Teacher: Riley Cubin Subject: science Grade Level: 5

Stage 1: Identify Desired Results

Established Goals (SOL or Curriculum Standards)
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by
planning and conducting investigations in which
b) estimates are made and accurate measurements of length, mass, volume, and temperature are made in
metric units using proper tools;
c) estimates are made and accurate measurements of elapsed time are made using proper tools;
d) hypotheses are formed from testable questions;
e) independent and dependent variables are identified;
f) constants in an experimental situation are identified;
g) data are collected, recorded, analyzed, and communicated using proper graphical representations and
metric measurements;
h) predictions are made using patterns from data collected, and simple graphical data are generated;
i) inferences are made and conclusions are drawn;
j) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
k) current applications are used to reinforce science concepts.

Enduring Understandings Essential Questions

Students will understand that… ● Can I accurately use experimental
● select and use the appropriate design to create and carry out an
instruments including centimeter experiment?
rulers,meter sticks, graduated ● What are the parts of an experiment?
cylinders, balances, stopwatches, and
thermometers for making basic
measurements.
● make reasonable estimations of
length, mass, volume and elapsed
time.
● measure length, mass, volume and
temperature using metric
measures.this includes millimeters,
centimeters, meters, kilometers,
grams, kilograms,milliliters, liters,
and degrees celsius.
● use a testable question to form a
hypothesis as cause and effect
statement.

Students will be able to… Learning Targets in the “I can” format

● I can define and create an experiment using experimental design.
 Stage 2: Determine Evidence for Assessing Learning
Performance Tasks: Summative Assessment (formal Other Evidence: Formative Assessment (informal
assessment to ensure students meet SOL standards) assessment to assess learning)

● I will observe and listen as students work

● homework- How to design an experiment
Materials: ● 5 word summaries
1. large post it notes ● thumbs up \ thumbs down
2. markers
3. example poster
4. experiment instructions
5. 4 graduated cylinders
6. bag of gummy bears
7. 20 ml of water per group
8. scale
9. homework sheet
10. 5 word summary exit ticket

Stage 3: Build Learning Plan

Learning Activities: Step by step activities (Include the amount of time)
● (10 minutes) explain experimental design to students and create example poster with students
● (20 minutes) - Anchor Charts - on big post it notes students (in groups of 4) will create charts
to describe experimental design in the least amount of words possible. The group who uses
the least amount of words will receive a prize.
● (40 minutes) Gummy Bear experiments - Students will need to first identify each part of the
experiment (IV,DV,constants,etc.) and then gather all materials and conduct the experiment
(measuring gummy bears and placing them in the water to see how much water they absorb
over 2 days) create a hypothesis about what will happen to the gummy bears and recording
original data.
● (5 minutes) Students will complete 5 word summary exit ticket.
Differentiation/Enrichment Activities
● students who finish before others will have the opportunity to work on their
homework ahead of time or asked to help those who have not yet finished.
● students who are struggling with the activity will be offered help and given time for
peer tutoring from the kids who finished earlier.

Stage 4: Reflection
● identify and explain the parts of an experiment. (low, open)

● How can we use experimental design in our daily routines?(high, open)

● What are the most important parts of an experiment? (low,open)

● State the 3 variables used in an experiment. (low,open)

● Explain how the parts of an experiment function within each other. (high,open)