ED421 Elementary Science Methods

INSTRUCTIONAL PLANNING TEMPLATE

for planning science lessons
Please complete this version of the template. However, please also see the guidance
provided in the "annotated version" of this document, found starting on page 4 of this file.
This will help you develop a high-quality science lesson plan oriented to the EEE framework.
Overview and Context
Your name(s):
Grade level and school:
Title of lesson/activity:
Teaching date(s) and time(s):
Estimated time for
lesson/activity:
Overview of lesson:

Context of lesson:

Sources:

Stephanie Mackey
4th Grade, Burns Park Elementary
Separating Solids
Wednesday, December 9, 2015
60 minutes
In this lesson, students will be introduced to the concept of
mixtures and their properties. Not only will students learn
what a mixture is, they will also be investigating how to
separate mixtures. Through their investigation, students
will conclude that mixtures can be separated using the
properties of the different objects that make up the
mixture.
Prior to this lesson, students have learned about the
different types of matter (solids, liquids, gases, and
plasma) and the properties of each type. In the lesson
before this, students will be learning about density. The
different properties of matter, including density, will be
used in this lesson when students separate the mixture.
During this lesson, students will be exposed to magnets
and will notice that metal objects are attracted to magnets
while non-metal objects are not. This idea will be expanded
on later in the unit during a lesson that focuses on the
magnetic property of some objects. In the following lesson,
students will be furthering their knowledge of mixtures
when they investigate conservation of mass and observe
that the total weight of a mixture is equivalent to the sum
of the weight of its parts. Through these lessons and the
rest of the unit, students will be more knowledgeable about
the different types of matter.
Next Generation Science Standards
Science Companion Curriculum Book, Lesson 12

Learning Goals and Assessments

Learning Goals (1-2 in
each)

Connection to
Standards (Michigan
GLCEs and/or Next
Generation Science
Standards)

Type of
Assessment

Connection to
Activities

SCIENCE CONTENT /
DISCIPLINARY CORE

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

page 1 of 12
adapted for science August 2015

IDEAS
SCIENTIFIC PRACTICES
Students will be able to
IF APPLICABLE:
CROSSCUTTING
CONCEPTS
Students will be able
to
IF PREFERRED: You may
integrate your learning
goal statement
(disciplinary core idea x
scientific practice x
crosscutting concept)
Observe that the
weight of a mixture
equals the sum of the
weights of its parts.
Students will be able to
use the properties of
different solids in a
mixture to separate the
mixture.

5-PS1-2. Measure and

graph quantities to
provide evidence that
regardless of the type
of change that occurs
when heating,
cooling, or mixing
substances, the total
weight of matter is
conserved (NGSS).
5-PS1-3. Make
observations and
measurements to
identify materials
based on their
properties (NGSS).

To assess whether
or not students
understand that
mixtures can be
separated, I will
observe whether
or not students
see that the
objects given to
them are a
mixture and that
they are
separating those
materials. Also,
the exit-ticket I
am going to give
students assesses
whether students
understand that
mixtures can be
separated as well
as how they can
be separated. By
using these two
types of
assessments,
students can use
verbal
explanations or
any type of
written
explanation
(sentences, bullet
points, pictures,
etc.), allowing
every student to
demonstrate
his/her
understanding.
To assess
students
understanding
that you can use

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

During the next

lesson, students will
be using their
knowledge that
mixtures will be
separated to help
them understand that
the weight of the
mixture equals the
sum of the weight of
each of its parts. In
order to assess if
students are
progressing in their
understanding of
mixtures to a point
where they can then
learn about
conservation of mass,
I am assessing
whether or not
students know that
mixtures can be
separated.
During this lesson,
students will observe
and document
different methods of
separating the solids.
They will then write
down the properties
of the materials that
allowed the method
of separation to work.
During the discussion,
I will have students
find a pattern in how
the materials were
separated and the
properties that
allowed them to be
separated.

page 2 of 12
adapted for science August 2015

properties of
different solids in
mixtures to
separate the
mixtures, I am
first going to
assess students
as they are
sharing ideas
while creating a
claim. Also, I will
be assessing
students exit
ticket to see if
they can link this
idea to a realworld example.
Similar to the type
of assessment
given to assess
the first standard,
using more than
one form of
assessment will
allow all students
to demonstrate
his/her
understanding.
EEE Connection
Investigation question
students will answer:
Claim with evidence and
reasoning you hope students
will generate:

How can mixtures be separated?

