Science Lesson Planning Template
Overview and Context
Your name(s):
Grade level and school:
Title of lesson/activity:
Teaching date(s) and time(s):
Estimated time for lesson/activity:
Overview of lesson:
Context of lesson:
Sources:
Learning Goals and Assessments
Learning Goals and EEE+A
Connection
NGSS Performance Expectation
Learning Goal(s)
Type of Assessment(s)
Connection to Activities
Investigation question students
will answer:
Claim with evidence and
reasoning you hope students will
generate:
Anticipating student ideas,
including alternative ideas,
Adapted from University of Michigan, Elementary Teacher Education Program
Felishia Block
9th grade Biology
Properties of Water
Tuesday, November 8th 8:58am and 10:33am
45 minutes
Cohesion, adhesion, and hydrogen bonding of water.
Hydrogen bonds give water its properties, like cohesion and
adhesion. Cohesion is when water molecules stick together.
Adhesion is when water molecules stick to other substances. Water
is a polar molecule with uneven patterns of electric charge which
allows for hydrogen bonding.
HS-PS1-3 Plan and conduct an investigation to gather evidence to
compare the structure of substances at the bulk scale to infer the
strength of electrical forces between particles.
Students will be able to identify the different properties of water.
Formative assessment
Water lab
How does water behave when put in different environments?
Claim: Water has hydrogen bonds which allows its molecules to stick
together or to other surfaces.
Evidence: In the lab, we seen that water molecules stuck together
as we added drops of water on top of penny. The drops of water
formed on big drop and looked like a big bubble. The water drops
stuck to the glass slide but did not stick to the wax paper. When
soap was added to the penny the water droplets did not stick to the
penny like they did when nothing was on the penny. (Make sure the
evidence is appropriate and sufficient ).
Reasoning: When the water droplets stuck together on top of the dry
penny, this demonstrated the water property of cohesion. When the
water drops stuck to the glass slide, this demonstrated the water
property of adhesion. However, the water drops did not stick to the
wax paper, but they beaded up and rolled around on the paper. This
is from the surface tension that hydrogen bonding provides.
Attending to the Learners
Students should be familiar with the term’s hydrogen bonding,
cohesion, and adhesion from starting and/or completing their
page 1 of 8
misconceptions, prior knowledge,
and prior experiences:
Making the content accessible to
all students, including how you are
setting high expectations for all
students, helping every student be
a doer of science, and working
toward structural equity and critical
consciousness. (If there are
individual children you need to be
sure to differentiate for, write that
here as well)
guided reading notes.
All students will be given a copy of the lab procedure and data
sheets. These will also be available on google classroom. All
students will be given a copy of the formative assessment
questions and they will have access to a google form with the same
questions if they prefer to answer them that way. More time will be
provided the following day for those students who may need extra
time to complete the lab. A chapter 2 notes sheet will also be
provided for the students that may need extra accommodations to
successfully complete this lab. An edpuzzle about properties of
water was assigned for students to complete before this lab as well.

Instructional Sequence

Materials: Properties of Water Lab Procedure and Data Sheets

Warm Up Slide
Formative Assessment questions worksheet/google form
Chapter 2 Filled in Notes

Instructional Sequence

Steps for Engage Element

Make sure you address how you will elicit students' initial ideas about the
phenomenon.
Time The teacher will: The students will:

 15  Greet the students before starting the  Participate when asked questions
minutes lesson. about the properties of water.
 “Today we are going to be talking  Participate with the members at their
about the properties of water. Water group when asked to come up with
is unique because its molecules can examples of cohesion and adhesion.
interact through hydrogen bonding.  Answer the warm up question with
Hydrogen bonds form between any the class.
hydrogen atom that is covalently
bonded to an atom with a strong
attraction for electrons.”
 “Does anyone know if water is a polar
or nonpolar molecule?” Wait to see if
the students participate, if not then
tell them. If a student does know
water is polar, ask them if they know
why. If the student doesn’t know
then open it to the entire class.
 “Water is a polar molecule because
the hydrogen atoms have a slightly
positive charge while the oxygen
atom has a slightly negative charge.
This unequal pattern of electric

