Peter Choma

1206371994
TEL311 TTH
September 28, 2015
Components of Lesson Plan
State Standard/District Curriculum:
PO 1. Formulate questions based on observations that lead to the
development of a hypothesis.
(See M08-S2C1-01)
PO 2. Use appropriate research information, not limited to a
single source, to use in the development of a testable
hypothesis.
(See W08-S3C6-01, R08-S3C1-06, and R08-S3C2-03)
PO 3. Generate a hypothesis that can be tested.
Objective:
(Cognitive) Students will be able to orally recite the scientific
method in the correct sequential order without referencing
outside notes and resources.
(Affective) Students will be able to identify the importance of the
scientific method by relating how it is applied in our every day
lives.
(Psychomotor) SWBAT construct a testable hypothesis based on
their observations from a video by researching background
information provided by the Internet.
Set:
T will relate the scientific method to our everyday lives.
T will tell/ask students whether they have used the scientific
method today, when they say no, say: Well little did you know
we all use the scientific method on a daily basis.
T will play video introducing the scientific method.
Information:
T will write the steps of the scientific method on the board in
numerical order.
T will provide the students with a copy of the scientific method
explained in a flow chart.
Model:

T will relate scenarios used in everyday life that can be broken

down and related to the inquiry process. How many of you
couldnt find one of your shoes this morning when you were
getting dressed? (Observation), The first thing youll probably
think is: Wheres my shoe? (Question), Who would know where
your shoe is? You ask your family if theyve seen it. (Research),
Since you know your dog loves stealing shoes in the house you
say, If my family has not seen my shoe, then my dog must have
stolen it. (Hypothesis).

Check for Understanding:

T will ask S for examples
T will ask S for examples
T will ask S for examples
T will ask S for examples

of
of
of
of

observations
questions
hypothesis
background research

Guided Practice:
T will present a video on grease fire explosions
T guides the video to open discussion on observations from the
video as well as generate a scientific question, allotting time for
student-to-student interaction.
T will hand out tablets for introduction of online research,
providing examples of websites that are acceptable sources of
information.
T will jot notes on whiteboard based on gathering of student
research on the topic.
T will write the hypothesis template on the whiteboard as well as
provide the template on the worksheet for student referral.
T will ask for each group to share their hypothesis with one
another, discuss testability.
Closure:
T will call upon students to provide the necessary nouns, verbs,
etc., necessary to complete a mad lib.
T will randomly call on students to provide:
1. Observations
2. A possible question for study.
3. Examples of websites that are acceptable for background
research information.
4. If I ____, then _____. (Hypothesis)

T will ask class again, have they used the inquiry

process/scientific method today? And call upon those who
volunteer for an example.