I think mixtures can be separated by using properties of the
objects in the mixture (claim and reasoning).
I think this because the steel nuggets were separated using
magnetism, and the popcorn kernels were separated from
the popped popcorn using density. The popped popcorn
floated because it is less dense than water. The unpopped
popcorn sank because it is denser than water. (Evidence)

Attending to the Learners

Anticipating student ideas,
including alternative ideas,
misconceptions, and prior
knowledge:

Before enacting this lesson, I know that students are

familiar with the different types of matter, the properties of
matter, and the concept of density. Although density was
the topic of the most recent science lesson, students have
also been in the process of drafting, editing, and finalizing
their science writing pieces about different types and
properties of matter. Since the students have been working
with the content in a variety of different contexts, I
anticipate that students will have a good understanding of

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

page 3 of 12
adapted for science August 2015

the different types of matter and their properties.

Making the content accessible

to all students, including using
specific leverage points for
promoting equitable science
instruction from class:

After reviewing different student misconceptions, I noticed

that students did not regularly have misconceptions about
mixtures, but they do have misconceptions about
properties of objects that may aid in the process of
separated mixtures. For example, some students may
think, Objects sink in water because they are heavier
than water (MSTA, PME 17). This is not exactly true.
Objects do not sink because of it is heavier than water,
but they will sink if they are denser than the water or the
liquid it is placed in. Specifically, density is the amount of
weight given the space an object it takes up (quantity of
mass per volume). In order to correct this misconception
that students may have, I will ask students why the
popcorn kernels sank when they pour the popped and
unpopped popcorn into the water. If a student says the
misconception, I will ask if other students in his or her
group agree or disagree and scaffold students thinking
until they grasp the understanding that the unpopped
popcorn sank because it is denser than water. One of the
scaffolding methods may include referring back to the
definition of density that was taught in the previous lesson.
To make the content accessible to all students, I will begin
my lesson by using a real life example of a mixture: a bag
of recyclable goods. By beginning my lesson with this
example, I am introducing a new topic in a way that
students can relate to and understand. All classrooms in
Burns Park have recycling bins, as does the cafeteria. Since
all students have access to this representation of recycling
and may have more personal examples of recycling they
could relate the new information to, I believe that this
introduction to the lesson makes content accessible to all
students and attends to the experiences leverage point.
Also, throughout the Engage element of the lesson, many
different vocabulary words are defined. For example, I will
define mixture, recycle, separate, sort, and magnetism in
kid-friendly words. By defining each of these words, I am
attending to the language leverage points by introducing
and using language carefully.
At the end of my lesson, I will attend to the explicitness
leverage point when I relate the investigation back to the
bag of recyclable goods. This will give students another
example of how mixtures can be separated using the
properties of the objects in the mixture. By giving students
many opportunities to reason with content, I am making
the content more accessible to all students.
Instructional Sequence

Materials
:

-6 plastic cups
1 cup per group
-150 ml of water per group

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

page 4 of 12
adapted for science August 2015

 6 groups
Will put this water in the cups
-6 bowls
1 per each group
Will put the steel nuggets, popcorn kernels, and popped popcorn in bowls
-6 magnets
1 per group
-1 bag of steel nuggets
About 1 tablespoon of steel nuggets per group
Will put this material in the bowls
-1/4 cup of unpopped popcorn kernels per group
6 groups
Will put this material in the bowls
-1/2 cup of popped popcorn per group
6 groups
Will put this material in the bowls
-1 bag of recyclable items
Crumpled paper, cans, plastic bottles, glass bottles
-Science JournalMatter
-1 pencil/pen for each student to write with
-1 Pen/Pencil for teacher to write with
-White Board
-1 White Board Marker
-LadiBug
-30 copies of handout with investigation question to use for writing predictions,
claim, and evidence
-30 copies of exit-ticket
Instructional Sequence: Engage Element

Steps for Engage Element

Time

The teacher will:

The students will:

5
minutes

Show students the materials in a bag

full of recyclable trash
o Have paper, plastic, metal and
glass in the bag
Ie: notebook paper, a
plastic bottle, a soup
can, and something
made of glass
o Things to ask:
Is this trash?
Why or why not?
Define recycle:
o To reuse
materials
from trash
or
garbage
Are all of the items in

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

Observe the materials in the

bag.

page 5 of 12
adapted for science August 2015

3
minutes

the bag the same?

