SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

DETAILS
Maria Emanuele
Science
3rd Grade
9/23/13

CK

Standard:3.2.3.B1:Explainhowmovementcanbedescribedinmany
ways

AssessmentAnchor:S3.C.3:PrinciplesofMotionandForce
AnchorDescriptor:S3.C.3.1:Observeandidentifychangesinan
objectsmotion
EligibleContent:S3.C.3.1.1:Identifyanddescribeanobjectsmotion
(e.g.start/stop,up/down,left/right,faster/slower,spinning)

Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
Audience,
Behavior,
Condition, Degree
Bloom's Taxonomy

Formal Evaluation
No formal evaluation
Informal Evaluation
Describe to me orally the objects (raisin) motion in the
soda.
All third grade science students will be able to
individually observe and identify how a particular object
(the raisin) moves when dropped into soda and
describe why it performs this particular motion with
100% accuracy.

Webb's Depth of
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge: sink and float
Ask if anyone has dropped something in water before.
(Have you ever accidently kicked a stone into a stream
or maybe threw a raft into a swimming pool?)
Ask: What happens to what you drop into the water?
Does it float or sink? (What would happen to the rock
you kicked into the stream or the raft that you threw into
the swimming pool?)
Hook/Lead-In/Anticipatory Set
Continue to ask the students questions: Would the rock

CK


Explicit
Instructions
Big Ideas
Essential
Questions
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

or the raft move around once it is in the water? (The

current from the stream could move the rock around or
the wind might push the raft around the pool.)
Ask: Has anyone ever tried to drop something into soda
to see what happened?

Big Idea Statement

A force is required to change an objects motion.
Essential Questions
What will happen when we drop the raisins in the soda?
Will they sink or float?
Key Vocabulary
Carbonation
Pre-Assessment of Students
After the anticipatory set, get a helper to pass out the
cups to the class
While this is happening, guide students to begin to talk
about the carbonation/bubbles in soda (What makes
soda fizzy?).
Describe that carbonation in the soda causes the
bubbles and fizziness.
Announce that you are going to fill up everyones cup
with soda. Remind them that this soda is not for
drinking. Tell students to observe the carbonation in
their cup as you finish pouring the soda. (Do the bubbles
sink or float? Do they stick to the side of the cup? Are
they popping?)
Modeling of the Concept
Ask the students what they think would happen if
something like the raisin in their plastic bag were
dropped into the soda (Who thinks the raisins will sink?
Who thinks they will float?)
Have the students fill in the Predict section of their
scientific method worksheet.
Transition
Direct the students to drop their raisins into their cup of
soda one by one to observe what happens to them.
Guiding the Practice
At this point, the raisins will initially sink to the bottom of
the cup. After a few seconds, the bubbles or carbonation
from the soda will attach to the raisin and make it float
to the top. After the raisin gets to the top of the soda,
the bubbles will pop and it will sink again. This floating
and sinking motion will continue until the carbonation in
everyones cup wears off.
Ask the students what is happening to their raisins. Look
for the raisins are moving up and down.
Ask the students: What do you think is causing this up
and down motion?

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by

Have the students think back to when we talked about

carbonation.
Tell the students how the bubbles in the soda attach
themselves to each raisin and make them float. When
the raisin rises to the surface of the soda, the bubbles
pop, causing the raisin to sink again. When the raisin
falls to the bottom of the cup, more bubbles attach and
it will happen again.
Ask the students how long they think this rising and
falling motion will happen. Remind them what happens
when soda sits out for a long time. (It loses its fizzy taste
or carbonation so after the soda in your cup loses its
carbonation, the raisins wont sink or float anymore.
Providing the Independent Practice
Allow students to fill in the observation section of their
scientific method worksheet.
Adaptations/Accommodations for Students with Special Needs
The accommodations are already put into this lesson for
a physical disability. I am having other students pass out
the materials and I will come around to pour the soda
into the cup. This way, the student with a disability will
not have to get up from their seat. If the students
physical disability is even more extreme that they
cannot drop the raisins into the cup by themselves, a
partner will drop the raisins into their cup for them while
they observe with the rest of the class.
Clear plastic cups
Liter of Sprite
Raisins (about 5 for each student already in individual
baggies)
Scientific Method worksheet
Summary & Review of the Learning
Ask the students who was right when we guessed if the
raisins would sink or float.
Explain that everyone was right because of carbonation.
Ask the students if they remember what carbonation is.
Remind the students that the carbonation is what
caused the movement of the raisin but after all of the
bubbles pop in the soda, the raisin will sink and stay
there.
Have students fill in Conclusion part of their scientific
method worksheet.
Ask the students if the results would be different if we
changed the amount of soda or raisins.
Homework/Assignments
No homework!
This lesson could tie into math by changing the amount of
soda or raisins and observing what happens based on these
measurement changes. Mention this during the closure.

instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?