SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

DETAILS
Brooke Hebrank
Science
2nd Grade
September 29, 2014
Objects are capable of change.

Essential
Questions

What does dissolve mean?

How does dissolving occur?
Does everything dissolve?
3.2.2.A4: Experiment and explain what happens when two or
more substances are combined (e.g. mixing, dissolving, and
separated (e.g. filtering, evaporation).
3.2.2.A5: CONSTANCY AND CHANGE
1.1.2.C: Use meaning and knowledge of words (e.g.,
synonyms, antonyms) across content areas to develop a
speaking and reading vocabulary.
Students will be able to define what dissolves mean as
a class and by writing the definition one time.
Students will be able to dissolve an object individually
one time.

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

SUPERVISING
TEACHERS
SIGNATURE

Students will formally be evaluated based upon the exit

slip (notecard) that they pass in at the end of class.
Students will be informally evaluated based upon their
interaction in the experiment and willingness to
participate, fill out their notecards and answer
questions as of them.
Students are working in a group setting while engaged
in the core subject science.

Student with a hearing disability will sit in the front of

the classroom. He will also be given a written and
picture filled example of how to do the M&M
experiment and how to fill out his notecard.

CK

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure

CK
Activating Prior Knowledge
The teacher will remind the students of the last science
lesson where they learned how to observe. The teacher
will ask the students what it means to observe
something.
Hook/Lead-In/Anticipatory Set
Ask the students What happened to sugar in tea? How
do we know it dissolves? What else can we think of that
dissolves?
Big Idea Statement
Objects are capable of change.
Essential Questions Statement
What does dissolve mean?
How does dissolving occur?
Does everything dissolve?
Objective Statement
Today we will be observing how something things are
able to dissolve while others are not. The object that is
dissolving is changing.
Key Vocabulary
Dissolve to break apart a sold by using liquid
PreAssessment of Students
Students will be asked different science words for the
teacher to understand what types of words they know
and do not know. This will be done at the beginning of
each quarter.
Modeling of the Concept
The teacher will begin by asking students the
Anticipatory set questions Ask the students What
happened to sugar in tea? How do we know it dissolves?
What else can we think of that dissolves?
The teacher will explain that when a sugar is in water it
will dissolve.
The teacher will pass out notecards and explain what
they are to do with them. Write your name somewhere
on the card. On the back side write the word dissolve.
Place the card aside.
The teacher will pass out 1 M&M to each student.
Students with a red M&Ms go to one table, students with
a green M&M go to another, students with a yellow M&M
go to another and students with a blue M&M go to the
last table.
The teacher will explain: each student has one cup of
water, put about 4 cm of water in your cup, student may

choose cold or hot water from the cups sitting on the

table. The students will place their M&M into the cup
with the M facing upward. Students are to write any
observations they see on the back of the notecard.
Something magical will happen to the M&M watch
closely!
Once the teacher has completed the instructions the
students are free to begin their experiment.
The teacher will ask what happened to the M&M, what
happened the letter M, why it did not dissolve but the
coloring of the M&M did. The coloring dissolved
because it is made of sugar. Sugar dissolves in water.
The M is made of an eatable ink not sugar therefore it
dose not dissolve.
The teacher will also ask if cold or hot water works
better to dissolve materials. When we make tea, do we
use hot or cold water to brew it? - Hot water works
better to dissolve materials.
Students will go back to their seats based on the color
M&M they had as the teacher dismisses them.
Guiding the Practice
The teacher will walk around, ask students questions
about what is happening to the M&Ms
Providing the Independent Practice
Students will record the definition of dissolve.
Students will make and record their own observations.
Students will be involved hands on in the experiment.
Transition
Students with a red M&Ms go to one table, students with
a green M&M go to another, students with a yellow M&M
go to another and students with a blue M&M go to the
last table.
M&Ms
Cups
Water
Notecards

Reading
Materials
Technology
Equipment
Supplies
Evaluation of
Formal Evaluation
the
Students will formally be evaluated based upon the exit
Learning/Master
slip (notecard) that they pass in at the end of class.
y of the
Informal Evaluation
Concept
Students will be informally evaluated based upon their
interaction in the experiment and willingness to
participate, fill out their notecards and answer questions
as of them.
Closure
Summary & Review of the Learning
Once students have returned to their seats, the teacher
will ask again what dissolve means. The teacher will
show the definition on the board for the students to copy

Teacher
Self-reflection

on the backs of their notecard. Students will pass these

in as an exit slip to be looked over and returned the next
day to them.
Homework/Assignments