No, they are
made of different
materials.
Explain that the bag contains a
mixture.
o A mixture is a combination of
two or more materials.
o In Ann Arbor, when we recycle
materials, we place all of the
recyclables into one container,
which we call a recycling bin.
When the recyclables
get to the recycling
center, do you think the
center uses the same
methods to recycle the
different things in the
bag?
No
If all of the goods
cannot be recycled
using the same method,
what do the people at
the center have to do
with the materials?
Sort the
materials.
Today, we are going to investigate
mixtures and how to separate them
further.
Have investigation question on board
Review the question
o Ask one student to rephrase it
in their own words.
Today, we are going to looking at a
mixture made up of popped popcorn,
unpopped popcorn, and small steel
pieces.
o Each group will be given a bowl
of the materials. You will also
be receiving a cup of water, a
magnet, toothpicks, and some
coins.
In front of you have a piece of paper
with the investigation question. Below
the investigation question, there is a
section that says Prediction.
o What is a prediction?
A prediction is a
forecast for future
events.
o Why do we make predictions?

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

Be able to state what a

mixture is.

Read the investigation

question

State why making

predictions are important in
science.

page 6 of 12
adapted for science August 2015

minutes

It is important to make
predictions so that we
can begin to spark our
thinking about the
investigation.
When making a prediction, it is
important to include what you
forecast will happen as well as
why.
Why is it important to
include why you made a
certain prediction?
We should have
a reason for why
we think
something will
happen. It is not
simply a guess.
When I tell you to begin, turn
and talk to your neighbor about
what you predict the answer to
the investigation will be. Once
you have made a prediction, I
want you each to write down
that prediction on your piece of
paper. After you have both
written your prediction, put
both hands on top of your
head.

Make predictions with their

partner.
o Provide a prediction
and explain why they
made that prediction.

Management Considerations for Engage Element:

I will have the student of the week pass out papers that students need so that
I can continue to manage students and relay instruction/content.

Pass out materials by having 1 person get the bowl & 1 person get the
materials used to sort the mixture.

In order to get students participate, use a turn and talk if they do not have
answers.

Continue to call on a variety of students from the front & back of the
classroom.

Instructional Sequence: Experience Element

Steps for Experience Element

Time

The teacher will:

The students will:

Walk through the worksheet

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

Read the steps listed on the

page 7 of 12
adapted for science August 2015

7 minutes

with students.
o Have students read
the 3 steps out loud.
o Go through 1st
method:
For example, 1
method I could
use to separate
the materials is
using my
fingers.
I identified
each solid by
using the size,
shape, and
color.
o You will use the cup of
water, a magnet,
toothpicks, or a coin to
separate the
materials.
o Ask:
Can someone
tell me what
they are going
to write in the
first column?
What are you
going to write
in the second
column?
o Why is it important to
collect our data?
o Why would we want to
document what
methods we used and
what properties
allowed the methods
to be used?
Scientists
sometimes
collect data in
this way to see
if there is a
correlation or a
connection
between two
things.
I will tell you how you are
going to get your materials,
but when your group gets
your materials, you may
begin the investigation.
Person 4 at each table, go get

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

worksheet.
Follow along through my
modeling of the first method,
how to collect data, and
document it in the columns.

Students will go get the

materials needed for their
investigation.

page 8 of 12
adapted for science August 2015

15 minutes

a bowl. Person 2 at each

table, go get the bag of
materials and a cup of water.
o Have students start
the Experience
element.

Students will participate with

the different materials and
find different ways to
separate the mixture.

Ask students the following

questions while walking
around:
o What did you do to
sort the mixture?
o Did your method
separate more than
one material?
o What properties of the
object allowed you to
use this method?
o Why did that method
not separate other
materials?
o Can you find other
ways to separate the
materials?
o Ask at least 3 groups
to share their methods
& 3 different groups to
share the properties
that allowed the
methods to work
For this to
work, 2 groups
had to use
each of the
same property.

