Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Abby Duvall Date: Thursday September 30 Time:
Subject: Science Grade Level: 4th Grade
I. Topic & General Goal Experiment: Planning
II. Reference to PA or 3.1.4.C4: Understand that all scientific investigations involve
Common Core asking and answering questions and comparing the answer with
Standards what is already known. Plan and conduct a simple investigation
and understand that different questions require different kinds of
investigations. Use simple equipment (tools and other
technologies) to gather data and understand that this allows
scientists to collect more information than relying only on their
senses to gather information. Use data/evidence to construct
explanations and understand that scientists develop explanations
based on their evidence and compare them with their current
scientific knowledge.
III. Lesson Objectives - The student will be able to create a hypothesis based on a
problem.
- The students will be able to draw a two-dimensional model
of their hypothesis.
IV. Materials - “The Runaway Pumpkin” recording sheet
- “The Runaway Pumpkin” video:
https://www.youtube.com/watch?v=_bteD9wCuqA
- Pencil
- Ramps (12 inch, 18 in, 24 in height)
V. A. Introduction I will introduce this lesson by asking students what happens if
you roll something round down a hill or incline? I will tell
students that over the next two days we will be finding out the
answer to that question.
B. Procedures 1. I will first pull up the video of the book “The Runaway
Pumpkin”. Students will watch and listen to the book while I pass
out the recording sheets to each pair of students.
2. I will put students in pairs. I will tell them that the goal will be
to see how far the pumpkins will roll with different heights of
ramps. I will show them the three different heights, and in their
pairs, they will hypothesize which ramp height will make their
pumpkin roll the furthest.
3. I will then ask them to draw a blueprint, or a model, of their
hypothesis with their group. They will draw their blueprint in the
provided box. I will remind them that it is important to use labels.
I will tell students that anyone should be able to look at your
blueprint and know exactly what each part of your blueprint is
(just like the key on a map!!). The labels are one of the most
 important parts in this section.
C. Differentiation Learning Environment: Students will be able to collaborate with
their group members for creating a hypothesis and designing and
blueprint. Student groups will be created with high/low students
so all students should have an equal chance to excel.
D. Closure I will finish this lesson by collecting student’s recording sheets so
I will have them for class the next day. I will tell them that
tomorrow we will be doing this experiment so to make sure they
are here and ready to be a scientist the next day!
VI. Assessment - The student will be able to create a hypothesis based on a
problem.
- The students will be able to draw a two-dimensional model
of their hypothesis.
Assessment: Both of the objectives will be assessed when
students turn their observation papers in after completing the
experiment. I will also informally assess these as I walk around
the classroom while students work with their groups, making
sure that students understand what they are required to do.
VII. Modifications and/or Students who have 504 plans for ADHD, will receive check-ins
Accommodations on their group every 2-3 minutes, to make sure they are staying
focused and on task. The student with a broken arm will have her
partner write on their combined recording sheet.
Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation

Self-Evaluation

Today had its high and low moments. My co-operating teacher and I talked about the experiment

yesterday and decided that instead of having different ramp heights already built, we decided to have

students create their own with classroom materials (which was the original idea). So given that, we

decided that it would take them more time so I did not show the video. For the first class, my co-operating
teacher helped me to explain some of the directions to the students which I was very grateful for. The

only problem with the first class was that some students went further on their page than they needed to

and filled in information about some of the experiment itself. Also, a decent number of groups did not

finish but they finished during Activity Period and it all worked out.

With our second class (which is our class), I gave all of the directions and apparently left out

some things that I thought are self-explanatory when using materials because we did not have to go over

it with the other class, but apparently are not. These students got way out of hand and tape measurers

were touching the ceiling when they should only be at two feet maximum, classroom decorations were

falling and breaking (thankfully they are fixable), and students were disrespecting property and us. I

stopped them in the middle and reminded them that they needed to focus and work, and then at the end of

class gave them a very stern talk about respecting both property and teachers, listening to directions, and

accomplishing the task at hand. I told them that if we could not handle it on Friday, they will not be

rolling pumpkins, but Mrs. Hogue and I will. I was not happy with them and apologized to my co-

operating teacher. She reassured me that I gave directions clearly and it was completely them that were

acting crazy and not my fault. However, I still think I could have explained things better.

So the final class is typically the most rowdy of all three, so I started class off with a warning and

a discussion about respect and following directions. I also explained every detail to the students and made

sure that all students knew exactly what they were doing before I left them to do their projects. I was

honestly so impressed with this class, I think they did the best out of all of the three classes. They

followed directions, worked quickly and quietly, did not abuse other’s property, and cleaned up all their

materials. I pulled double tickets (our reward system) today because of how impressed I was.

I think that in my class (the second room), some of the students are getting too comfortable with

us and in the classroom. They think they own the classroom and that is not okay behavior. I think they

needed this discussion and some of the students looked very scared, which I think is good. I do not want

to be a mean teacher, and I do not think I was mean in the way I addressed the students, but at the same
time, they need a reality check. If we are going to be able to do fun things in class, we need to be able to

control ourselves. I really hope Friday goes better. But, I will need to make sure that especially with this

class, that I give directions very clearly and explain each intricate part of the project. I also need to make

sure students understand what the expectations are, and what they are not. Also, I think if they know that

if they cannot behave, they will need to stop, this will be motivation for them.

So today had good moments and bad moments in science, but I think overall the students enjoyed

the first part of the project and hopefully the actual act of rolling the pumpkins on Friday goes well and

students keep the privilege to participate in this experiment.