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)

Formative
AND/OR
Summative
Assessment
Evidence

DETAILS
CK
Makenzie Bilodeau
Science
2nd Grade
September 30; 15 minutes
3.1.2.C4:
1. Distinguish between scientific fact and opinion
2. Ask questions about objects, organisms, and
events
3. Understand that all scientific investigations
involve asking and answering questions and
comparing the answer with what is already known
4. Plan and conduct simple investigation and
understand that different questions require
different kinds of investigations
5. Use simple equipment (tools and technologies) to
gather data and understand that this allows
scientists to collect more information than relying
in only their senses to gather information
6. Use data/evidence to construct explanations and
understand that scientists develop explanations
based on their evidence and compare them with
their current scientific knowledge
7. Communicate procedures and explanations giving
priority to evidence and understanding that
scientists make their results public, describe their
investigations so they can be reproduces,
reviewed and ask questions about the work of
other scientists
2.3.2.B: Use tools to estimate and measure in standard
units.
Formal Evaluation
Have an experiment where they must correctly use the
steps of the scientific method on their own with little or
no teacher direction
Informal Evaluation
Asking students questions about the scientific method
before, after and during the in-class experiment; did
they gain knowledge about the scientific method during
this experiment
Each student will be given a piece of paper with a mix
column and a not mix column. As we go through the
experiment, they will have to check off which they think
will happen with each of the substances.


Objective
A-B-C-D

In groups of two, students will be able to use the steps

of the scientific method to complete and experiment
9/10 times.

Cognitive Domain

Level 3: Strategic Thinking

Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

This will be collected to make sure the students were

participating in the activity

Step-by-Step Procedures
RATIONALE for the
CK
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
What are the Steps of the Scientific Method?
Do liquids mix with other liquids? Why or why not?
What happens when you mix salt and water?
What causes something to float in water?
What are some things that float in water?
Hook/Lead-In/Anticipatory Set
Ask if any one has ever made Kool-Aid. What happens
when you put the powder into the water?
Explicit
Big Idea Statement
Instructions
Matter has observable and measurable physical
Big Ideas
properties
Some attributes of objects are measurable, e.g., length,
Essential
mass, capacity and can be quantified
Questions
Making Predictions
Essential Questions
How can physical properties be used to describe matter?
How do we know when it is appropriate to estimate or
when it is appropriate to use mental math for and exact
number?
Can the students make accurate predictions based on the
knowledge that they are being given?
Key Vocabulary
Density: the degree to which something is filled,
crowded or occupied
Mixing: to combine (substances, elements, things, etc.)
Liquid: made up of molecules that move
Solid: having three dimensions (length, width, height)
Weight: the amount or quantity of heaviness
Dissolve: to make a solution of, by mixing with a liquid
Lesson Procedure Pre-Assessment of Students
Must include
Can they tell me what happens when you mix two
adaptations &
liquids? A solid and a liquid?
accommodations
Observe the physical properties of the salt, water, oil and

for students with

special needs
Accommodations,
Modifications

food coloring
Modeling of the Concept
Talk about making Kool-Aid. The packet dissolves.
Sand and water mixed together. Does the sand dissolve?
Before I pass out the materials, I will go over the
experiment rules:
1. They cannot eat any of the materials
2. They are allowed to talk with their neighbors, but
they must use their inside voices
Transition
Passing out the materials to the students
Have 2-3 student helpers pass out the materials to have
the process go quicker
As a way to know that they students have their
materials, have them put up the silent llama hand
signal, and when every one has done that I will know
they will be ready to begin
Guiding the Practice
Can they make a prediction as to what will happen when
the food coloring is added to the water?
Can they make a prediction as to what will happen when
the water and oil are added together?
Can they make a prediction of what will happen when
the salt is added?

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

Providing the Independent Practice

Have the students add each of the substances to the
water; between each have them predict what will
happen.
The students will fist add the water to the cups
Next, they will add the food coloring to the cup,
predicting what will happen when they do.
The students will then add a little bit of oil to the water,
again predicting what will happen
Finally, they will add the salt to everything they have
combined, making prediction as to what will happen
Adaptations/Accommodations for Students with Special Needs
For a student with disability, the student can work with a
partner. Their partner can help them with gather the
necessary supplies and the mixing of the ingredients if
they do not have the physical capabilities to complete
the tasks on their own.
Clear drinking glass
cup of vegetable oil
Salt
Water
Food coloring

Closure

Summary & Review of the Learning

What happened when we tried to mix the water and food
coloring?
What happened when we tried to mix the water and oil?
Why did the oil sink when the salt was added?
Would this experiment have worked the same way if you
used a different substance than salt (i.e. sugar, sand)
Do you think the temperature of the water would make a
difference in the outcome of the experiment?
Homework/Assignments
The next time you are helping make dinner and you are
adding a solid to a liquid, do they mix, or do they not?

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?