"Materials." "Conclusion." "Questions." (Review)

Science Lesson Plan
Teachers: Brittany, Caitlin, Rebecca, Justin Grade: 4
Date: 24 November 2014
Day: 2 of 2
Time: 45 Minutes
Subject: Science
Blooms Taxonomy Cognitive Levels: Analysis

Objective: Students will be able to apply the scientific method (learned earlier) by
conducting an ice cream experiment after watching a video on the scientific method and
filling out a graphic organizer containing the elements of the scientific method.
Standards: New Jersey Core Content Standards
5.1.4.A.2
Use outcomes of investigations to build and refine questions, models, and

explanations.
5.1.4.B.1
Design and follow simple plans using systematic observations to explore questions
and predictions.
5.1.4.B.3
Formulate explanations from evidence.
5.1.4.D.2
Work collaboratively to pose, refine, and evaluate questions, investigations,

models, and theories.
Opening:
1. The teachers welcome students to the classroom and call their attention to the
front of the room for a video on the scientific method. (Anticipatory Set).
2. The teachers remind the students that yesterday they learned about a process used
for experimenting in science called the scientific method. (Review).
3. The teachers ask the students what steps they remember from the scientific
method. Anticipated Responses- Hypothesis. Procedure. Observations.
Materials. Conclusion. Questions. (Review).
4. The teachers tell the students that today they will use the scientific method to
complete a fun experiment. (Purpose Setting).
Presentation:
1. The teachers display a graphic organizer of the scientific method on the SMART
Board.
2. They place all materials needed for the experiment on the front table.
3. The teachers present a question (step 1 of the scientific method) to the class.
They ask, If we combine all of these ingredients, what do you think will
happen? They also write the question on the board. Anticipated Responses- Ice
cream. Italian ice. A birthday cake.
4. The teachers ask the students why they made their prediction.
5. The teachers pass out a graphic organizer to each student. They tell them to copy
down the question into that bubble on the graphic organizer.
6. Now, the students will each develop their own hypothesis and write it in the space
provided.
7. The teachers will take this time to remind the students what a hypothesis is. A
hypothesis is a prediction of what we think is going to happen when we combine
these ingredients together. (Input).
8. The students will continue to fill out the graphic organizer with the list of
materials needed for the experiment by copying the list off the board.
9. The teachers walks around the classroom, checking each students graphic
organizer for correctness. (Checking for Understanding).
10. The teacher passes out a step-by-step worksheet on how to conduct the
experiment and breaks students into pairs.
Guided Practice:
1. Two of the four teachers will take three pairs of students while the other two
teachers take the remaining pairs of students and begin conducting the experiment
following the step-by-step worksheet.
2. The teachers have pre-measured the materials/ingredients needed. They begin by

filling a small Ziploc baggie with the ice cream ingredients and the larger bag
with ice and salt.
3. The students work with their partner to mix the ingredients.
4. Once the students have completed the experiment they continue to fill out the
graphic organizer by filling in the procedure and observation bubbles based on
what they observed during the experiment.
5. The teachers assist the students in emptying the contents of their bags and putting
the finished product in a bowl.
Closure:
1. The teachers conduct a discussion with the class based on what they did during
the experiment and what they observed.
2. The teachers ask the students what conclusions theyve drawn from this
experiment. Anticipated responses: We made ice cream. (Summary)
3. The teachers ask the students why they think the ingredients turned into ice
cream? Anticipated Responses- The ice made it cold
4. The teachers tell the students to think about using salt to melt ice on the roads in
the winter. When we mix salt with ice, it causes the ice to melt, and lower the
freezing point of the ice. We already know that water freezes at 32 degrees. When
the temperature is made colder, it creates an environment for the milk mixture to
freeze and turn into ice cream.
5. The students complete their graphic organizer by filling out the conclusion
bubble.
6. The teachers remind the students that for tomorrows lesson they will need to
have prior knowledge on how to use the scientific method. (Preview of Future
Lesson).
7. The students eat their ice cream!
Assessment:
Formative Assessment:
Students are assessed in the opening when they answer questions based on
yesterdays lesson on the scientific method.

Students are assessed throughout the presentation when they ask and answer
questions about the scientific method.

Students are assessed while working in their small groups to conduct the
experiment.
Students are assessed while they fill out their graphic organizer throughout he
lesson.
Individual Measurability:
Students are assessed in the opening when they answer questions based on
yesterdays lesson on the scientific method.

Students are assessed throughout the presentation when they ask and answer
questions about the scientific method.

Students are assessed while working in their small groups to conduct the
experiment.
Students are assessed while they fill out their graphic organizer throughout he
lesson.
Students will be assessed when the teacher reviews their compelted graphic
organizer.
Summative Assessment:
Students will be assessed at the conclusion of the unit when they take a test with
one section focusing on the scientific method.
Differentiation:
Content:
The teachers show a video about the scientific method at the beginning of the
class, which appeals to visual and auditory learners. (Learning Styles)

The teachers utilize the SMART Board throughout the lesson using visuals.
The teachers appeal to kinesthetic learners because they are physically completing
an experiment. But this is not content.

The lesson appeals to students interest because they are creating a favorite treat.
(Interests) But this is not content.
Ladies,
If you are sharing the same content with everyone in the class then say just that.
Why?
BECAUSE THEY ALL NEED THIS information in order to do the experiment
with their groups!!!!!!! Do not make up stuff.

Process:
The teachers work with small heterogeneous groups of students to conduct the
experiment.
You could give some terms to one group and

some harder terms to another groupin that
way you will be differentiating content.
There is a
scientific method chart will be displayed at the front of the room to assist the
students who need help in remembering each step of the process.
Product:
While taking the unit test, students who are struggling will have the opportunity
to refer to their completed graphic organizer.
Are they all going
to be working together to produce the same
product?
If so then the product is NOT
differentiating.
BUT< BUT the process is
because some students are getting more

assistance than others.
Technology:
The SMART Board is used throughout the lesson.
A YouTube video is shown during the opening of the lesson.
Any follow-up videos and lesson on the Smartboard. Check this out on the
Smartboard programs.
Please make sure that you take a look at the

Smartboard in that room several days
beforehand and if there is a problem then we
need to get IT into that room. You can ask
Mrs. Giordano (or me) to contact IT for you.

There are lots and lots and lots of
Smartboard programs. Take a good look.

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Science Lesson Plan

Teachers: Brittany, Caitlin, Rebecca, Justin Grade: 4

Date: 24 November 2014

Blooms Taxonomy Cognitive Levels: Analysis

Use outcomes of investigations to build and refine questions, models, and

Formulate explanations from evidence.

Work collaboratively to pose, refine, and evaluate questions, investigations,

2. The teachers have pre-measured the materials/ingredients needed. They begin by

yesterdays lesson on the scientific method.

questions about the scientific method.

yesterdays lesson on the scientific method.

questions about the scientific method.

class, which appeals to visual and auditory learners. (Learning Styles)

an experiment. But this is not content.

BECAUSE THEY ALL NEED THIS information in order to do the experiment

with their groups!!!!!!! Do not make up stuff.

You could give some terms to one group and

to refer to their completed graphic organizer.

Are they all going

to be working together to produce the same

If so then the product is NOT

BUT< BUT the process is

because some students are getting more

Please make sure that you take a look at the

Mrs. Giordano (or me) to contact IT for you.

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