CEP Lesson Plan Form

Teacher: Lexi Reeves

School: Steamboat Springs Middle School

Date:
Grade Level: 8

Title: Testing Variables

9/19/16

Content Area: Science

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson:

Standard 1: Physical Science: Nature of Science: 1. Share experimental data, and respectfully discuss
conflicting results. (DOK 2-3)
Standard 1: Physical Science: Nature of Science: Use tools to gather, view, analyze, and report results
for scientific investigations designed to answer questions about energy transformations. (DOK 1-2)
Standard: 1. Physical Science: 2. there are different forms of energy, and those forms of energy can be
changed from one form to another but total energy is conserved.
NGSS: 4-P S 3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one
form to another.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
1. What variables affect the length of a period of a pendulum?
2. Explain how the variable that you are testing affects the amount of kinetic and potential energy
at position A-E.
Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)
-

Apply the concept of energy transfer while observing position changes of the pendulum

Understand through experimental investigation that the only variable that affects the
pendulums period is its length

Investigate the given variable and analyze it to determine the effect on the period of the
pendulum

Develop a logical conclusion to explain the data that was observed during the experiment

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
-

Understand through experimental investigation that the only variable that affects the
pendulums period is its length

Design an experiment that will test the variable chosen

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Analyze the observations made during the experiment to form a valid conclusion

Create a presentation that shows the groups findings accurately in a manner that is respectful
to other groups scientific findings

Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general
explanation, you will go into more detail at the end of the lesson plan)
-

Conclusion paragraph will be turned in and will have a restated hypothesis that is compared to
the students results.

Presentation (day 2) Each group will present to the class their experiment hypothesis,
observations, results, and concluding thoughts.

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Testing Variables Lab

Approx. Time

Three, 50 minutes periods (150 minutes) (Day 1, Day 2, Day 3)

Anticipatory Set

Teaching/
Presentation:
(Select the most
appropriate teaching
model.)
-direct instruction
-presentation model
-concept teaching
-cooperative learning
-inquiry

Students will complete a warm-up regarding information about the lab at the beginning of class. (25 minutes)
- Warm-Up Question:
o Day 1: Friday: Think back to last week when we engaged in the Pendulum Energy Lab. We learned about
energy changes/transfer and the period of a pendulum. What variables, do you predict, affect the period
of a pendulum? (5 minutes)
o Day 2: Monday, before the lab begins, we will review lab expectations, safety, and control variables that
was decided by the class. (10 minutes)
o Day 3 Tuesday: Students will have 10 minutes at the beginning of class to organize their thoughts within
their groups before presentations begin. (5 minutes)
Day 1: Friday: (20 minutes)
1. Input: The teacher provides information needed for the students to gain the knowledge through lecture, film,
etc.
We will discuss the students ideas the generated from the Warm-Up question. My hope is that this question will
activate prior knowledge from the previous weeks pendulum lab. I will transition to the handout activity and go
over my expectations with them in detail. There will be a brief reminder of the scientific method, lab safety, and
presentation expectations.
We will review the definition of a control variable and then discuss what our controls as a class should be within
each individual experiment and check that everyone is make note of the classes decisions.
2. Modeling: Once the material has been presented, the teacher uses it to show students examples of what is
expected as an end product of their work. The critical aspect s are explained through labeling, categorizing,
comparing, summarizing, etc.
I will use a pendulum set with weights, stop watch or iPad, and meter stick to demonstrate to the students what
each variable experiment will look like to ensure that there will be fewer question and no confusion. Next,
students will take 3 minutes to discuss a possible hypothesis for each variable being tested. (Take 3 minutes in
your groups to discuss a possible hypothesis for each of the 3 variables that you could be testing). I will then
break them up into their respectable groups and have them draw from a hat to decide which variable they will
be testing. There will be 6 groups total and 3 variables tested.

