Teachers: Ms.

Frederick

Direct instruction
Subject:
Science

Standards:
(STATE STANDARD) Inquiry Process establishes the basis for students learning in science. Students use
scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques
to gather data, thinking critically and logically about relationships between evidence and explanations, and
communicating results.
7.S1.C1. PO 1 Formulate questions based on observations that lead to the development of a hypothesis.
7.S1.C3. PO 5 Formulate a conclusion based on data analysis.
Objectives (Explicit):
Students will demonstrate understanding of the scientific method by designing their own experiment and by
participating in a group activity and completing a worksheet
Evidence of Mastery (Measurable):
A worksheet will be given to students to complete during individual instruction time. The worksheet will be
turned in and graded from a worksheet key

Sub-objectives, SWBAT (Sequenced from basic to complex):

List the steps of the scientific method along with the definition
Students will turn to a person next to them and say, The scientific method is important because.

Key vocabulary: Scientific inquiry, observation, human

senses, question, prediction, hypothesis, results, conclusion

Materials/Technology Resources to be Used:

Shoe box, mystery items, worksheets, whiteboard

Opening (state objectives, connect to previous learning, and make relevant to real life)
The instructor will ask an introductory question asking what the scientific method is

Teacher Will:

Instructional Input

Present a quick PowerPoint presentation that

gives the definitions and examples from each
step of the scientific method
Ask a question within the PowerPoint
presentation

Follow along with the teacher and take

notes from the PowerPoint presentation.
Answer the question(s) on the board using
a piece of paper and holding up when the
teacher says to do so

Co-Teaching Strategy/Differentiation

For ELL and SPED students: Teacher will give a copy of the PowerPoint to make it easier for
them to follow along and grasp necessary information to complete the activity.
For gifted students: Teacher will give the students definitions of independent and dependent
variables and ask the students to integrate them into the guided activity

Teacher Will:

Teacher will be walking around observing

the students while answering and asking
questions regarding the PowerPoint and/or
the activity

Student Will:

Students will be working in groups of four

or five on the activity explain in the
PowerPoint

Co-Teaching Strategy/Differentiation
During the guided practice, the teacher will walk around to all the working groups and assist ones that
need help. Once the activity for the guided practice is over, the teacher will go over each step used in the
scientific method to figure out the mystery item in each students box to check for understanding before
moving onto individual practice. When students are identifies as not ready the teacher will work
through the steps with the student individually to pinpoint and clear up what the student is
misunderstanding.
Teacher Will:

Student Will:

Walk around the classroom to answer any individual

questions from the students regarding the scientific

Complete the worksheet and hand them into the

Independ
ent
Practice

Guided Practice

Student Will:

method

teacher

For feedback, students will turn in their worksheets

and the teacher will give suggestions on formulating
a better hypothesis or pointers to where their
experiment could have run more smoother
Co-Teaching Strategy/Differentiation

ELL and SPED students: The teacher will work individually with those students to ensure they are
understanding all the concepts

Closing/Student Reflection/Real-life connections:

Students will make the connection between how and why scientists use the scientific method when running
experiments.