Angel Wolff

EDU 220
Cooperative Learning Lesson Plan
13 March 2021

STANDARD LESSON PLAN FORMAT

I. Describe the Class

There are twenty-five students in Ms. Wolff’s fourth grade class, five students are
English second language learners, five are considered gifted, and 3 have
documented learning disabilities.

II. Subject/Skill:

The subject being taught today will be Science with a skill focus on creating
hands- on group activity, working in an environment that will inspire students to
engage and explore in different lab through the use of their senses, while also
brainstorming descriptive writing ideas.

III. Objective(s)

Students will be broken into groups of five, where they will participate in five
different sense lab stations given twenty minutes at each station to predict a
hypothesis and write using descriptive language it in their sense journals.

IV. Procedures

For the cooperative learning assignment students will be participating in the

strategy of learning together. The teacher will begin with explaining the
assignment objective to students, which is to use rich descriptive language in their
journals as they participate in hypothesizing with and without the use of their
senses during their labs. Students will be expected to split into their assigned
groups of five and take turns spending twenty minutes at each sense station. Once
they arrive at their sense station, the teacher will then explain that without
touching any lab supplies they must first write their hypothesis as to what they
predict their object will taste, smell, sound, feel, or look like.
Sense Station#1- Taste- students will need to first hypothesize what they think
their mystery flavored candy will taste like. After tasting they will need to
describe the actual taste and compare the differences in their writing.
 Sense Station#2- Hear- a non-verbal soundtrack of the ABC song will be played,
students need to hypothesize what song they think it is. Once revealed they will
compare what other songs were similar but different to this song.
Sense Station #3- See- Primary color paints- red, blue, and yellow will be
supplied. Students will need to make their predictions as to what colors can be
made. Once colors are mixed students can theorize how many colors can be
created with different combinations making sure to document their findings.
Sense Station #4- Touch- 3 different types of texture: gravel, sand, and ripped tarp
pieces will be displayed. Students will hypothesize which is smoothest versus
more rough. Students will compare each texture while documenting what their
sense of touch reveals.
Sense station#5-Smell- three candles without labels will be displayed; students
will need to cite predictions of what each will smell like. After their sense of
smell has gathered further evidence the scents will be revealed and students will
have to summarize their findings.

V. Materials
25 Individual journals, pencils
Sense Station#1- Taste- need 30 mystery flavored candies
Sense Station#2- Hear- a non-verbal soundtrack of the ABC song being played
Sense Station #3- See- Primary color paints- red, blue, and yellow
Sense Station #4- Touch- 3 different types of texture: gravel, sand, ripped tarp
pieces
Sense station#5-Smell- 3 candles without labels

VI. Grouping Structures

Each group will be sized at 5 making 5 total groups. The lesson will take place
in the classroom science lab and will be intended to be done within a
community learning context.

VII. Modifications
The teacher will be checking in with each group throughout the lesson,
making sure to provide more individualized time to help those with English as
a second language. Gifted students will be split into one per team, as well as
one English second learner student per team. The teacher will make time for
one on one journal review with each student and depending on the learning
disabled the teacher will pull students separately to check on individual as
well as the dynamics of their group’s progress. Those with learning
disabilities will be equally split into teams and given extra guidance by their
team members.

VIII. Assessment
 In order to assess each students’ progress, the teacher will have each group
go up in front of the class to represent an individual sense lab and present their
findings. We will then review any questions students might have as well as be
prompted to turn in their journals so that I may review their brainstorming and
hypothesizing writing methods. Depending on their participation within the
labs, as well as the involvement of their responses will lead to further
assessment as to whether each student met the objective of the lesson. The
teacher will then introduce the next lesson which will be constructing an
indoor class herb garden where students will combine senses into creating a
garden. This lesson will begin introducing the process of photosynthesis for
the following day’s assignment. The teacher will anticipate that students will
ask what kinds of things we will grow in the garden; which will prompt the
teacher to ask them to research different kinds of vegetation that can be grown
indoors and bring their predictions with them next class. I will provide a few
herb ideas such as sage, thyme, and rosemary also inciting learning probing
questions such as how do you think we grow herbs, or what other kinds of
seeds can you think of?

For the homework assignment students will be asked to participate in an at

home science experiment. Depending on what available supplies students
have to use at home, they will be asked to create a “blind fold” taste testing
experiment. The assignment will be to conduct a similar journaling prompt for
their homework; to be the length of one page, and turned in the next morning.
In order to incentivize students, the teacher will offer to bring a taste test treat
in the morning as a reward to everyone participating in the lab project and
turning in their homework!