Management Considerations for Experience Element:

Since water is being used, have paper towels readily available. Also, have
students take all of their materials off of their desk.

Have two students per table get materials. By doing this, there will be less
traffic and fewer management issues.

Students may disagree about which student can handle the materials.
Encourage groups to have each student try to separate the mixture using a
different method. If not possible, have more than 1 group member use a
method to show that the method will always work.

Do not use back pocket questions as management questions.

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

page 9 of 12
adapted for science August 2015

Instructional Sequence: Explain Element

Steps for Explain Element

Time

The teacher will:

The students will:

10 minutes

10 minutes

Person 4 and Person 2, bring

the materials you are using
back to where you picked them
up.
Begin with a blank worksheet
on the Ladibug.
Ask 1 group to share the
method they used and what
resulted from their method.
o Ask another group to
share what properties of
each object allowed
them to use that
method.
Ask 3 more groups about their
method & different groups for
the properties that allowed
them to use that method.
We are ready to answer our
investigation question.
o Have student of the
week pass out CER
framework papers
First, we want to state our
claim.
o A claim is an answer to
the investigation
question based on our
evidence.
o Have students turn and
talk to a partner about
their claim. Then, each
student should write
down their own claim on
their paper.
o Ask a student to answer
the investigation
question.

I think mixtures
can be separated
by using
properties of the
objects in the
mixture.
What evidence do we have that
supports our claim?
o Evidence is data that
supports our claim.

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

Students will share the

different methods that they
used during the Experience
element.
Students will also share the
different properties that
allow them to use the
properties that they used.

Students will write their own

claim to the investigation
question.

Then, students are going to

share their different claims.

Students will share a variety

of different pieces of
evidence that supports the
claim that our class came up

page 10 of 12
adapted for science August 2015

I think this because

The steel
nuggets were
separated using
magnetism.
The popcorn
kernels were
separated from
the popped
popcorn using
density.
The
popped
popcorn
floated
because it
is less
dense
than
water.
The
unpopped
popcorn
sank
because it
is denser
than
water.
Using the information our claim
and evidence provide us with, I
am going to have us apply this
knowledge to a new situation.
o On the half sheet of
paper that the Student
of the Week is passing
out, I would like you to
answer the question
that is on the board.
Can someone read the
question out loud?
In a recycling
center, a worker
comes across
mixture of
recyclable
materials. What
advise could you
give him to help
him know how to
separate the
mixture?
Work individually on this
question. When you are

with.

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

Students will work

individually on the exit-ticket
and will turn it in when
finished.

page 11 of 12
adapted for science August 2015

finished, turn it in to the

homework bin.

Management Considerations for Explain Element:

In order for all groups to participate, I will gauge how many different
separation methods were found during the Experience element of the lesson.
Depending on how many different methods were found, I will have 1 group
share a method and have another group share what properties of each solid
allowed the group to use that method.

In order to continue giving instruction and managing the classroom, I will have
the Student of the Week pass out the CER Framework and exit-tickets.
Reflection on Planning

Learning goal for self:

Preparing to teach this

lesson:

One of the goals I have for myself for my Full-Scale lesson is to

be more attentive to timing and pacing during my lesson. In
my Small-Scale lesson, I felt as if I was very rushed. Since I was
rushed, I did not feel like students left the lesson feeling
confident about the material I had presented. In order for
students to have a sufficient amount of time and opportunities
to make sense of the content presented, I am going to focus
very closely on the pacing on my lesson. In order to keep me
on track with time, I am going to keep a timer next to me while
I do my lesson. This way, I can be reminded of the time as I am
going through the lesson.
In preparing to teach this lesson, I gathered the materials I will
need to enact this lesson. I found many of the objects in the
science closet at Burns Park. Next, I ran through my lesson
with my lesson plan to become more familiar with the lesson.
While running through the lesson, I used the different materials
to see how they would actually be separated and how the
different methods worked. Finally, I made copies of the
worksheets I was going to hand out to the students.

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

page 12 of 12
adapted for science August 2015