STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Dianna Winn Grade: 4th Grade Topic: Scientific Skills & Processes
Brief Lesson Description:
Students will complete various experiments and activities to gain an understanding on scientific observations and inferences.

Time allotment: 6-7 days/class periods

End of Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

(Friday)
Beginning of Finish Engage Elaborate – Evaluate Evaluate Evaluate – Evaluate –
Engage (fill Sugar Cube -Project -Project Present Projects Present Projects
balloons with Explore – Experiment (if needed)
water and Mystery Bags
freeze over the
weekend) Explain

Specific Learning Outcomes:

Students should be able to identify observations and evidence and make inferences based on the observations gained.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
I have allowed for a culturally safe place for all my students from the beginning of the school year. I have taught students about the
importance of respecting everyone’s cultural differences, not only within the classroom, but at all times.

Narrative / Background Information

Prior Student Knowledge: Students should have prior knowledge of the various parts of an experiment and how experiments are
conducted, including the safety procedures of completing experiments.

Science VA SOL Health VA SOL NGSS (You may have to look to a different
4.1 The student will demonstrate an 4.1 The student will explain how nutrition grade level for the connection)
understanding of scientific and engineering and other health-enhancing behaviors affect 3-5-ETS1-2. Generate and compare multiple
practices by personal health and academic achievement. possible solutions to a problem based on
d) constructing and critiquing conclusions n) identify effective verbal and nonverbal how well each is likely to meet the criteria
and explanations communication skills (e.g., speaking, and constraints of the problem.
 Use evidence to construct or listening, eye contact, body language)
support explanations and to make
inferences
Science & Engineering Practices: (You must tie engineering practices into your plan)
Using evidence to construct explanations that specify variables that describe and predict phenomena and designing multiple solutions to
design problems.

Possible Preconceptions/Misconceptions:
Scientists always know the right answers.
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
The teacher will begin by filling balloons with water. I will ask students what we can do to change the balloons and eventually will ask what
will happen if we freeze the water balloons. (This part will be completed on a Friday at the end of class, so the balloons will have the
weekend to freeze.) The following Monday, the teacher will take the balloons out of the freezer and will review what the students predicted
would happen (These ideas will have been written down on a poster board). We will then talk about why they thought those things would
happen, using prior knowledge of water and its properties. We will then cut the balloon off, leaving a ball of ice. The ice can then be broken,
while asking students before hand what they think will happen and why they think that will happen.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Students will begin to explore the idea of making inferences within science experiments. Before class, the teacher will fill several paper bags
with random objects. Students will then be given a handout to record their observations and inferences. The students will be invited to
come and feel the sealed bags, smell them, and shake them to try to decide what is inside each bag, while recording the observations and
inferences as they go. Once every student has had the opportunity to make an inference and observations for each bag and record those on
the handout, each bag will be opened and they will record what was actually in the bag. The class will then discuss what they inferred was
in the bag compared to what was actually in the bag.

EXPLAIN: Concepts Explained and Vocabulary Defined:

The teacher will then explain what an inference and observations are and discuss what were observations in the mystery bag activity and
what the inferences were. The teacher will then discuss what evidence is and how observations, inferences, and evidence are connected to
one another. The teacher will then explain that scientists do not always know the right answers, and that they must use observations to
make inferences, or and informed guess. These ideas will be explained through a PowerPoint, which will help guide discussion.

Vocabulary:
Evidence
Inference
Observation

ELABORATE: Applications and Extensions:

Students will complete the sugar cube experiment with a partner. They will watch through the video
(https://mysteryscience.com/rocks/mystery-3/weathering-erosion/57?code=MTgwNzk4Nzk2&s=social
%3Apinterest&t=student&chapter=all)
as they complete the assignment. While the students are completed this experiment, the teacher should be monitoring the class, helping
when needed.

EVALUATE:

Formative Monitoring (Questioning / Discussion):

When all students are finished with the experiment, the teacher will facilitate discussion by asking questions about what were some
observations that they noticed and what were some inferences that they can make based on the observations and evidence from the
experiment.
Summative Assessment (Quiz / Project / Report) (Include a rubric):
Students will individually create some kind of visual representation of the information learned in this unit
(inferences/observations/evidence). The teacher will have various supplies in the room for students to choose from to display their
information. Students can also complete this on a digital resource of their choice. The following are requirements that all students must
meet:
 Must include information about inferences, observations, and evidence.
 Must include at least 2 examples from any of the experiments we have completed in class throughout the year.
 Must include written words and visual components in the project.
The students will be graded based on the following rubric:
 Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)
Following Directions Directions were Most directions were Some of the directions None of the directions
followed accurately. followed. were followed. were followed.

Use of Creativity Creativity and Some creativity was There was some There was no creativity
imagination were used used to complete the creativity used in the used in the project.
to complete the project. project. project.

Used Time The time given to
Wisely/Stayed on Task complete the project
was used wisely in order
to complete the project
on time; stayed on task
the entire time.
Accuracy All of the questions
were answered
accurately.
Time was used wisely; Time was somewhat Time was not used
stayed on task most of used wisely; stayed on wisely to complete the
the time. task some of the time. project; was off-task
often.
Most of the answers Some of the answers Very few of the answers
were answered were answered were answered
accurately. accurately. accurately.

Presentation Proper communication Proper communication Proper communication Proper communication

skills were used skills were used during skills were used during skills were rarely used
(speaking, listening, eye most of the some of the during the presentation
contact, and body presentation process. presentation process. process.
language) during the
entire presentation
process for all students.

After all students are finished, they will all present their projects to the class (part of the rubric includes the presentation process, which
involves not only the student’s presentation, but the listening skills during other students’ presentations).

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) – The teacher can help these students
specifically through the sugar cube experiment, explaining the steps to them instead of having them watch the video for
directions.
 ELL – The video can have subtitles to make it easier for ELL students to understand. The sugar cube worksheet can also be
translated to Spanish.
 Gifted learners – During the elaboration stage, gifted learners can be asked to take this further by having them research what
actually happens to rocks to make them become smooth at the bottom of a mountain. They can then compare and contrast their
findings from the experiment and their research, and display this in a Venn Diagram.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice?
I will discuss my practice with my colleagues and allow students to have input on the lesson and lesson plans as well.
 Where might/did learners struggle in the lesson?
Learners may struggle in creating their own poster/display for their summative assessment.
 How can the lesson be strengthened for improved student learning?
This lesson can be strengthened by stepping further into inferences, and connecting this to a reading passage and using inferences
in science and english.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
Yes
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
3 Balloons
10 Paper bags
10 Random objects to go in bags
1/student Mystery Bag handouts
5/student Sugar Cubes
pair
1/student Sugar Cube Handout
pair
1/student Container with lid
pair
1/student Paper plate
pair
1/student markers
Project materials
 Mystery Bags
Bag Observations Inference Actual Item
Number (Informed Guess)
 Other Sources

https://mysteryscience.com/rocks/mystery-3/weathering-erosion/57?code=MTgwNzk4Nzk2&s=social%3Apinterest&t=student&chapter=all

https://www.scholastic.com/teachers/blog-posts/alycia-zimmerman/asking-questions-scientist-ice-balloon-
exploration/