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Lesson Plan For A "Slime" Science Class

Educacion Inclusiva - Inclusive Education Lesson Plan

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Eimy Aguilar
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18 views3 pages

Lesson Plan For A "Slime" Science Class

Educacion Inclusiva - Inclusive Education Lesson Plan

Uploaded by

Eimy Aguilar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Title: SLIME SCIENCE

Class: Science Level: A2 Timing/number of sessions: 50 minutes


Resources and Materials:
 White school glue
 Liquid starch or borax solution
 Water
 Food coloring
 Glitter
 Bowl

Instructional Techniques Types of Knowledge


Elaboration: Adding more details to facts to aid in Factual Knowledge: The ability to memorize, retain, and recall
memorization, retention, and recall constitutes elaboration. information is factual knowledge, which is fundamental to school.
Critical Thinking: involves reasoning to learn new concepts, The example in this class is Vocabulary definitions.
ideas, or problem solutions (Mastropieri & Scruggs, 2014). Procedural Knowledge: Learning a set of steps that must be
Younger and older students are capable of thinking critically but followed to complete a task involves procedural knowledge. The
will likely need guidance and perhaps teacher modeling for example in this class is conduct a lab experiment.
thinking critically. Discrimination Knowledge: Discrimination is the ability to
distinguish one item (e.g., a letter, number, letter sound, math sign,
state, or piece of lab equipment) from another. The example in this
class is distinguish the different materials to carry out the
"Independent Practice" activity, the slime.
Conceptual Knowledge: Knowledge about principles, models, and
classifications entails conceptual knowledge. In essence, concepts
are categories of knowledge. The example in this class is Visual
displays to help students understand concepts.

Instructional Practices
- Error correction
- Check for understanding
- Scaffolding

Learning Objectives
Content Objectives:
Students will be able to identify different types of liquids
Identify how different types of liquids behave

Language Objectives:
SWBAT speak about the reactions and behavior of a non-newtonian fluid.
STAGE PROCEDURE
1. Advance Organizer 5 min T greets the Ss and shares the content and learning objectives.
Using a mentimeter template, T asks to type some liquids they already know.
T reads aloud some of the answers provided by the students.
The expected answers are water and cooking oil. If the Ss already submitted those
answers, the T continues with the next stage. If not, T elicits the expected answers by
providing hints till they come up with the name of the liquids.

2. Presentation of Subject Matter The teacher introduces the topic "Slime Science" explaining that they will explore the
(I do) 20 min science behind slime and the materials used to create it.

The teacher displays the flash cards one by one, explaining each ingredient and its
role in slime making:

School glue: Acts as the main component of slime, providing the base for polymer
chains.
Borax solution or liquid starch: Acts as an activator, linking the molecules of the glue
together and forming the slime.
Food coloring: Optionally, can be added to give color to the slime.
Glitter: Optionally, can be added to add sparkle to the slime.

3. Guided Practice (We do) 10 min


The teacher divides the students into small groups, ensuring each one has the necessary
materials for the experiment (Cornstarch, water, container). We jot down the instructions
on the blackboard so that students can follow the experiment step by step.
(There are no exact measurements for this project)
1. In a container, you need to put the same amount of both flour and water.
2. Mix until the consistency is similar to that of a liquid slime.
3. If it becomes too dry, add more water, and vice versa. The teacher moves around the
classroom supervising the students and their projects.

4. Independent Practice (You do) In this section, the teacher changes the variables for each team (Team 1: instead of water,
10 min they use coke; Team 2: instead of cornstarch, they use flour; Team 3: instead of water,
they use vinegar). They note the observations between teams on a sheet, which they later
present in front of their classmates.

5. Closure To conclude this project, we address any remaining doubts and check the notes regarding
5 min each student's variables. Additionally, we review the information once again.

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