Adapted from University of Michigan, Elementary Teacher Education Program page 2 of 8

 charge cause polarity.”
 Draw the water molecule on the
board, showing the structure of the
bonds and the charges.
 “Since water is polar, the hydrogen
atoms can form hydrogen bonds with
other water molecules. Each water
molecule can form a maximum of 4
hydrogen bonds with 4 other water
molecules.”
 Draw the 4 water molecules that can
be bonded to the water molecule
already on the board.
 “This hydrogen bonding is responsible
for the many emergent properties of
water. Two of those properties that
we will be talking about today are
cohesion and adhesion”
 “Cohesion is when water molecules
stick to each other (reference the
drawing on the board) due to
hydrogen bonding.
 Make note of cohesion on the board
by the drawing of the water
molecules.
 “This causes surface tension, making
it difficult to break the water’s
surface. When it rains, the water
molecules come down in drops and
not separate molecules, because they
are attracted to each other.”
 “Adhesion, on the other hand, is
where water molecules stick to other
substances.
 Make note of adhesion on the board.
 “Has anyone ever painted before,
maybe a room in your house? The
paint sticks or adheres to the wall.
What about making cakes? Who has
made a cake before? Once the cake is
done baking and cooled down, don’t
you put icing on the cake? The icing
has to stick or adhere to the cake,
right?”
 “Talk to the people around you at
your tables and come up with an
example of either adhesion or
cohesion.”
 Give the students a few minutes to
talk and then come back together as
a class. Go to each table and ask
them what they came up with.
 Put the warmup picture on the board

Adapted from University of Michigan, Elementary Teacher Education Program page 3 of 8

 and ask them what each picture
represents, adhesion or cohesion.
 Transition to the water lab.

Steps for Experience Element

Three key aspects of the Experience element:

 What are the key pieces of data you hope students will notice?
 How can those key pieces of data be used as evidence to answer the investigation
question?
 What questions will you ask students as they collect data (for example, while you
circulate from group to group)?
Time The teacher will: The students will:

 15  “Today we will be investigating these  Follow along on their data sheets

minutes properties of water through three while I give instructions on how to
experiments. You will be using a complete the lab.
penny in all of the experiments. In  Look where to find the materials they
the first one, you are going to see will need for the lab.
how many drops of water you can put  Ask questions if they have any while I
on the penny before it overflows. am giving instructions.
There are beakers and pipettes by
the sinks. You will fill up a beaker
with water and use the pipette to add
drops of water to the penny.
 Reference data sheet – “On your data
sheet you will write your hypothesis
here. Your hypothesis will be
answering the question from
experiment 1, How many drops of
water do you predict will fit on the
surface of a penny? When I go to
write a hypothesis I know I have to
use the if, then format. So, if I were
to form my hypothesis based on this
question I would say if, well I don’t
know how many drops of water will
fit. A penny is pretty small so maybe
5 drops of water will fit? So my
hypothesis will be, If I put 5 drops of
water on the surface of a penny
then…hmm.. well I know that water
has cohesive properties and it sticks
together so the 5 drops are going to
form one big drop of water. So all
together my hypothesis is going to
be, If I put 5 drops of water on the
surface of a penny then the drops of
water are going to form one big drop
of water on the penny. So this is just
an example of a hypothesis, you can

Adapted from University of Michigan, Elementary Teacher Education Program page 4 of 8

 decide how many drops of water you
think will fit on the surface of the
penny.”
 “Under your hypothesis is where you
will fill in your date for experiment 1.
So you will be drawing what the
drops look like when you put one
single drop, when your penny is half
full, and when your penny is almost
overflowing. You are going to draw
what it looks like looking over top of
it and what it looks like from the side.
Don’t forget to write how many drops
your half full view and near
overflowing view have. Under those
drawings is where you will record
how many drops it took to make the
penny half full and how many drops it
took to be near overflowing. Each
person in your group will be doing
this experiment so you will be taking
turns placing drops on the penny and
recording your data. Once everyone
at your table has done this you will
add those numbers up and take the
average. Does anyone remember how
to take the average?” Add all the
numbers together and divide by how
many numbers you had. If you have
4 people in your group, you should
divide by 4. If there are three people
in your group, then you should divide
by 3.
 The next experiment you will be
adding soap to your penny. First you
are going to dry your penny off with
paper towel and then take your finger
and spread a small drop of soap on
your penny. You can use the soap at
the sinks. Again, you will be dropping
water onto the penny to see how
many drops of water the penny will
hold. Under your data for experiment
1 you will see the data for experiment
2. Again, you will have to make a
hypothesis answer the experiment 2
question; How many drops of water
do you think this penny will hold after
being smeared with soap? More, less
or the same as without the soap?
When you make your hypothesis you
will use the if,then format again. If I
place so many drops of water on this

