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UNLV/Department of Teaching & Learning Elementary Lesson Plan Template

UNLV Student: Lupe Diaz PSMT Name: Ms. Levesque

Lesson Plan Title: Scientific Method Lesson Plan Topic: Science
Date: 10/12/17 Estimated Time: 40 min
Grade Level: 4th Grade School Site: Reynaldo Martinez ES

1. State Standard(s):
a. Science and Engineering Practices (SEP):
i. SEP-3 Planning and Carrying Out Investigations
ii. SEP-4 Analyze and Interpret Data
iii. SEP-8 Obtaining, Evaluating, and Communicating Information

2. Teaching Model(s)
a. Explicit Instruction
b. Teacher Modeling
c. Guided Practice
d. Interactive Modeling
e. Individual Work

3. Objective(s)
a. SWBAT use the scientific method to plan out an investigation.
b. SWBAT analyze and interpret data collected from their planned investigation.

4. Materials and Technology Resources

a. Big packages of M&Ms ( 7
b. packets)
c. Color Pencils
d. Copies of Processing with M&Ms (32 copies)
e. Copies of Communicating & Making Graphs (32 copies)
f. M&M Article: (32 copies)
g. ELMO (projector)
h. Science Notebook
i. Pencil
j. Tape
k. Scissors
l. Calculators
5. Instructional Procedures:
a. Motivation/Engagement: 5 min
i. SW be seated at their desks facing the front of the classroom.
ii. TW introduce the objective for the lesson.
iii. TW have an anchor chart that contains the steps of the scientific method.
iv. TW go over everything that is on the anchor chart which contains the steps of the
scientific method.
v. TW read the first step of the scientific method and explain it in detail.
vi. TW continue to go down the anchor chart until every step is mentioned and
b. Developmental Activities or Learning Experiences: 30min.
i. TW ask students to take out their science notebook.
ii. TW ask students to turn to the table of contents.
iii. TW model how to label the table of contents with the science activity and page
1. For example: TW say “Please write the title M&Ms Science Activity, once
you have that written find and label the page number that our M&M
activity will be on.”
iv. TW model how the M&Ms Science Activity page should look using the ELMO.
v. TW ask squad leaders to come to the front to obtain the prediction chart, data
chart and Scientific Method Worksheet for each of their group members.
vi. TW instruct students to tape the prediction chart, data sheet and M&Ms Scientific
Method Worksheet in their notebook.
1. In total, students will have 3 pages containing information from their
science activity. First, students will have the page containing the written
steps of the scientific method. Second, students will have their taped
prediction sheet. Lastly, students will have their taped data chart.
vii. TW ask students to close the notebook and put it to the side.
viii. TW ask table leaders to come up to the front to obtain the article that will be read
in class.
ix. Table leaders will pass out the article to their peers.
x. TW will begin reading the article with students using choral reading.
xi. TW will explain the rules and expectations for conducting a science experiment
before handing out further supplies.
xii. TW tell students that they will be using M&Ms for this science experiment and
that they are not allowed to eat, touch or play with their M&M’s, until instructed
to do so.
xiii. TW will explain to students the consequences for playing, eating, or touching their
food without permission.
xiv. TW pass out a paper towel and a large packet of M&Ms to each group.
xv. TW ask students to open their science notebooks again.
xvi. TW ask students “what kinds of questions can we ask about M&Ms?”
1. Teacher is looking for the question “What color of M&M will be most
frequent in a bag of M&Ms?”
xvii. TW then write the color that students believe is the most frequent.
xviii. TW ask students what the next scientific method step is.
xix. SW raise their hand and respond with “Hypothesis.”
xx. TW ask student to use the research article as reference to help them predict what
color will be most frequent in a bag of M&Ms.
xxi. TW ask students what they think their prediction is.
xxii. TW call on students to say their predictions.
xxiii. TW write their own prediction under the label Hypothesis.
xxiv. TW use information from the text to help choose the hypothesis.
xxv. TW underline the evidence to support the hypothesis.
xxvi. TW give students 2 minutes to come up with and write their hypothesis.
1. For example, the sentence will say “ I predict ___________ M&Ms will
be most frequent.” Students will fill in the blank.
xxvii. TW now ask students what the next step is.
xxviii. SW raise their hand and reply “Materials”
xxix. TW ask students to raise their hands to name materials they are using to complete
this activity.
xxx. SW raise their hands and say “M&Ms packets, data table, and paper towel.
xxxi. TW ask students what the next step is.
xxxii. SW answer “Procedure”
xxxiii. TW ask students what word belongs in the first blank.
1. SW respond by stating “supplies.”
xxxiv. TW will fill in the blank.
xxxv. TW continue to read each number and fill in the blanks.
xxxvi. TW give students 1 minute on the timer to write down the procedures.
xxxvii. TW ask students what the next step is.
xxxviii. SW respond “Data”
xxxix. TW tell students to leave their journals open on the Data Table so they can collect
the information.
xl. TW tell students that it is now time to open their M&Ms packets and place the
M&Ms on their paper towel.
xli. TW ask students to place the M&Ms in groups by color. Once placed by color, the
TW ask students to count the number of M&Ms in each group and record the
information on the Data table.
xlii. TW tell students to ONLY fill out the total column of their Data Table.
xliii. Student will be given 3 minutes to put their M&Ms into groups, count the number
in each group and record their answers.
xliv. TW model how to find the percent of each color by using a calculator.
1. TW hold the calculator under the ELMO and tell students that they must
enter the total amount of one color divided by the total number of M&Ms.
Once they get the number they move the decimal over two times to get
the percentage.
xlv. TW give students 7 minutes to find and record the percentages of each color.
xlvi. TW now ask one student from each group to say each color’s percentage.
xlvii. TW record the information on the class data table.
xlviii. TW allow student 1 minute to write down the percentages given by each group.
This will continue until each group has given their data.
xlix. TW now ask students what the next step is.
l. SW respond “Conclusion”
li. TW ask students leading questions about the experiment.
1. What color was most frequent?
2. Was your hypothesis correct?
3. Was the result the same for every group? Why do you think that
c. Closure: 5 min
i. TW will give students a Ticket Out the Door.
ii. TW will pass out the exit ticket.
iii. TW tell students that they have 5 minutes to complete the exit ticket.
iv. TW set a timer for 5 minutes.
v. SW will do their best to complete the exit ticket.
vi. TW collect the exit ticket when the timer goes off.

