Lesson Plan (Inquiry)

Teacher: Ms. Collins

Subject: 7th grade Science

Standard:
S1.C2.PO3. Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis
using scientific processes.
Objective (Explicit):
SWBAT identify variables by creating a hypothesis based on a research question and
completing multiple mini station experiments.
SWBAT speak about the connection between variables and the outcome of an experiment
by using thinking blocks to map their thoughts and ideas.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT identify and define the six vocabulary terms: data, analyze, results, independent
variable, dependent variable, control variable
SWBAT create a hypothesis based on a research question.
SWBAT identify and explain the IV, DV, and CV in each station experiment by analyzing the
research question and student created hypothesis for each.
SWBAT apply their connections between variables and experimental outcomes to the
scientific method.
Evidence of Mastery (Measurable):
To show measurable mastery of content students will begin class with an 11 question unit
quiz using clickers on Smart Response with 80% accuracy.
Key vocabulary:
Materials: Notebooks, pencils, data table,
Data- Information you gather from an experiment
hoola hoops, cones, noodles, parachute,
Analyze- Looking for patterns and trends within your dodgeballs, station directions, thinking
data
blocks, clickers, vocabulary squares
Results- Data gathered that proves or disproves
your hypothesis
Independent Variable- What I can change in an
experiment
Dependent Variable- What changes in an
experiment due to the independent variable
Control Variable- What must stay the same in an
experiment
Engage/Set (Make content and learning relevant to real life and connect to student interest)
As soon as class begins we will go over our agenda, objectives, and write meaningful sentences in
each of our vocabulary squares as we do every week. While explaining and going through the
agenda, I will remind the students that we are participating in a lab during the last half of class and
that they will be using different fitness activities to conduct experiments and test hypotheses to
identify their different variables. This will show the students that scientific thinking takes place in
everyday life, even when participating in physical fitness activities. This will connect to student
interest because students love being outside and being active so conducting an experiment

Explore

outside and by using physical activity, the students are sure to be enraptured in the lab.
Teacher Will:
Create meaningful science
sentences with the students as part
of their weekly vocabulary practice.
Instruct students to turn on their
clickers and log in to Smart
Response in order to take their quiz.
When the quiz is over, instruct
students to put their clickers back in
their designated baskets and to then
get out their notebooks and locate
their mind maps they created last
week.

Put students into groups and instruct

them to use the blocks to represent
the parts and connections of the
scientific method.
Instruct students to work with their
groups to create one mind map
connecting all parts of the scientific
method, including variables, and
show ALL possible connections.
Instruct students to place their mind
maps at the back table in a stack
after ten minutes and to then return
to their seats.
Read safety rules and instructions
aloud together:
-I will not come into physical contact
with another person.
-I will use all materials respectfully
and appropriately.
-I will not throw, hit, smack, etc.
another person or object with the
materials.

Facilitate and supervise students as

they participate in the lab.
Ask students questions as they are
completing their experiment stations,
such as: What are your variables?
What is your hypothesis? How did

Student Will:
Collaborate with the teacher to
create meaningful science
sentences as part of weekly
vocabulary practice.
Turn on their clickers and log in to
Smart Response to take the quiz.
Put the clickers back into their
baskets and grab notebooks so they
can locate their mind maps.

Get into groups and use thinking

blocks to represent the parts of the
scientific method and how they
connect to one another.
Work with their group to create one
collaborative mind map based on
their thinking block connections and
their individual mind maps, while this
time including variables, and be sure
to show all possible connections.
Place mind maps at the back table in
a stack once time is up.
Read safety rules and instructions
aloud together:
-I will not come into physical contact
with another person.
-I will use all materials respectfully
and appropriately.
-I will not throw, hit, smack, etc.
another person or object with the
materials.

Complete all lab stations.

Station 1: Hoola hooping while

jumping up and down
Station 2: Jump roping as fast as
you can for 30 seconds
Station 3: Running in place fast then
slow for 30 seconds
Station 4: Hopping on one foot
(trying both) to see which one you
jump higher with

your variables affect your results?

What would happen if you changed
your hypothesis?

Station 5: Trapping air in a

parachute
Station 6: Balancing a dodgeball on
your head
Station 7: Sock stretch

Answer questions as they are asked

by the teacher.