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3. Checking for Understanding: Determination of whether students have got it before moving on. It is essential
that the students practice doing it right so the teacher must know that the students understood before
proceeding to practice. If there is any doubt that the class has not understood, the concept or skill should be
retaught before practice begins.
I like the thumbs up/sideways/down method for checking for understanding: Once everything has been
explained I will check for understanding by asking students to show a thumbs up for got it, thumbs down for
lost/confused, and thumbs sideways for I still have questions. At this point I will assess whether or not I need
to spend more time on the material covered:
If there are 5 or less students with a thumbs sideways or down I will let the class continue and then check in
with them individually. More than 5 and I will take questions as a class.
Day 1, Friday Day 3, Tuesday : Questions that will be asked during lab per group need for guidance during lab and
presentation:
4. Questioning Strategies: Utilizing the Blooms Taxonomy of Educational Objectives- Questions should progress
from the lowest to the highest of the six levels of the cognitive domain (knowledge, comprehension, application,
analysis, synthesis and evaluation) (these will be used throughout the WHOLE Lesson as the days progress)
- L1: Knowledge:
o What variables do you think affect the period of a pendulum?
o Can you recall the steps of the scientific method
o Can you recall the energy levels at positions A E of the pendulum from the Pendulum Lab last
week?
- L2: Comprehension:
o How can you compare the energy levels at position A and E of the pendulum?
- L3: Application:
o How would you apply what you know about the scientific process to test your variable?
- L4: Analysis:
o Why do you think that your data shows a slight difference in the averages between each of your
three trials?
Do you think that 0.3 or 0.4 seconds is enough to form the conclusion that the variable you
tested truly changed/ affected the period of your pendulum?
- L5: Synthesis:
o Based on the data that you collected, can you predict the outcome if you were to manipulate the
variable more drastically? Do you think that your test would yield similar data? Why?
o In the future, how would you adapt the experiment to yield more precise data?
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L6:Evaluation:
o Based on the data that you have collected (what you know) how would you explain the effects of
your variable on the pendulums period?
o How would you use other groups data to compare your results and form a final class conclusion?

Teaching Strategy:
Guided Practice
&
Differentiation

I will release the class to begin running off of student led learning. I will observe, praise, prompt, and leave.
I will prompt students with open ended questions regarding the portion of the experiment they are on (this activity is
group-paced over the whole day so groups may be at different steps) in order to generate further thought and
application.
Day 1 (25 minutes): Students are creating their plan for the experiment that they will run on Monday
Day 2 (40 minutes): Students are testing their assigned variables, gathering data, and preparing for their presentations
once they are done with the lab.
Day 3: (25 minutes) Students are presenting findings to the class.
*These questions go in order as the experiment progresses. Any question is viable depending on where the group in
question is at in the lab process. (See the Blooms questions from above too.)
- Based on the data that you collected, can you predict the outcome if you were to manipulate the variable
more drastically? Do you think that your test would yield similar data? Why?
- Why do you think that your data shows a slight difference in the averages between each of your three trials?
- What about human error? Can you look at your results and decide how human error might have affected the
results?
o Should you take that into consideration when determining if your data supports or rejects your
hypothesis? What are your thoughts? do this in your groups prior to forming a conclusion.

Teaching Strategy:
(Independent
Practice)

During the presentations (Day 3) students will be taking notes for each presentation given. I will ask them to decide if
there is evidence that supports the conclusion that each group culminates (if so, what support is given?), and I will ask
them to analyze each presentation with regard to the independent and dependent variables. My overall common goal is
that students will be able to synthesize the concepts and see that there is no direct relationship between any of the
independent and dependent variables in the experiments except for the groups that test the length of the pendulums
string.
In addition to these items, students will also being applying their learning through a PhET: Skate Simulation Activity.

Closure

The last 15 minutes during Day 3 will be used to show the difference in the variables on the smart board by
using the PhET simulation: Pendulum Lab. (15 minutes)
o This simulation allows two pendulum to swing at the same time under difference conditions which
will help student to visualize the affects that each of the variables have on the period of a pendulum.

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Materials

Accommodations
&
Modifications

This simulation also has a timer that will accurately time the period of a pendulum. My hope is that
this will help the students compare and contrast the variables and to come to the conclusion that the
only variable that affects the pendulums swing is the length of the pendulums string.
For this lab, they will be turning in a conclusion paragraph regarding page of the lab (testing variables). This
will be the formal closure. Informal closure will be an application discussion. We will take the last 20
minutes of class on Day 2 to apply our learning to real world examples such as a boy on a skate board riding
a curved ramp.
Another tool that will be used as closure will be the presentation of each groups findings from their own
experiments. We will listen as a class to each presentation and then form our own conclusion at the end of
them all to comprehend the objective: Understand through experimental investigation that the only
variable that affects the pendulums period is its length.

What do you need to do the activity?

6 stop watches or iPads to keep time
6 pendulum sets with weights
1 pencil for every student
1 Testing Variables Handout for every student (56 total for my science classes)
To modify:
IEP students: Students will be placed in a group that will aid in the learning of all level students
- orally present/explain data gathered to teacher I have one student that is unable to write
- Explain the difference between kinetic and potential energy
o Apply energy concepts to positions A and E
Video clip of the pendulum to help facilitate learning and understanding of goals and objectives
- https://www.youtube.com/watch?v=LA_TNmwic-Y
- Students can use the PhET simulation or pendulum set with weights to visualize the variables that may affect
the period of a pendulum and draw their own conclusions that they will orally communicate to the
teacher/para professional.
To extend:
Advanced students: Have the students test all 3 variables, rather than just one and complete:
Energy calculations at pendulum positions A and E only
Make a chart to organize all calculations for positions A and E only
Use U = mgh to find the velocity at positions A and E

