Neumann University Education Division

LESSON PLAN

PA Common Core Standards

Referenced from http://www.pdesas.org/ for PA State approved academic standards (Grade-specific Numbers & Descriptions)

S.K-2.C.1.1 Describe changes in matter

3.2.2.A4: Experiment and explain what happens when two or more substances are combined (e.g. mixing,
dissolving, and separated 9e.g. filtering, evaporation).
S.K-2.C.1: Structure, properties, and interaction of matter and energy.

Objectives
Objectives correspond with PA State Common Core Standards listed above (SWBAT)

SWBAT: Inquire about the action of soap as it reacts with milk fat
SWBAT: Observe and report observations
SWBAT: Work with classmates to complete the experiment
SWBAT: Visually represent changes throughout the experiment
SWBAT: Make predictions

Lesson Introduction: (5-7 min)

(Activate background knowledge & set purpose)

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Define this vocabulary: Question, hypothesis, materials, procedure, outcome and conclusion.
Read the book 11 experiments that failed by schwartz and wade
talk about how the girl made her predictions and found her outcomes

- write on the board milk on one side and soap on the other side.
-ask students what experiences that have had with milk (ex. what they use it for). Ask students what experiences
they have had with dish soap (ex. what they use it for or if they have used it). Then under the word milk, list
properties or observations that the students make about the milk. Then under soap, list properties or observations
that students make about the soap.

Activities/Procedures: (25-30min)

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Lesson Plans are conducive to student achievement and focus on PA State CC standards and
objectives

-Explain the experiment and have students create a prediction about what they think will happen and why. have
students split up into groups of 3

- give each student an observation worksheet

- give each group a bowl and pour some milk into the bowl (about half and inch or 3/4 of a cup)
- have each group drop food coloring dots along the edge of their bowl and have a good amount of space
between each drop

- have students drop a drop of dish soap in the middle of the dish
- have students watch and record what they see
- have students discuss if their predictions were right or wrong and why
-If students complete this activity fast, here are some observation questions you can have them answer:

Whathappenstothefoodcoloringwhenyoufirstputitonthemilk?Whydoyouthinkthatis?
Whathappenswhenyouaddthedropofsoap?
Whatdirectiondoesthefoodcolormovewhenyoufirstaddthedropofsoap?
Whatdirectiondoesthefoodcolormoveaftertheexperimenthasbeenrunningforawhile?
Doesthemovementgoonforever?Whathappens?
Whathappensifyouaddanotherdropofsoapafterthecolorshavestoppedmoving?

Closing& Assessment: (5-7 min)

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-Ask students whether their predictions were correct or incorrect and why? (have each group share their
thoughts, or at least 4 groups)
-Explain that milk is made up of water, sugar and fat. write on the board 87.7% water, 4.9% lactose (sugar),
3.4% fat, 3.3% protein and 0.7% minerals.
-Explain that dish soap is made up of water, salt, oil, dyes and fragrances.
-Explain that water has high surface tension due to the molecules. the water is actually pulling the water away
from the glass and inward toward the center of the surface. the soap reduces the surface tension of the milk by
dissolving fat molecules. The milk outside the soap has higher surface tension so it pulls the surface away from
that spot. The food coloring moves with the surface, streaming away from the soap drop. The food coloring may
be drawn into the liquid only to appear rising again somewhere else.

Assessment Procedures: (check all that apply)

Structure should simulate PSSA testing format to assist with PSSA test prep
Formative
X

Participation

Unit/Chapter Test

PSSA Type Questions

Enrichment

PSSA Type Questions

Oral Presentation

Notebook Check

Homework

Notebook Check

Research Project

Authentic Assessment

Authentic Assessment

Technology

Other:

Other:

Rubric

Guided Practice

X Group Work
Rubric

Summative

Independent Practice

Portfolios

Materials/Resources
List of resources used and incorporated into activity and assessments, attach any teacher
made materials and/or worksheets
Text Book:

Graphic Organizer/Handouts(s):

Other: plastic bowls, whole milk, food coloring, dish soap

observation worksheet that is attached

Technology:

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Accommodations
(IEP/Child specific)
Allen- have allen pair up with murphy to complete the
experiment. they work well together and allen is
comfortable with murphy
Clare- clare is allergic to milk and will not be able to
physically touch the milk. Have her pair up with a
partner who can help her.
Jose- Just learning english and may need extra help
with reading the work sheet.