Explain

Differentiation
Students who have a hard time seeing the board will sit closer. Students who need more
time to write will sit with a student that can help them write and/or allow them to look at
their notebook as the class moves forward. Students who need extra explanation and
assistance with instruction will be able to sit with Mrs. Mott for one on one instruction.
Students with injuries are able to participate in only one station that does not involve
using body part(s) that are injured/disabled and have the option to be a time keeper.
Teacher Will:
Student Will:
Use thinking blocks to reiterate the
Listen as the teacher reiterates that
different connections between big
different connections between big
ideas and smaller parts that create
ideas and smaller parts are what
the big ideas.
create the big idea.
Explain that as long as all of the
Listen as the teacher explains that
smaller parts of a big idea are
as long as all small parts of a big
present, then it doesnt matter what
idea are present, it does not matter
order they are in or how their brains
what order they are in or how the
connect the parts to a whole.
brain connects them because all
people think differently, and that is
okay, it is part of science.
Present a data table on the
SmartBoard so that students can
Copy the teachers data table into
copy the data table into their
notebooks in preparation for the lab.
science notebooks in order to
prepare to participate in the lab.
Present rules and instructions for the
Listen to all instructions and rules for
lab.
the lab.
Help students as needed.
Ask for help as it becomes
Instruct students to head inside and
necessary.
find their seats once each station
Head inside once all lab stations
has been completed by each group
have been complete and sit in
and all variables have been
regular seats.
identified.

Allow students to settle and then

share with them that variables
connect to the scientific method and
that variables have an affect on
experimental outcomes.
Instruct students to get with their

Settle in and listen to the teacher as

she explains how variables connect
to the scientific method and that
variables affect experimental
outcomes.
Get back with groups in the lab area

mind map groups and to grab their

maps from the back table

and grab mind maps from the back

table.

Differentiation
Students who have a hard time seeing the board will sit closer. Students who need more
time to write will sit with a student that can help them write and/or allow them to look at
their notebook as the class moves forward. Students who need extra explanation and
assistance with instruction will be able to sit with Mrs. Mott for one on one instruction.

Elaborate

Students that are injured or who cannot physically participate in the activities will have
alternate options on a separate sheet of paper so that they can still participate in the lab.
Teacher Will:
Student Will:
Have students look at their mind
Analyze both the mind map and data
maps and their variable data from
table from the lab and make
their lab and analyze and make
connections between variables and
connections as to how variables
different experimental outcomes as
affect different experimental
well as how these to factors connect
outcomes and finally how variables
to the Scientific Method.
and experimental outcomes connect
Discuss connections and ideas with
to the bigger picture: The Scientific
groups.
Method.
Write down connections and ideas
Have students write down their
on the back of the mind map as well
connections and ideas on their mind
as on the reflection page of the
maps as well as on their reflection
science notebook.
page in their notebooks.
Share connections, ideas, and mind
Call on each group to share their
maps as a group with the rest of the
connections and ideas from their
class.
reflections and to show their mind
Put notebooks back in the bins, push
maps to their peers.
desks together, and pick up one
Have students put their notebooks in
piece of trash on the way out the
the bin, push their desks together,
door.
and grab one piece of trash before
they leave.
Differentiation
Students who have a hard time seeing the board will sit closer. Students who need more
time to write will sit with a student that can help them write and/or allow them to look at
their notebook as the class moves forward. Students who need extra explanation and
assistance with instruction will be able to sit with Mrs. Mott for one on one instruction.

Students that do not understand the connections being made or are still unclear about
variables will have the opportunity to work with their groups and/or Mrs. Mott for further
explanation and help so that they are able to still learn, reflect, and move in a positive
forward direction with the content.
Evaluate: To evaluate the students knowledge of the different variables and how they connect to

the scientific method students will take a unit quiz with their clickers and write a reflection that will
reflect upon their learning during their lab. The quiz will ask 11 questions that are related to the
scientific method, including variables. The reflection will touch upon the connections that students
made between variables, experimental outcomes related to their station experiments, and the
scientific method. To wrap-up class I will give students one minute of partner talk to discuss their
reflection ideas and then use popsicle sticks to have a few (2-3) students share their connections
with the class.

Physical Activity = Light Blue

Safety Management = yellow
Modifications for Special Needs = Green
Self Reflection
What Went Particularly Well
What went particularly well was that the students had fun and were able to correctly
identify the independent, dependent, and control variables in their experiments. The students also
used the materials appropriately and respectfully except for two groups throughout the entire day.
What Will You Change Next Time
What I would change about the lesson next time would be to have the students have a
timer with them at each station so that they could also keep track of their time more effectively
and use their time more wisely.
The Feedback You Received From Your Mentor Teacher
I received similar feedback from my mentor, being that next time I should have the
students keep track of the time during each station as well so they would be accountable for their
time use at each station.
Managing Student Behavior
The students were mostly well behaved and on task, very few decided to participate as a
timer and it was easy to manage their behavior because they enjoyed what they were doing and
wanted to complete as many activities as possible.

Teacher Movement

When it comes to teacher movement I was forced to circulate as much as I possibly could
because were not only in the classroom but we also were in a large area outside. This helped me
to be aware of what all groups were doing and making sure that they were on track and abiding
by the safety rules and expectations.
Positive Praise
Positive phrases that I used during this activity to keep the students motivated and excited
were: You are all doing an excellent job! You guys are doing awesome! I am really proud
of the success I am seeing! The students were already very engaged and having fun, so using
this positive praise to encourage their success with the scientific portion of the
experiment/activity was helpful because they felt encouraged and became more motivated to
continue each activity.