Indiana Wesleyan University

Science Methods Lesson Plan

CAEP 2018 K-6 Elementary Teacher Preparation Standards

I. Rationale
This lesson is important because it teaches 4th graders, by trying and experimenting, that certain
ways of getting to a solution work more effectively than others.
II. READINESS
Goals/Objectives/Standard(s)
A. Goal(s)— Students will design an experiment where they decide what items clean
pennies the best
B. Objective(s)—
- Students will be able to brainstorm/research what makes different items more/less
effective
- Students will be able to test different items to clean pennies
- Students will be able to synthesize/explain their results/findings

Standard(s):

3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how
well each is likely to meet the criteria and constraints of the problem.

III. Management
Materials: Computer (Projector, SmartBoard etc), markers/pens/pencils, internet access,
pennies, paper towels, small glass dishes, timer, Lemon or lime juice, Water, Soy
sauce, Dish soap, Vinegar, Ginger ale, Ketchup, Salt water, Hot Sauce, Mustard, Milk,
laptops/iPads, Lincoln True/False
(https://ecdn.teacherspayteachers.com/thumbitem/Abraham-Lincoln-TRUE-AND-
FALSE-POCKET-CHART-ACTIVITY-1059327-1508698177/original-1059327-2.jpg)
(https://ecdn.teacherspayteachers.com/thumbitem/Abraham-Lincoln-TRUE-AND-
FALSE-POCKET-CHART-ACTIVITY-1059327-1508698177/original-1059327-3.jpg)
(https://ecdn.teacherspayteachers.com/thumbitem/Scientific-Method-Poster-and-
Recording-Sheet-070602100-1376535885-1589294923/original-828717-2.jpg)

Time per Element:

Anticipatory Set- 7 minutes
Instruction- 10 minutes
Activity: 30 minutes
Assessment- 15 minutes
C. Space-Anticipatory set: At seats. Instruction: at seat, Activity: Around the classroom
Assessment: Around the classroom in their groups
D. Behavior: Groups will be pre-assigned by the teacher to avoid any arguing among
students. Students must be safe and responsible with all items/materials. All students
 will be expected to participate in some way rather it be sharing thoughts, sharing their
discoveries, taking part in the activity, or answering questions in the lesson.
E. Procedure: The anticipatory set will take place at student desks, while the instruction
period will take place at the front of the room while the students are at their desks.
During instruction, the teacher will be at the front explaining how different methods
of achieving a solution are more or less effective. Afterwards, groups will be assigned
by the teacher, and told where in the classroom they can work. Students will then
come back to their desks for check for understanding/closure.

IV Anticipatory Set
Teacher: “Okay class, today we are going to start with a short game of true or false. There is a
theme to today’s game of true or false. Today’s game is going to be all about Abraham Lincoln. I
know that you all know about Abraham Lincoln. I’m not going to say anything else about him so
that I don’t spoil any of the answers. I will say a statement and you all have to tell me if you
think it is true or false. Alright, here we go! First statement, Abraham Lincoln’s nickname was
“Honest Abe.” Is that true or false? True, correct! Next statement, Abraham Lincoln was born in
a hospital. Is that true or false? False, correct! He was born in a log cabin. Ok let’s do one more.
Last question, Abraham Lincoln was born in Kentucky. True, that’s correct. Great job students!
Now there’s a reason why I chose Abraham Lincoln as the theme for our activity. I will tell you
in a little bit how Abraham Lincoln connects to our lesson today.”

Purpose: Today we will learn about how although there are multiple ways to solve a problem,
there are certain methods that may be more or less effective. It is important that we experiment to
find out what is the best solution to solve our problem.

PLAN FOR INSTRUCTION

I. Adaptation to Diverse Students—
Early finishers- Think of other cleaning items you could use in this experiment and
what the outcome would be.
ELL- Have them be the one to clean the pennies so that they can have that physical,
hands-on experience.
Handicapped/wheelchair- Have a friend push them around and if they are able, they
could be the notetaker/scribe
ADHD- Provide flexible seating/fidget toys as needed, moving around the room as
needed
Multiple intelligences- Having to make observations about appearance is evidence of
visual-spatial awareness, working in groups is evidence of interpersonal, student
guided exploration is evidence of naturalistic

II. Lesson Presentation (Input/Output)

Teacher: “Today we are going to be cleaning pennies. I am going to put you guys into groups for
today’s activity. Each group will get 10 pennies and 10 different items to clean them with. You
are going to have a bunch of different items to clean your pennies with, but certain items will
work better than others. Take 1 penny and a paper towel and place them on a small glass dish in
front of each cleaning item. Apply a little bit of the cleaning item to each corresponding penny.
Let the penny sit in each cleaner for 30 minutes. While the pennies are soaking, we will discuss
what we want to find out, what we think is going to happen, and describe our experiment on a
Scientific Method Recording sheet. After 30 minutes is up, take your paper towel for each penny
and wipe them off. Try to scrub them the best you can with the paper towel. Scrub each one for
around 15-20 seconds. After scrubbing, dry pennies off. Evaluate and document which cleaning
item worked the best. Throughout this activity, you will each fill out the Scientific Method
recording sheet where you state what you’re trying to figure out, what you think is going to
happen, what you did, what happened, and what you learned. I think you all will really enjoy this
activity and I cannot wait to see what you guys come up find out in your experiment! (Let
students go to do the experiment). (During the activity, go around from group to asking questions
such as “What are you guys noticing?” and “Why do you think this is happening?” and “What do
you think will happen next?” and “What do you think would happen if you did this?”)

VIII. Review learning outcomes / Closure

Teacher: “Wow, your pennies all look very clean! Now that we’ve tested the different cleaning
items, let’s reflect. What were some things that you noticed about how the different
cleaning items worked? What cleaning item did you guys find to be the most effective?
(…) Which cleaning items worked well? Why do you think that? (…) Which cleaning
items didn’t work so well? Why do you think that? (…) Well, students, as we reflected on
what worked well and what didn’t work well, we are again reminded that although there
are often many options to solving problems, sometimes certain methods work better than
others. Does anybody notice a connection between this topic and the big idea we’ve been
talking about lately on “Expanding our Horizons?” (…) That’s right, there is often many
ways to get to a solution and different viewpoints and perspectives of how to get to that
solution. Did you guys enjoy our activity today? (…) What part of that activity was most
interesting or rewarding for you? (…) What was hard about this activity? (…) What was
easy about this activity? (…) What problem(s) did you face along the way? (…) Was it
hard to work in a group? What did you learn about working with other people? (…) Well,
you all did such a great job working together and making observations and I hope you all
learned about the importance of choosing effective solutions to problems and can make
effective choices towards solutions in your own lives.

PLAN FOR ASSESSMENT

Formative Assessment
- Ask students questions during the instruction
- Have students make observations while they do the activity
- Have students explain predictions
- Have students explain their thought process behind their choices
 - Ask students questions for understanding throughout the instruction and activity
Summative Assessment
- At the end of the chapter, students will respond to an essay question on a test explaining
how to choose the most effective way to get to a solution

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. Do students know how to use inquiry and discovery to solve problems?
5. Can students use prior knowledge skills they already know to solve problems?
6. Can students identify/discuss how to choose the most effective way to achieve a
solution?
7. Can my students work together with each other successfully in small group settings?
8. How would I pace it differently?
9. Were all students actively participating? If not, why not?
10. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences