ECS 300 Lab

Gerry Cozine
March 21, 2016
Heather Hinks
1
Lesson Plan
Subject: ELA
Lesson Length: 60-minute block
Topic: Creating procedure
Outcome: CC6.8 Experiment with a variety of text forms (e.g., a peer
interview, presentation at an assembly, poem, letter to parents, short
review, poster, tableau, graphic organizer) and techniques (e.g.,
surprise ending).
Objective: Students will be able to create their own procedure.
Indicators: d. Create expository, informational, and procedural texts,
multi-step directions, and a problem/solution presentation as follows:
pose relevant questions and state purpose explain the situation and
develop topic with facts, details, examples, and explanations from
multiple sources follow an organizational pattern offer evidence to
support conclusions.
Assessment: Worksheet
Pre-requisites:
Lesson Preparation: Worksheet x2, supplies for experiment (bleach,
food colouring, change of clothes, newspaper, gloves, syringe)
Set: Hand out procedure worksheet. Ask students if they have ever
seen something like this (how-to, tutorial). Tell students we are going to
do an experiment. Explain that the students will have to write down
each step as I do it. Make sure all students have their eyes on me while
explain that, because I am using chemicals, you must ask if you can
leave your desk even if its just to sharpen your pencil. Band students
need to tell me when they are leaving and be careful while walking
past me. (5 minutes)
Lesson Presentation:
1. Ask students if they know what bleach does. Show paper that
has Miss Hin written on it. Explain that, for those that have

ECS 300 Lab

Gerry Cozine
March 21, 2016
Heather Hinks
2
never seen bleach, I will finish writing my name with bleach
(finish writing name). (3 minutes)
2. While that dries explain what I am going to do: I am going to add
GREEN food colouring to the water bottle. I will then add bleach
to it. We will then see what happens when the bleach and food
colouring mix. (3 minutes)
3. Show students the paper I wrote on. Now ask students what they
think will happen when I mix the bleach and food colouring. Write
on board GO CLEAR, NOTHING, CHAGNE TO A DIFFERENT
COLOUR. Ask students to raise their hand for the one they think.
Explain that this is just for fun and not a part of the procedure.
(3 minutes)
4. Begin my filling out GOAL/AIM. Ask students what they think the
GOAL/AIM is. Next fill out the SUPPLIES box. Explain to students
what I have. (3 minutes)
5. Begin experiment. Remind students to write down each step I do.
(5 minutes)
o Fill water bottle with 5 drops of food colouring.
o Put lid on and shake.
o Show students that the water is now green.
o Add 5 drops of bleach.
o Shake until it turns blue.
o Show students the blue water.
6. Call on one students at a time to say what step they put. Do until
all steps are done (5 minutes)
7. Get students to write their own procedure on a separate piece of
paper. Make sure to add the goal and supplies needed. Make sure
it is something you know how to do. Your procedure needs at
least 5 steps. Once you are done, hand it in to me. I will give you
a worksheet to do. Once you are done that you can work on your
journal. If you are done that you can silent read. (30 minutes)
8. Closure: Call attention back to me. Ask students why is a
procedure important? When would you see one? Ask for
examples of the goal of the procedures they made. (3 minutes)

ECS 300 Lab

Gerry Cozine
March 21, 2016
Heather Hinks
3

Classroom Management:
1. Make sure class is quiet before starting.
2. Explain that students must raise their hand before leaving their
desk during experiment. Band students must tell me when they
are leaving (if it happens during experiment) and be careful
around the table.
3. Call on students that have their hand raised.
4. Tell students how long they will get to work on the assignment
5. Tell students to work quietly on the worksheet. Remind students
that become noisy or off task by coming up beside them and
asking how the worksheet is going. DO NOT single out a student
that is being noisy.
6. Get students to work on the worksheet, journals, and reading
when the lesson is done.
Professional Development
Anticipating/attending: anticipating problems; telling students what to
do when done; keeping students on-task; helping; reinforcing