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Assessment

Each question of this lab will be graded for thoughtful completion and correctness. I will look very closely at the
conclusion paragraph that each student will be turning in to see if the concept that were covered were fully
comprehended by each individual student.
In addition to the handout grading and conclusion paragraph, each group will be graded on their presentation skills,
content, and behavior during presentations.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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Direct Instruction
Presentation Model
Concept Teaching
Cooperative Learning
Describe or demonstrate
Describe or demonstrate
Describe or demonstrate
Describe or demonstrate
the lesson introduction
the lesson introduction
the lesson introduction
the lesson introduction
including how you
including how you
including how you
including how you
establish set (i.e., prepare establish set (i.e., prepare establish set (i.e., prepare establish set (i.e., prepare
students to learn) and how students to learn) and how students to learn) and how students to learn) and how
you share the lesson
you share the lesson
you share the lesson
you share the lesson
outcome.
outcome.
outcome.
outcome.
Demonstrate or list the
task analysis of the skill or
procedure (i.e., define
precisely what the
learners need to do)
Describe or demonstrate
your modeling of the skill
or procedure.
Describe or demonstrate
guided practice including
the second (or third)
example and then address
your method to check for
understanding (i.e., how
you assess student
learning before moving to
the next stage). Include
examples of feedback you
provide for correct and
incorrect student
responses.
Describe or demonstrate

Describe or demonstrate
an advance organizer.
Describe, picture or
demonstrate learning
materials and activities
specific to the options of
this model (e.g., explaining
links and examples; ruleexample-rule; signposts
and transitions). Two or
more of the teaching and
learning activities are rich
and engaging.
Describe, list or
demonstrate one or more
questions, or a discussion
structure you provide to
extend your students
thinking on the content.
Describe or demonstrate
how your students
demonstrate their

Describe or demonstrate
all of the critical attributes
of the concept, identify
the class or category to
which the concept
belongs.
Describe or demonstrate a
clear progression of
examples and nonexamples; deduction is
illustrated through the
early definition of the
concept; induction is
illustrated through
definition of the concept
late in the activities.
Describe or demonstrate
the assessment processes
you use to test for
acquisition of the concept
at key points during the
presentation of examples
and non-examples.

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Inquiry
Describe or picture the
instructional materials and
resources you use to
reveal their creativity,
functionality, and
appropriateness to the
question(s) posed.
List the specialists and
field experiences you
included.

Describe or demonstrate
the assessment methods
you use to determine the
academic progress of
Describe or demonstrate
EACH student in the class
how you inspire curiosity
(i.e., make each student
on the part of your
individually accountable)
students. Describe or
and how you assess the
demonstrate your review
social and/or interpersonal of classroom guidelines for
skills identified for
social and/or interpersonal
acquisition or practice
skills
during the lesson.
Describe or demonstrate
Describe or demonstrate
how you prompt
the grouping arrangement
investigative processes.
and
Reveal how you facilitate
the ways in which you
your students efforts as
promote positive
they propose how to
interdependence between gather information, study,
group members.
craft an experiment,
observe and/or conduct
Describe or demonstrate
interviews.
the instructional materials
and resources; address
Write or demonstrate a
resource interdependence sample question through
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your method of
independent practice.
Two or more of the
teaching and learning
activities during guided
and independent practice
are rich and engaging.
Describe or demonstrate
how your students
demonstrate their learning
after instruction (e.g., a
quiz, ticket-to-leave, etc.).

learning. Address
assessment methods
during instruction (i.e.,
checking for
understanding), and after
instruction (e.g., a quiz,
ticket-to-leave, etc.).

as necessary.
Describe, list or
demonstrate one or more
questions, or a discussion
structure you provide to
extend your students
thinking on the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or demonstrate
how your students
demonstrate their learning
after instruction (e.g.,
students summarize their
definition of the concept
orally or in writing, etc.).

Describe or demonstrate
your directions for group
formation, rearranging
furniture (If necessary)
and how
materials/resources are
distributed.
Describe or demonstrate
the expectations for
demonstration of
interpersonal and small
group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or demonstrate
your method to check for
understanding (i.e., a
description of how you will
assess student learning
academically and socially)
as you circulate among the
groups as well as the
feedback you provide.

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which you assist students

to make connections
and/or discover new
knowledge
Summarize or
demonstrate your method
to help students share
their new ideas with
others. Possible formats
include a panel discussion,
a debate, a gallery walk, a
science fair, etc. Frame or
illustrate two questions
during which you assist
your students to discuss
the conclusions they can
draw from their collective
effort.
Describe or demonstrate
two or more teaching and
learning activities that are
rich and engaging.
Reveal how you promote
reflection. Share one
question that may prompt
students to reflect on the
process they followed;
share a second question
that prompts students to
identify new questions
that arose from this

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lesson.

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