d. Extension: 20 min
i. TW hand out and M&Ms Estimating and Measuring Worksheet.
ii. SW work individually to complete questions 1 and 2.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
a. I will allow my student with Duane Syndrome to move to the front of the room when
projecting something on the Elmo.
b. I will have my struggling students sit at the back desk with Ms. Levesque. There are three
specific students that always work in a group with the teacher’s assistance to complete the

7. Assessment and Evaluation of Learning:

a. Summative: N/A
b. Formative: I will use the ticket out the door to help me determine if students understood
the science activity.

8. Homework Assignment: Students will not be given homework over this lesson. Students receive a
specialized packet at the beginning of each week, which their teacher provides.
9. Reflection
a. Strengths: Students absolutely loved this science experiment. I was so surprised at the
amount of students that were genuinely engaged. It was such an awesome thing to see all
students taking an active role in their learning. As I walked around, all students were
working hard and taking leadership.
b. Concerns: I was really concerned with the students eagerness to eat the M&M’s. Students
love to play with food, especially when it is candy. I was afraid that I would have students
playing with the M&M’s and trying to eat them.
c. Insights: I would definitely teach this lesson again to my future students. All my students
loved this science experiment and took a lot away from it. I also learned that sometimes
proofreading things is important. Three teachers read the M&M’s worksheet and we all
missed the color green on the data table. It was a funny experience and just shows that
even teachers make mistakes, but we adapt and overcome.

This is the inspiration for my scientific method anchor chart. I will be adding research.

This is the Ticket out the Door.

This is the worksheet for the extension.

*My teacher is creating the research article that students will be reading. It will not be complete until