Adapted from University of Michigan, Elementary Teacher Education Program page 5 of 8

 penny then … will they form a bigger
drop, will they run right off the
penny, write down what you think will
happen. Again you will be drawing
what the water droplets look like at a
single drop, half full, and near
overflowing. Make sure to include
how many drops it took to reach half
and almost overflowing. On the back
you can record how many drops it
took you to reach half full and near
overflowing for each person. You will
total those numbers and take the
average.
 “For the last experiment, you will see
what a drop of water looks like on a
piece of wax paper and a glass slide.
The wax paper and glass slides are
going to be by the sinks. You will put
4 drops of water on the glass slide
and sketch what that looks like under
the data collected row. You will put 4
drops of water on the wax paper and
sketch what that looks like under that
data collected row also. Before you
start that you will draw what you
think the shaper for one drop of
water will be on a glass slide and a
piece of wax paper. Those will go in
the hypothesis row.
 “Once you are finished with your
experiments you will need to answer
the conclusion part on the back of
your data. This is where you will
either accept or refute your
hypothesis. What does refute mean?
It means to disagree. It is okay to
disagree with your hypothesis as long
as you have evidence to support why
it was wrong. So for experiment 1 I
said I thought that 5 drops would fit
on the surface. Maybe 10 drops
actually fit on the penny, so I would
refute or disagree with my hypothesis
and then give evidence why. So I
disagree with my hypothesis because
I was able to fit 10 drops of water on
my penny to make one big drop of
water before it overflowed. I’m
thinking this was because of the
properties of cohesion that water has
and more drops of water were able to
stick together on the penny than I

Adapted from University of Michigan, Elementary Teacher Education Program page 6 of 8

 originally thought. You will do this for
experiment 2 and 3 but with
experiment 3, since you drew your
hypothesis you will draw what
actually happened if your hypothesis
was wrong or you can agree with
your hypothesis and say why.
 “Mrs. Westrick and I will be walking
around if anyone needs help, if you
have any questions, please ask one of
us.”

Steps for Explain + Argue Element

Two aspects of the Explain + Argue element:

 What are the key pieces of evidence you need to elicit from students during this
discussion?
 What questions will you ask students during the sensemaking discussion?
Time The teacher will: The students will:

 2  Introduce formative assessment  Answer the questions, either by

mintues  “You will have time tomorrow to writing their answers on the sheet or
to
finish your lab if you weren’t able to by filling out the google form.
introduce
get it all done today. In the last 5-10  Turn in their answers once finished.
 5-10 minutes I’d like you to answer these
minutes two questions that I will be passing
to out (or there will be a google form on
complete google classroom that the students
can answer the questions on). Please
use evidence from the lab to support
your ideas when answering these
questions. Don’t worry about being
correct, just make sure to use
evidence to back up whatever answer
you give. These are due at the end of
the hour, once you have completed
them, go ahead and put them by
your sinks.”
 Formative assessment questions: 1.
Explain what happened to the water
droplets when dropped onto the
surface of the penny. Be sure to
include evidence from the lab and use
terms cohesion and adhesion. 2.
What effect did the soap have on the
water and WHY? Be sure to use
evidence from the lab and use terms
cohesion and adhesion.

Adapted from University of Michigan, Elementary Teacher Education Program page 7 of 8

Organizational/Management Considerations:

Adapted from University of Michigan, Elementary Teacher Education Program page 8 of 8