Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Kelsey McFarland Date: 9/21/21 Time: 8:35-3:00
th
Subject: Science Grade Level: 4
I. Topic & General Goal Breakout Boxes: Discover the codes and unlock the boxes to save
the birds.
II. Reference to PA or 3.1.4.C2 Describe plant and animal adaptations that are important
Common Core to survival.
Standards

III. Lesson Objectives TSWBAT arrange pictures of birds to the tool that models their
beak.
IV. Materials  breakout boxes
 locks
 instructions
 matching cards
 cipher papers
 direction cards
 bird pictures
 UV flashlight
 UV pen
V. A. Introduction Give instructions to students. Go over the process with the class.

*Students will work in predetermined teams. Explain the

importance of teamwork. Emphasize the importance of speaking
kindly towards one another. Tell students they need to respect the
materials and others.
B. Procedures There are a series of stations in this activity. Students will have
the freedom to work at their own pace and solve puzzles in any
order. Most stations can be worked at in any order. A few stations
are sequential.

Stations/Materials:
4-Digit Lock: Students will find an envelope somewhere in the
room that has pictures of birds and different tools related to the
bird beak lab. They must organize and match the bird pictures
with the correct tool. If they match the pictures successfully, they
will get a letter. They will find the word “BEAK” with the cards.
The letters must be turned into numbers by using the cipher. Lock
combination: 5927 will be the word “BEAK” using a letter
 cipher.

Directional Lock: Pictures of birds will be placed around the

room. Direction of bird beaks will lead to the combination, but
students will have to know the type of bird to see which
directions to use first. Information about behavior adaptations of
geese (flying south) will have a QR code attached to information
about it. Unlocking this lock will lead students to south of the
room to find the key to the key lock. Lock combination: Down,
up, up, left, right

Word Lock: Students will need the UV light and use it on the
bird adaptation article. There will be a question at the end of an
article they need to read. The question will say, “What do birds
do to meet their needs?” In the article, the letters a, d, a, p, and t
will be covered with invisible ink. Lock combination: ADAPT

UV Flashlight: This will be used to reveal the directional lock

code and the word code. Find the order and direction using the
bird pictures.
1. Hummingbird
2. Goose
3. Woodpecker
4. Pelican
5. Macaw
This will lead to the directional lock.

UV Pen: To write the numbers on the pictures of the birds and

the question at the end of the article.

Padlock: Part of unlocking the hasp. This will unlock the lock.
Teacher will walk around with the keys. Students will see a sign
under ‘south’ saying to see the teacher. They will have to tell the
teacher they went south because geese migrate south for the
winter.

Smaller lock box with 3-digit lock: This will have the UV
flashlight. This will lead to pictures of the birds. Lock
combination: 237- They will find this by searching the bird
reading. The letters for the word ‘seven’ will be highlighted pink
throughout the reading. The words ‘three’ and ‘two’ will be
somewhere in the reading. Students will have to find these three
numbers and figure out the order to unlock the box.
C. Differentiation Process: Students will be involved in an “escape room” style
game called breakout. These breakout boxes reach kinesthetic
and visual learners. They will be manipulating locks and other
 objects. There will be visual puzzles for students to use. They
will be using logic to solve the breakout boxes.

Learning environment: The entire room will be set up for the

breakout boxes. Tables will be moved, and items will be placed
throughout the room. Students will be free to move around to
solve the puzzles.
D. Closure Students will clean up their areas. Debrief the breakout boxes and
conclude student’s findings. Ask them what they discovered and
what puzzles they solved. Tell students to keep science class a
secret for the other classes. Dismiss students. Reset the breakout
boxes for the next class.
VI. Assessment There will not be a physical assessment for this class. This
activity works on socio-emotional skills and critical thinking.
Students will be engaged in logical puzzles to solve different
locks. I will be observing students during the activity and
allowing them to freedom to solve these puzzles and work with
their teammates. We will have a discussion during class the
following day about the activity and any frustrations that
occurred.
VII. Modifications and/or Class 1: A TA will be in the room to assist with Nolan and
Accommodations Kaylee throughout the process. These students will be
strategically placed on a team where their strengths and needs
will be complimented.

Class 3: A TA will be in the room to assist with Easton and

Nevaeh throughout the process. These students will be
strategically placed on a team where their strengths and needs
will be complimented.

Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation Class 1: This activity was amazing. The students were completely
engaged and motivated to unlock the boxes. My cooperating
teacher helped me explain the directions and rules for the
activity. The students were split into groups that would lessen the
chances of any conflicts.

Students were quick to use their hint cards. There were a few
groups who held on to their cards as long as possible. Quite a few
groups unlocked the 4-digit lock and 3-digit lock quickly. They
struggled with the directional and word locks. Once students
figured out what they had to tell me to get their keys, every group
came up to get their keys. There were two groups who could not
figure out the small box. Frustrations were running high. I gave
them hints on where to find the information for the lock
combination. They were putting in the correct numbers in the
wrong order.

Students were given an extra five minutes towards the end to

unlock more locks. This class was unable to solve all the puzzles
before time was up.

Class 2: This class got further than the first class. They were able
to unlock the word lock using the blacklights. There were still
some frustrations in this class, but not with their groups. Students
were frustrated that they could not figure it out themselves.

Most of this class got down to the final lock. All groups were
able to figure out the small box and use the blacklight. None of
the groups were able to unlock the boxes completely.

Class 3: This class did a fantastic job with the breakout boxes.
When I gave the instructions for this class, I was very clear and
direct with them. They need everything explicitly stated.
Explaining to this class was much better than the first two
classes.

Students began the activity quickly and were determined. They

were very secretive with their groups and didn’t want the others
to hear their ideas or combinations. They were quick to unlock
the small boxes and get their keys. There was one group that had
issues arguing with one another. They were getting frustrated.
My hint was to look at the one document closely and follow
along with their fingers. They needed three numbers for the code.
They found the combination within a few minutes.

Three of these groups were able to completely solve the puzzles

and unlock all the boxes. The other two groups would have
figured it out with a few more minutes. This class was really
motivated with the competition and the logical puzzles.
Overall, this was a really engaging activity that gave students
hands-on practice of the content. The students had a blast and this
gave them extra practice for their test on Wednesday.