SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN

TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name CWID Subject Area

Robinne Ponty, Corey Eckhart, Ryan
894838184, 802803361, 805769858 Physics
Marasco
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Physics The Density of Earth Sinking Houses! 9th-11th 275 (5 days)
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
9th -12th Grades - Chemistry - 2. Chemical Bonds - d.
HS-PS1-3 - Plan and conduct an investigation to gather
Students know the atoms and molecules in liquids move
evidence to compare the structure of substances at the
in a random pattern relative to one another because the
bulk scale to infer the strength of electrical forces
intermolecular forces are too weak to hold the atoms or
between particles.
molecules in a solid form.
Lesson Objective(s) Evidence
In this lesson, students will be able to:
Describe the effects that decreasing or
increasing mass of a building have to its overall
stability. Students will produce a lab report of their analysis of their
Identify and compare the molecular and observations in the quicksand at different conditions.
visible structures of something that is more dense They also modify their model to include their model of
compared to something that is less dense. mass and density in why the houses sink into the ground.
Produce and defend arguments that
explain how the mass and density of the earth to
refine their model on how houses are sinking.
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
EL The purpose of the EL The anticipatory set EL students will receive Both the oral and written
assessment is to support video and accompanying informal verbal feedback development of EL
the EL students oral and teacher guided from the teacher learners academic
writing skills while questioning will allow the throughout the content language and
developing academic teacher to informally anticipatory set portion vocabulary is necessary
content language and assess the EL students of the lesson by teacher to address both
vocabulary throughout ability to utilize modeling and repeating dynamics of learning how
the lesson activities and academic language and of their responses using to use academic content
assessments. The vocabulary in their the academic content language and vocabulary
teacher will utilize formal responses. Throughout language and to support assertions,
and informal methods of the lab activity, the vocabulary. Feedback and defend scientific
assessment and teacher will verbally given during the lab positions. Informally
feedback to determine question the student to activity will include assessing the student
the necessary support elicit their use of the teacher modeling of during the beginning
elements that will academic vocabulary academic content allows the teacher to
develop the students and language while language and vocabulary model particular
specific linguistic participating in the when describing the vocabulary and usage
challenge areas. Through hands-on activity (Ex. events that are prior to the lab activity
continually on-going How does the house occurring. Formal and written report
assessment, feedback, interact with the ground feedback will be given to allowing the student to
and modification, the EL beneath it?). At the end students through their utilize what theyve
student will be able to of the lesson, the completed lab report. learned in their formal
demonstrate an teacher will formally The teacher will include report. Reviewing their
increasing ability to assess the EL students ideas and comments on progress through the
master the use of progress through the use utilization of academic written lab report informs
content language and of the lab report and content language and the teacher on whether
vocabulary through notate any areas that the vocabulary when their modeling of
teacher modeling and student needs assessing and giving academic content
scaffolding of the improvement with when feedback for their language and vocabulary
structure and use of using academic content written lab report. was the appropriate
 academic content
language and support tool for their
language and
vocabulary.. challenges.
vocabulary.
The SSN students will
receive feedback orally
during the anticipatory
set and group activities.
After using probing
By utilizing the IEP or
questions to determine
504 plan to determine
the student's proficiency
The purpose of focus and necessary support
level with academic
assessment of special measures for the SSN
content and language,
needs students is to Students with an IEP or student, the teacher is
the teacher will give oral
determine what 504 plan will receive informed of what the
feedback using teacher
challenges the student support guided by their student has difficulty
modeling of the content
faces in acquiring the plan. Support for the achieving and what
and language. Feedback
academic content and SSN student varies support and scaffolding
given during the lab
language necessary to greatly depending on need to take place for
activity will include
develop their science their specific challenges, the student to succeed in
teacher modeling of
SSN skills and abilities. The however they will be developing their
academic content
SSN student will be able both informally and academic content and
language and vocabulary
to, with the support of formally assessed language skills. The
when describing the
the teacher, make claims throughout the lesson for teacher will utilize this
events that are
using reasoning and academic content and information when
occurring. Formal
supporting it with language development choosing probing
feedback will be given to
evidence all while through the use of oral questions, and when
the SSN student through
utilizing academic and written feedback. determining the most
their completed lab
content language and appropriate time to
report. The teacher will
vocabulary. assess the SSN student
include ideas and
during the process or
comments on utilization
activity.
of academic content
language and vocabulary
when assessing and
giving feedback for their
written lab report.
FOCUS OF INSTRUCTION
Instructional Strategies
- Think/Pair/Share - In strategy, students will think individually on a question or problem, then get into pairs or
groups depending on class size in order to discuss their ideas. After conversing with their partner or group about
possible answers or responses to the question or problem, the group shares their response with the teacher and rest of
the class.
- Poster of Models - Here, the students will be required to create posters of their ideas on why a house sinks
beneath the Earth. Here, they will have to design a presentation where they will collaboratively give all the factors for
house sinking beneath the ground. They will be required to provide evidence and labels for the factors that they
identify in their groups. The students will also have to create graphics that will fully demonstrate and reflect their
model of a house sinking.
- Presentation - At the end of making these posters, the students will be expected to present these poster and their
own ideas as to why the house sinks to the entire class. This presentation, will be aided by the poster, but they will
have to also present the evidence and reasoning. Students will also be expected to use CALPs to present the order and
factors for a house sinking beneath the ground..
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
1 Day Teacher will begin the day by
showing students the following video in order Student will watch the videos and
to raise their interests in the weeks topic: take note of certain factors such as the trees,
https://www.youtube.com/watch? grass, etc.
v=0OoEYsfOcYs Students will then get into groups
After viewing, the teacher asks the and begin listing some of the concerns that
students to get into groups and list some of they saw in the video. Student will compose
the concerns that were addressed in the these lists together and choose the most
video, teacher will list these on the board. common ones to go up onto the board.
(15 minutes with timer) The Students will choose a
The teacher will then ask what is the representative so that they can share their
most pressing questions that they have from mini-list to make the class list, it may be
the video that they would like to explore during this time that the group will have to
more about. (15 minutes with timer) argue on why their point is different or why
After the questions have been their point deserves a place on the board.
recorded for about, the teacher will then go During this time, the student will

