McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Yarbrough Date: 2/27/19

Title of Lesson: Scientific Investigation Cooperating Teacher: Wyman

with Flipgird

Core Components
Subject, Content Area, or Topic
Science – Scientific Investigation

Student Population
Lewis - 26 Students: 13 Girls, 13 Boys
Wyman – 26 Students: 11 Girls, 15 Boys
Learning Objectives
 Hypotheses can be understood and formed from testable questions.
 Independent variables are changed or manipulated by the scientist.
 Dependent variables affect by changed made to the independent variable.
 Controlled variables are held constant.
Virginia Essential Knowledge and Skills (SOL)
5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by
planning and conducting investigations in which
a) hypotheses are formed from testable questions;
b) independent and dependent variables are identified;
c) constants in an experimental situation are identified;

Materials/Resources
Chromebook

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 X Lecture 05%
Safety (if applicable)
TSW be good digital citizens and make sure their recordings are on topic and appropriate at all
times. No silly names will be used.

Time
(min.) Process Components
2-3 *Anticipatory Set
min  TTW remind students that we will be using flipgrid to answer 4 questions about an
experiment that we will conduct next week.

1 min *State the Objectives (grade-level terms)

Joyously understand scientific reasoning and logic by planning and conducting investigations with
hypotheses that are formed from testable questions, independent, dependent, and constant
variables are identified.
2 min *Instructional Input or Procedure
 TTW provide the code for flipgrid.
 TTW remind students to make sure they answer the 4 questions that have been given to
them and create a quick plan of their answers before starting to record.
3 min *Modeling
 TSW watch the flipgrid video and read to know the questions and then answer with
in the 2-minute video timespan.

*Check for Understanding

 TTW refer to the video already watched in morning meeting if they have questions
about how to record properly.

10 *Independent Practice
min  TSW be pulled by Mrs. Wyman while working on math sort to review teacher video
and then record their responses.
Assessment
 TTW review recording to know who understands and who needs further
understanding of hypothesis, independent, dependent and constant variables.
*Closure
 This will be continued on Wednesday if time does not permit for all students to
complete.
 Once everyone has completed TSW be provided to watch each other’s responses.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Support: If students are struggling understanding how to compute the rule then they should discuss with
partner, if this is still an issue then student should ask table mates for clarity.
Early Finishers: Those students who complete the assignment ask those students to help any peers; they
will be the teacher helper/assistant. If all other students are understanding and do not need help the partners
can work on pattern task card – maipulatives would be used for this. Let the students know that they can do
work on a whiteboard not on the task card itself.

Classroom Management Issues (optional)

Volume: Make sure students are aware that the volume should not be loud in hall while playing games as
other classes are working.
Of Task: Randomly state the names of the students that are on task and complement them on how you like
that they are working diligently.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015