Robin and Maddison

Lesson Plan #1
CONTEXT

Grade(s): Grade 6

Subject(s): Science - Investigation and Evidence

Long-term - Building off of the last lesson this lesson is focussed on the
Sequencing and scientific method through a chromatography experiment. The
Scaffolding: students will learn the 7 steps of the scientific method and
put them into action during their experiment. Learning the
scientific method will help the students as we dive into
different specific types of evidence and analyse them
throughout this unit.

GOALS

Curricular Organizing Idea: Scientific Methods: Investigation of the physical

Expectations: world is enhanced through the use of scientific methods that attempt
to remove human biases and increase objectivity.

Guiding question: What is the purpose of scientific explanations?

Learning outcome: Students investigate and describe the role of

explanation in science.

Implicit Learning: - Students will learn how to keep their materials organized
when completing an experiment.
- Students will interact respectfully with materials in the
classroom.

MATERIALS & RESOURCES

- Google slides presentation, filter paper, markers, tape, small clear cups, water,
worksheet, pencil, rulers.

INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES

- Step by step explanation of scientific method

- Hands on experiment (chromatography using markers)
- Worksheet to record their hypothesis, observations, variables, conclusion.

TIMING AND SEQUENCING OF LESSON/

KEY PROMPTS & INSTRUCTIONS

Introduction / Hook Provide an agenda of how the class is structured:

(5 mins) - Review of last class/discussion
- Scientific method steps 1-4
- Experiment time (mini demo first)
- Scientific method steps 5-7
- Finish experiment/worksheet
 Robin and Maddison

- Intro to next class!

(15 minutes Go through the first 11 or so slides that explain:

explaining) - What chromatography is and how it can be used in
investigation (segue into scientific method by saying it is a
process we use when doing chromatography experiments)

- Introduce the scientific method (what it is and the 7 steps)

- Go through steps 1-4 in the scientific method (Question,

Research, Hypothesis, Experiment - with examples for each
step)

- After talking about experiments, go through the types of

variables used in an experiment: Responding, Manipulated,
Controlled) and give examples.

- Introduce the chromatography experiment WE will be doing

as a class (separating different markers inks, to see what
they’re composed of)

(30 seconds) Get ready to demonstrate and explain the procedure of the
experiment:

(10 minutes) Demonstration/Explanation of Experiment:

- Show the students what they need for this experiment
(worksheet, filter paper, cup, ruler, pencil, 3 markers, tape)
- Show them step by step what to do:
- First you will describe your three markers on your
worksheet (colour, thickness, type) can be jot notes for each
marker

- Next you will write a hypothesis (educated guess) on your

worksheet about what you think will happen to each of your
marker inks during this experiment. (A sentence or two is
fine)

- Once you have described your markers, and written your

hypothesis, one person from your group will come collect the
rest of the material you need for this experiment from me.

- Once you are back at your table you will take a piece of
filter paper and measure one in from the bottom.

- On that one inch mark you will draw a line with your pencil.

- On that line you will draw 3 evenly spaced dots with each of
your markers, and write down their order on your worksheet.

- Next you will tape your piece of filter paper to your pencil.

- Once you have done that, you will use your paper to
measure how much water you will need to put in your cup so
that it is filled up enough to just barely touch the bottom of
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your paper, and mark a line so that you know where to fill it
to.

- Then you will fill up your cup of water to the fill line that you
marked, without your paper in the cup!

- Next you will make sure your cup is steady on your desk
before you place your filter paper back in.

- Now it's time to put your filter paper in and make sure the ink
doesn't get wet.

- Once you have placed your paper in, it’s time to wait for the
components to separate.

- In this time we will go over the last couple steps of the

scientific method.

(5 minutes) Give them time to write their description, hypothesis, and

collect material.

(8-10 min) EXPERIMENT TIME:

- The students will have 10 minutes to do the experiment
themselves. Following the steps I just showed and explained
to them.
- While they are doing the experiment I will write the definitions
of the 3 types of variables on the board so they can refer to
them when answering the next part of the worksheet

(30 seconds) Once they all look like they’re almost finished start quieting
down the class and telling them it’s time to wait for their ink’s to
separate:

(10 min) Scientific method steps 5, 6, 7 (observe, conclude, share)

- Go through each of those steps and define them and give
examples.
- Tell them that their experiments have had time to settle, and
now it’s their turn to do those steps.
- Give them instructions on the next 3 parts of their worksheet
(recording observations, identifying variables,and drawing a
conclusion)

Let them answer the questions:

- Tell them what they need to do once they’re done (bring your
sheet to me, let your filter paper dry on a paper towel, empty
your water cup and stack them by the sink, put your markers
either back in your pencil case or bring them to me.)

(30 seconds) Collect all of their things and clean up, once that's done tell
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them to go back to their seats and grab their attention:

Conclusion / Go over what we did, ask them thumbs up/thumbs sideways/thumbs

Wrap up ( 2 mins) down “How well do you understand the scientific method and
chromatography?”

Introduce the next class briefly: Categories of evidence, Imprint

evidence, Tire track activity.

ASSESSMENT(S)

- Formative assessment through observation and conversation.

- Worksheet will also be used as a means of formative assessment to see whether
or not they understand, and can put the scientific method into action.