Indiana Wesleyan University

Elementary Education Lesson Plan Template

Science
2007 ACEI Standards
Big Idea: Hand in Hand
READINESS
I.
Goals/Objectives/Standard(s)
a.
Goal: Students will be able to make connections with each other and
the world around them.
b.
Objective: After conducting an investigation with a partner, students
will be able to make hypotheses and test them.
c.
Standards:
SEPS.3 Constructing and performing investigations
SEPS.4 Analyzing and interpreting data
2.PS.1 Plan and conduct an investigation to describe and classify
different kinds of materials by their observable properties.
II.

Management:
a. Time: 45 minutes total
b. Space: We will start off in the family room then students will spread out
around the room at their desks, kidney table, and yellow table. The
students will be coming up to the white board to record their data.
c. Materials: picture of pumpkin carving, an assortment of pumpkins and
gourds split in half, spoons, newspaper, bowls, recording sheet, sticky
notes
d. Students: I will pair students based on their clock partner assignments
for 7 o clock. I will say Scooby Dooby Doo and the students will respond
Where are you? to get the class attention. I will use precorrection to
communicate my expectations of behavior. If I see on-task behavior, I will
reward students with Mrs. Arnolds money and if they are not following
directions, I will take money.

III.

Anticipatory Set (3 min): I will show the students a picture of my

pumpkin carving and tell them about my favorite part.
(show picture of pumpkin carving up on the screen) This is my pumpkin
carving that I did with my roommates this year! Raise your hand if you
carved a pumpkin this year. I love carving pumpkins, but do you know
what my favorite part is? Reaching my hand in the middle and pulling all
the guts out! I love how squishy it feels and that you get all messy.

IV.

Purpose (2 min): I noticed that some of you yesterday were wondering

what gourds would look like if we cut them open. Well, today were going
to continue to explore our pumpkins and gourds, but this time were going
to look on the inside!

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students:

I will specifically encourage my students with attention deficits for on-task

behavior with money. Karter will also have his wiggle chair and Velcro, as
usual.

I will be walking around providing additional support as needed (especially

for table 1).
I will use choral response with short and clear directives for my students
who processing delays.
(ACEI 3.2)

VI. Lesson Presentation (35 min):

I will explain and model how to make a hypothesis. Then I will explain the
directions for our seed counting activity before sending them to their seats to get
started. I will be walking around to manage behavior, answer questions, and
provide assistance when needed.
Now, as you can see, there are pumpkins and gourds on your desks. In a little bit,
we are going to conduct an investigation answering the question, Do pumpkins or
gourds have more seeds? The first thing we have to do when we conduct an
experiment is make a hypothesis. Does anyone know what a hypothesis is? Good,
a hypothesis is an educated guess or prediction. So, for example, I count write, I
think pumpkins have more seeds because they are bigger, (model filling in blanks
on recording sheet). Were also going to make a prediction about how many seeds
there are. So, I could look at this pumpkin and say, Hmm, I think there might be
about 85 seeds in here. So, 85 seeds would be my predicted seed count (write 85
next to predicted seed count on the recording sheet). Then when we actually count
them, we can see how close we were. After you and your partner make a
hypothesis, you will start to pick the seeds out, put them into your bowl, and count
them. Then you will write the actual number of seeds right here (point to the line
on the recording sheet). When you finish counting, raise your hand and I will come
give you and your partner a sticky note to write the number of seeds your pumpkin
or gourd had. We will place our sticky notes on the board and then compare
results after everyone has finished counting.
I will collect data from the sticky notes to form a table on the board. The students
will record the class data on their recording sheets and then we will discuss the
results.
Nice job counting, friends. Lets look at our results. I created a table here so that
we could sort our data and compare the results easier. As I copy the results from
the sticky notes onto the table, you all can record the results on your own
recording sheet So, which one had more? Why do you think that is? Do you think
the results wouldve been different if we used different sized pumpkins or
gourds?
(ACEI 3.3, 2.2s)
VII. Check for understanding: I will ask the students to give me a thumbs
up/down if their hypothesis was correct.
Without talking, give me a thumbs up if your hypothesis was correct and a
thumbs down if your hypothesis was incorrect.

VIII. Review learning outcomes / Closure: I will add the word hypothesis to
our science word wall and ask the students to help me define it.
Ive added the word hypothesis to our word wall. Who can help me write a
definition for it? Good, a hypothesis is an educated guess or prediction. Who
can give me an example?
PLAN FOR ASSESSMENT
Formative: I will be walking around as the students are working to listen to
conversations students are having with their partners.
Summative: I will look at the students recording sheets to see if they were able to
make a rational hypothesis and then confirm whether they were correct at the end
of the investigation.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1.
How many students achieved the lesson objective(s)? For those who did
not, why not?
2.
What were my strengths and weaknesses?
3.
How should I alter this lesson?
4.
How would I pace it differently?
5.
Were all students actively participating? If not, why not?
6.
What adjustments did I make to reach varied learning styles and ability
levels?
a.
Blooms Taxonomy
b.
Gardners Multiple Intelligences
7.
Did I manage the mess well? Could I have organized the investigation
differently to
minimize the mess in the future?
8.
How could I enrich some of the questions to challenge my high ability
students more?