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Teacher: Gaich Subject/Course Title: 6 Science/Scientific Method Date: 22/4/19

Measurable Lesson Objectives and Assessment of the objectives

By the end of the class session, student will be able to:

Content Objectives: Follow a multistep procedure, analyze data, determine a conclusion answering the given research question,
understand the effect of changing surface area on reaction time.

Academic Language Objectives: define and determine variables given a procedure and material list.

Why does this lesson matter?

Students get lab experience to understand the scientific method. The main academic language focus is on identifying the different types of
variables in an experiment. Understanding how surface area affects reaction time can be very applicable to their lives. The lab itself uses a
common concept that is familiar to student lives.

Assessment Statement: How will students show they have met the objective?

Students will fill out a lab worksheet that will guide their learning. Students will fill out variables and materials in a class discussion
setting with little prompting from teacher.

Specific Standard Indicators Aligned with this Lesson:

SEPS.3 Constructing and performing investigations

SEPS.4 Analyzing and interpreting data

6-8.LST.2.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Supporting Diverse Learners:

The worksheet gives the written procedure for students to read. A demonstration of the lab will be done at the beginning for visual
learners with oral explanation of the procedure.

Method(s) for Instruction

Grouping Strategies:

Lab/Hands-on: Students will be working in a lab setting in groups of 3-4.

Question/Answer: for prompting background knowledge, filling out lab worksheet pre-lab section and conclusion

Class discussion: student led discussion about observations of lab and analysis of data.

Teacher Modeling/Demo: Quick demonstration of lab procedure highlighting important steps.

Lesson Agenda (47-75min)

Warm up: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections?
Mood check in to help determine expected participation level.

Question/Answer to prompt previous knowledge about Alka-Seltzers and surface area.

Time Teacher Will Be: Students Will Be: Rationale:

1-3 minutes Mood check in: Ask how Answer teacher and If students feel too tired
they are feeling and if provide feedback during the beginning of
they would like a the period there will be
movement activity less participation.
7-10 minutes Background Knowledge Answering teacher Access previous
of lab (Question/Answer prompted questions knowledge about Alka-
format) Seltzer (what they are,
what they do, etc) and
surface area (what is it?)

2-5 minutes Allow for students to read Reading the lab procedure Prep the students for next
through the procedure set of questions about
independently and fill out variables and materials

10-15 minutes Question/Answer about Answering the prompted Show the understanding
variables and materials. questions of content specific
What are we changing, vocabulary and basic
etc. What do we need for understanding of the
this experiment? procedure

5-7 minutes Teacher demonstration of Watching the Allow for visual and
lab. General walk through demonstration and asking auditory learners to use
of lab procedure. The clarifying questions if their learning strengths to
actual experiment is not needed. understand the procedure.
done to conserve Allow for chances to clear
materials. any confusion about the

15-25 minutes Observing lab groups and Performing experiment, Hands-on, group
asking questions to lab discussing results and experiment to guide
groups about their observations. student discovery about
observations the relationship between
surface area and reaction

7-10 minutes (anything Question/Answer and Answering questions Compare data and
not completed in class is Class Discussion about orally and discussing their observations to
to be done for homework) observations and results observations. classmates. Ensure that
and responding to the correct relationship
conclusion questions. between surface area and
reaction time is

Closing: Wrap up and Assessment How do you know your students met your lesson objective(s) and to what extent?

Student responses in the classroom discussion of results and observations to be used to formatively assess the lesson objective.
Small group discussion with teacher during lab (what do you see? Do your observations support your hypothesis?)
Students fill out conclusion of lab worksheet and will be discussed and collected the next lesson.

Daily Assessment
Higher Order Thinking Addressed Formative Assessment: Summative Assessment:
Today: Class discussion Test
Entrance/Exit slip Project
Teacher Observe Report
Listened to conversations Presentation
Quiz Final Exam
Thumbs up, neutral, or down Other ________________
synthesis Homework check
evaluation Video quiz
What would it take to move students from recall Whiteboard Check
into higher order thinking? Other ______________

Preparation Needed for this Lesson:

Materials: beakers, alka-seltzer tablets, water, mortar and pestle, lab worksheets, timers

Technology: DocCam and computer

Copy: lab worksheets


Safety Considerations:

Possibility of broken glass if a beaker is dropped. Should this happen, students have been instructed to tell a teacher and step
away from the broken glass. The teacher will clean up the glass and let the students know when it is safe to reenter that area.

Reflection: What did I learn through teaching this lesson? What do I want to remember the next time I teach this lesson?
How will assessment data from today’s lesson impact tomorrow’s teaching?