over the lab protocols for the next day,
mainly the ideas to be explored, equipment
used, and safety procedures to be followed.
Teacher will allow for the students to
design the experiment for the next day
around their question with a lab group (pre
selected), this will be their exit ticket
have the opportunity to ask pressing
questions that they have, especially why
saturation connects to the anchoring
phenomenon of houses sinking into the
earth. These will be recorded so that
students can look at them for planning their
experiments..
Students will then use the protocols
and design their experiment for the next
day, specifically, what they plan to test

Lesson Body
Time Teacher Does Student Does

The teacher has the students get

into groups of 3-4 and reminds them of the
lab they will be performing during class. The
students are told to divide the tasks between
group members.
The teacher passes out the lab
packet while informing students that they
will be conducting a lab that determines how
much water concentration a certain sample
of soil is needed for sinking to occur. The
teacher shows the students the 4 different
types of soil available to test: sand, silt, dirt
found outside of the school building, and
The students get into their groups
clay. The students are told that each group
that have been assigned to them by the
will choose two different soil samples (1 Liter
teacher.
of each sample) to test and that among the
The students organize group
class, all soil samples will be tested by a
members to getting the required materials
number of groups.
for the lab: 1 liter of two types of soil, 1 liter
The teacher shows the students the
of water, a 2 liter bowl with vertical sides, a
procedure for the lab and starts by filling a
cylindrical 250g mass, and a 500 mL
large, clear (2L) bowl with 1 liter of a random
graduated cylinder.
soil. The students are told they will add
Students arrange their materials and
3 Days water slowly to this soil and observe if the
begin their observations and data collection.
250g mass sinks into the soil when a
The students respond to the
sufficient amount of water has been added.
teachers questions as they get to the group.
The teacher explains that they will add water
During the second circulation by the
in 100 mL increments and observe what the
teacher, the students respond to the teacher
mass does.
and connect the lab results to the anchoring
The teacher then quickly goes over
phenomenon. They elaborate on their
specific safety concerns again before letting
original hypothesis by reasoning new
the students go on their own to set up their
conclusions based on their new information
lab and record their observations and data.
received during this lab.
While students set up and complete
the lab, the teacher circulates around the
room a couple times to check student
progress.
Once students are in full swing of the
lab, the teacher sits down with groups one at
a time and asks questions that relate to the
lab and their observations.
On the second pass through the
room, the teacher inquires to students about
how the lab observations and results might
be able to better explain the anchoring
phenomenon.

Lesson Closure
Time Teacher Does Student Does
1 day Students contribute responses to the
The teacher brings the students questions posed by the teacher, as well as
attention back to the front of the class and discuss with one another during the think-
elicits responses from individual students pair-share activity prompts.
regarding their results and observations from Students produce refined hypothesis
the lab investigation. and models of how a home may sink into the
 The teacher prompts students to
discuss student hypothesis in a think-pair-
share style activity to further explain the
original anchoring phenomenon of houses ground.
sinking into the ground. This is an active
refinement of their original model

Instructional Materials, Equipment, and Multimedia

Multimedia
- https://www.youtube.com/watch?v=0OoEYsfOcYs
Lab Materials
- Lab Report Packet (see below)
- Four soil types: sand, silt, clay, dirt (collected from outside the school building)
- Large, clear, 2 liter bowls with vertical walls.
- Graduated cylinders (500mL)
- 1 Liter of water (per group)
- Nitrile gloves
- Cylindrical 250g masses
Co-Teaching Strategies

