

well as making sure each student was actively participating in the experiment. It aligns with my

hands-on objective because I was able to access the students learning as they conducted their

experiment. If I found that the students were not understanding what was happening, I would

have them use a sponge to observe how water is absorbed or released. We would discuss how

the gelatin in the gummy bear works the same way a sponge does.

D) Explain your rationale for using the summative assessment from the lesson plan in part A,

including the following: how it aligns with the summative learning objective, how you will use

student outcomes to inform future instructional decisions

For a summative assessment, I reviewed the students charts to see that they recorded

their observations correctly and understood what happened and why it happened. This aligns

to my summative learning objective because I was able to see if the students correctly filled out

the chart. I will use this to inform future instructional decisions because if the charts were not

filled out, I know I need to do a better job at monitoring student engagement. If the charts were

filled out incorrectly, I can identify which part of the experiment they did incorrectly and

reinforce those skills.

E) References

It's AumSum Time. (July 18,2015). Osmosis [Video]. Retrieved from https://www.youtube.com/watch?

v=KmQyVWtxeqM

Georgia Department of Education. (2020). Science Georgia Standards of Excellence. Retrieved from

https://lor2.gadoe.org/gadoe/file/60491314-8e51-4220-b4a6-1e55132404fd/1/Science-Second-

Grade-Georgia-Standards.pdf