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Lesson Author(s): Genevieve Dakota Balunis_______________________________________

Common Core Standards:

Follow precisely a complex multistep procedure when carrying out experiments,

taking measurements, or performing technical tasks, attending to special cases or
exceptions defined in the text.

Translate quantitative or technical information expressed in words in a text into

visual form (e.g., a table or chart) and translate information expressed visually or
mathematically (e.g., in an equation) into words.
NYS Science Process Skills Standards:
Standard 1 - Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design,
as appropriate, to pose questions, seek answers, and develop solutions.
Standard 2 - Information Systems
Students will access, generate, process, and transfer information using appropriate
ISTE Standards:
1. Facilitate and inspire student learning and creativity
Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experiences that advance student learning, creativity, and
innovation in both face-to-face and
virtual environments.

Promote, support, and model creative and innovative thinking and

Engage students in exploring real-world issues and solving authentic
problems using digital tools and resources
Promote student reflection using collaborative tools to reveal and clarify
students conceptual understanding and thinking, planning, and creative
Model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments
2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize content

learning in context and to develop the knowledge, skills, and attitudes identified in
the StandardsS.
Design or adapt relevant learning experiences that incorporate digital tools
and resources to promote student learning and creativity
Develop technology-enriched learning environments that enable all students
to pursue their individual curiosities and become active participants in setting
their own educational goals, managing their own learning, and assessing
their own progress
Customize and personalize learning activities to address students diverse
learning styles, working strategies, and abilities using digital tools and
Provide students with multiple and varied formative and summative
assessments aligned with content and technology standards, and use
resulting data to inform learning and teaching

Lesson Objectives:
Students Will:
1. learn the philosophical/ideological basis of empirical thought, the scientific
method, and experimental design
2. practice their Microsoft Excel skills, with particular emphasis on learning how
to analyze and graph data
3. begin designing their own experimental matrices for the purpose of starting
their own research

Introduce The Learning Activity:

I would communicate the lesson objective to students by telling them what I

hoped to accomplish in the class period, as well as showing them an example
of their potential end results and explaining the importance of what is being
taught in the lesson, ie. experimental design. I would use simple, clear
terminology and emphasize the importance of using methodical, empirical
thought to notice independent/dependent factors, design experimental
matrices, and then analyze the resulting data - that is, to be able to make
informed statements about the physical world.
I would provide a motivator by reminding students of previous experiments
conducted in class and encouraging them to recall their successes and prior
learning on the topic of experimental design. Then I would ask them to think
of why it might be important that we take the data from experiments and
render it more easily understood, using examples taken from the students.

Provide Information:

This particular lesson would involve a handful of definitions

(independent/dependent variable, x/y axes, hypothesis, conclusion, etc.) that
would be given verbally as they appeared in the lesson.
Sample data would have been taken from a previous experiment done inclass. Example graphs and tables would come from the sample data.

Provide Practice:

For objective 1 - after the introduction, I would give students an opportunity

to think about what the reasoning is behind the experimental method on their
own before opening up the entire class for a discussion on why we set up
experiments the way we do and what that means for the data and
understanding that comes from experimentation. Students would be able to
give examples of what constitutes a hypothesis, independent/dependent
variable, etc.
For objective 2, I would be giving students the opportunity to work with
Microsoft Excel, with focus being given on organizing and displaying the
proffered data. This would be done individually, with periodic stops to review
what each student was doing and how well he or she was grasping the use of
Excel and the meaning behind what was being done.
For objective 3, students would be given the opportunity to work either
individually or in groups and set up an experimental matrix of his/her/their
own. This would include coming up with a hypothesis, identifying the
independent and dependent variables, creating a scale for the independent
variable, and suggesting a feasible physical setup for the experiment.

Provide Knowledge of Results:

I would provide verbal feedback to the students by quite literally going

around the classroom, seeing what they were doing - working on graphs,
working on the matrices - and commenting on it. I would be sure to explicate
as clearly, but gently as possible.
I would provide written feedback to students on their submitted graphs as
well as their experimental matrices - comments would be written on the
submitted papers and detail what had been done correctly, incorrectly, or
otherwise done in some way of note.

Review the Activity:

I would have been reviewing the importance of the entire experimental

process as the lesson progressed from one step to another; however, at the
end of the lesson, I would have the students review the activity by prompting
them with questions. I would ask why we made graphs, for example, and
listen to student replies to gauge understanding and reinforce what had been
gone over in the lesson.

Method of Assessment:

I would assess student understanding periodically throughout the lesson

using verbal questioning and by checking the students' work as they
progressed through the lesson. Since the lesson would involve analyzing the
same set of data, a final assessment would involve collecting the students'
created graphs and comparing them to the example graph made by myself
prior to the lesson. If the graph fit the proffered data, and if the student
showed understanding of what the process meant, he or she has succeeded
in the lesson.
Similarly, I would check the students' experimental matrices and encourage
them to explain the rationale behind their choice of variables,

gradation/scale, method of analysis, and physical setup. Each of these factors

of the experiment would count as a point in a 5-point rubric.