DIFFERENTIATION
English Learners
In this lesson, the students
will have several guides
that will guide them
through the epistemic
practice of investigation. At
the start of the lesson,
before they have the
opportunity to discuss the
effects of saturation in soil,
especially for humans and
the environment, they will
be given a chance to
discuss their ideas with a
partner that is near or at
the same level they are. In
this manner, they have the
opportunity to participate
in the fact that they have
the chance to plan, discuss,
and revise their argument
before they put it before
the class.
During the lab, the
students will have
instruction given to them in
multiple mediums such as
writing, vocally, and
possibly using gestures or
live objects. During the
course of the lab, the
students will be guide by
the lab packet, in which
they will be able to
organize their thinking and
describe their observations
so that they may be able to
put forth their arguments
(hypothesis and support)
more fully). This will also
help them in writing the full
lab report. This full lab
report will also be assisted
by the word wall in the
classroom and also giving
Striving Readers
It should be noted that
while the lab does not rely
on heavy reading, there is
still the need to read
certain instructions for the
lab and the lab packet that
will be used throughout the
week below. At the
beginning of the lesson, the
student will be watching a
video to introduce them to
the concept of groundwater
saturation and density.
They will then be asked to
plan out their response, but
will have the ability to use
a sentence frame. In this
manner, they will be able to
plan out what they say, but
the teacher should be more
than able to help them with
this part, especially in the
course of using academic
vocabulary. Also, there will
be the opportunity to refine
this response through the
medium of speaking to
other students and probing
questions from the teacher,
allowing the students to
have a successful intro to
the lesson. It should be
noted that in terms of the
lab, the lab instructions will
be posted everywhere,
repeated constantly, and
given comprehensible input
(such as drawings or videos
of the actions). For the lab
packet, the teacher will see
to it that the student has
lab partners that are
cooperative and are able to
help with the reading of
Students with Special
Needs
For student with special
needs, it should be noted
that before anything, their
IEP needs to be considered
and followed so that they
may be able to enjoy the
lesson. During the intro of
the lesson, the students
should have the
opportunity to discuss and
revise their ideas on
groundwater. They will have
sentence frames and a
cooperative partner to help
them in this pursuit. The
teacher will also be
available at this time so
that the student will be able
to ask questions and get
more help as needed.
During the lab, the student
will receive comprehensible
input so that the directions
for the lab as well as the
lab packet is clear to them
and that they will have the
opportunity to participate in
their groups. It should be
mentioned that the groups
that these students are
with are capable of helping
the student when
necessary. The teacher
should also be available for
any questions or assistance
that the student might
need. In this manner, the
students affective filter is
reduced and the student is
able to know what to do.
The arguments developed
will be used later on so that
the student is able to make
a clear connection between
Advanced Students
For advanced students, this
lab presents a great
opportunity to present
higher level questions that
they can test and verify.
Despite their speed of
processing and ability to
make connections, it should
be emphasized that taking
down their data and
completing the lab packet
will be important so that
others may understand
their results. It should be
noted that these students
should be paired with each
other so that they do not
frustrate the other students
and vice versa. These
students should also have
constant contact with the
teacher, especially in the
fact that they can ask
questions about
inconsistencies and future
ideas that can be done in
the classroom.
sentence frames for the
directions. sentence frames
student, allowing them to
are also in the packet to
write Tier II and Tier III
help the student properly
academic vocabulary.
respond. Finally, the
Finally, when the students
teacher will be on hand to
have made their
read anything as need be. the lab and the anchoring
arguments, the lab report
It should be noted that at phenomena.
will also help with the
this time, the packet should
connections between the
not be anything new, as the
lab and the essential
packet is a constant
question, mainly through
epistemic practice used in
organization and the use of
the class.
sentence frames.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Individual Lab Report Final Draft:

Problem: State the problem that was investigated in the lab. Do not forget to mention the
independent, dependent, and control variables
The problem that was investigated in this lab is ..
________________________________________________________________________________

________________________________________________________________________________
________________________________________________________________________________

________________________________________

Background information: One paragraph 3-5 sentences about what information is already known
about the problem and what was research by other scientists:

In my research, I found out that_______________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

__________________________________________________

Hypothesis: State your predictions or solutions to the problem

If_______________________________________________________________________________,

then_____________________________________________________________________________

______________________________________________________.

Materials: All materials in the experiment are listed:

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Procedure:
Procedure: Step by step directions that are Observations: What is
descriptive enough for the experiment to be happening during the lab that
performed by someone else. you can see

Results:

Data Tables: Do not forget to write units and labels

Graph: Label all Axes and include a Legend.
Conclusion:

Using the data write if you accept or reject your hypothesis on this part of the anchoring phenomena

based on what you have just seen in the lab. Make sure to mention trends in the data and sources of

error in your explanation and what these might mean for the anchoring phenomena.
I currently accept/reject my hypothesis because__________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_________________________________________________

Rubric

The following rubric is for lab report, and covers what is expected from the students as
they are filling out and exploring this lab. As this lab is considered a formative activity, it
should be noted that the students are still developing their ideas a to why houses sink
beneath the ground. Therefore, the content of the lab is not graded as heavily as the
evidence of student thinking.

Criteria Yes (2) Incomplete (1) None (0)

Does the student

clearly state what
they wish to study
in the following lab?

Does the student

presents a
hypothesis
supported with
evidence that
reflects their
previous research?

Does the student

record their
observations?
Particularly those
that could affect
their hypothesis?

Does the student

chart and process
their data in an
effective way that
they can use as
evidence for or
against their
hypothesis?

Does the student

support or disavow
their hypothesis
using evidence and
data from the lab?