Differentiated Instruction
(Easier/Support & Harder/Enrichment)
to make the lesson easier have students only draw and
color pictures about their predictions and outcomes
to make the lesson harder, have students talk about the
ingredients in each substance that interact or make this
experiment work.

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Notes for the Substitute

-If you have any problems please see Mrs. Lee in room 205.
-If Andy starts acting out please send him to see the counselor.
-There are extra supplies in the storage bin above the sink.
-You are welcome to the snacks in the bottom left drawer of my desk.
-Please contact the main office in case of emergency.

In accordance with Neumann University educational guidelines for emergent teachers please describe how the
following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.
INTASC Principles
Interstate New Teachers Assessment and Support Consortium
INTASC 1: Making content meaningful
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches

and creates learning experiences that make these aspects of subject matter meaningful for students.

Evidence/Reflection:
This is demonstrated by the adaptive learning style of hands on experiences while exploring properties of matter. By
understanding the central concepts and tools, the teacher is able to share extensive knowledge about milk and dish soap.
INTASC 2: Child development and learning theory
The teacher understands how children learn and develop and can provide learning opportunities that support their

intellectual, social, and personal development.

Evidence/Reflection:
Students are able to expand and develop their social skills by working cooperatively in groups to complete the assignment.
Students are also able to expand and develop personally by using abstract thinking skills to predict the outcome of the
experiment.

INTASC 3: Learning styles/diversity

The teacher understands how students differ in their approaches to learning and creates instructional opportunities

that are adapted to diverse learners.

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Evidence/Reflection:
By being able to change and accommodate the lesson for students, the teacher is using different learning approaches to
meet the needs of specific students. Every student is able to participate in this lesson because of differentiation.
INTASC 4: Instructional strategies/problem solving
The teacher understands and uses a variety of instructional strategies to encourage students development of

critical thinking, problem solving, and performance skills.

Evidence/Reflection:
Students are able to visually represent their thoughts as well as using their creative writing skills to explore their thoughts.

INTASC 5: Motivation and behavior

The teacher uses an understanding individual and group motivation and behavior to create a learning environment

that encourages positive social interaction, active engagements in learning, and self-motivation.

Evidence/Reflection:
This is demonstrated by respectfully cooperating in group work and using their social skills to communicate their thoughts.

INTASC 6: Communication/knowledge
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active

inquiry, collaboration, and supportive interaction in the classroom.

Evidence/Reflection:
The use of media can foster students thinking. By playing background music, it allows students to focus in on the
assignment and task at hand.
INTASC 7: Planning for instruction
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum

goals.

Evidence/Reflection:
By using all aspects of knowledge about surroundings and the community the teacher is able to adapt the lesson for a more
hands on experience to allow students to create their own connections.
INTASC 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous

intellectual, social, and physical development of the learner.

Evidence/Reflection:
Evaluation is taken place before and after the experiment. Thumbs up and thumbs down is used to understand students
understanding.

INTASC 9: Professional growth/reflection

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The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on

others (students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.

Evidence/Reflection:
By assessing the students understanding of the topic, the teacher is able to evaluate the effectiveness of the teaching
techniques being used. If students are not demonstrating understanding then the teacher knows that the technique is not
effective.

INTASC 10: Interpersonal relationships

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support

students learning and well-being.

Evidence/Reflection:
By sending the worksheet home, the teacher is allowing the parents to connect with the classroom and with their students.
It opens up a line of communication for the parent to get to know their child as a student.

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