LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

DEMOCRACY
Name:_Kim Insana
Date: 10/30/2014
Unit Essential Question: Understand simple experimental design, identify
independent, dependent, and control variables.
Lesson Topic: Experimental design with emphasis on utilizing the Scientific
Method while producing a REPEATABLE procedure.
Class: ESS Per. 3
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for
All
of the Mission
Enculturation in democratic society. Students will be participating in a
scientific practice that is followed by all scientists when conducting
experiments. Students will connect to this part of the mission as they learn to
follow the same practices scientists do in the career world. We will be
preparing them to enter the real world and possibly a science career where
they will practice collecting data, coming to conclusions and justifying their
conclusions with sound evidence.

STANDARDS

(www.cde.state.co)

Content:
Evaluate evidence that
Earths geosphere,
atmosphere,
hydrosphere, and
biosphere interact as a
complex system.

OBJECTIVES

Literacy and
Numeracy:
Write clearly and
coherently for a variety
of purposes and
audiences.

Democracy and
21st Century Skills:
Conduct research using
acceptable research
methods.

Content:
SWBAT design an
experiment with a
repeatable procedure
utilizing the Scientific
Method by completing a
lab demonstrating
properties of water.

Literacy and
Numeracy:
SWBAT write clearly
and coherently when
constructing a lab
report in order to
communicate
experimental data and
conclusions gathered in
a lab exploring
properties of water.

Democracy and
21st Century Skills:
SWBAT design an
experiment in order to
explore the properties
of water for the
purpose of conducting
research using
acceptable research
methods.

Literacy and
Numeracy:
Students will complete
a lab report that is
written clearly
communicating their
experimental findings
and demonstrates their
knowledge of the
English language.

Democracy and
21st Century Skills:
Students will conduct
research and use
accepted research
methods which I can
observe as they design
an experiment to
explore the properties
of water.

Literacy and
Numeracy
Clearly
Coherently
Concise

Democracy and
21st Century Skills
Acceptable Research
Methods
report

ASSESSMENTS
Content:
Students will successfully
design an procedure that
can be repeated, collect
experimental data, and
will be observed
implementing the
Scientific Method into
their experiment and
their lab reports.

KEY VOCABULARY
Content
Scientific Method
hypothesis
independent variable
dependent variable
control variable
repeatable

HIGHER ORDER QUESTIONS for this lesson

Content
Why do scientist use one
universal method to
conduct research and
design experiments?

Literacy and Numeracy

Why is it important to
be able to concisely
communicate scientific
findings?

Democracy and
21st Century Skills
Why is it important to
use accepted research
methods as a scientist?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

pre-assessment will serve as the warm up. Hand out the
concept map modeling the Scientific Method and have the
students fill in the concept map. This will get their minds
thinking about experimental design and the process that is
followed when designing and conducting scientific experiments.
Collect the concept map as a pre-assessment to students
understanding of the Scientific Method.

Time
7
minutes

Pre-Assessment
Pre-assessment will be a fill in the blank concept map modeling
the Scientific method. I will be able to gauge how much
students can recall concerning the scientific method. I can
address any misunderstandings and misconceptions, as
students will have to utilize the Scientific Method to conduct and
design the experiments being provided.
Higher order question should be asked! Why do
scientists use one universal method to conduct an
experiment?

Time

Building Background
Link to Experience: Students have previously learned about
the Scientific Method and have had some experience utilizing
the Scientific Method while experimenting and writing prior lab
reports.
Prior labs, students have been given the procedures and have
then written a lab report communicating their findings.
Link to Learning: Students will use the Scientific Method to
design an experimental procedure that is repeatable and then
students will write a lab report. The experiment will only provide
them with materials. The students are expected to design the
procedure and communicate their findings. They will model their
experimental procedure and experimental process after the
Scientific Method.

Time

Activity Name Properties of Water Lab

Anticipatory Set
The hook -- PAPER CLIP COUNT. Have students guess how many
paperclips will fit into a souffl cup filled with water (one of the
experiments they will conduct) . If they are within 10 paper
clips...2 points added to a previous assignment!

Time

Instructional Input Includes: PowerPoint that they will be

able to follow and take notes from.
Models of Teaching:
Inquiry will be used as students use inquiry to investigate which
properties of water are being observed with each experiment.
Students will also be using inquiry as they investigate whether
they procedure they write will allow them to collect sound
experimental data. Students will have to use inquiry to re-write
their procedures if they are unable to conduct the experiment
with the one they have written.
Direct instruction (teacher-led discussion) will be used as we
discover what independent, dependent and control variables are
and how they can recognize them in an experiment and how
they can add them to their experimental design.
SIOP Techniques:
Students will build background knowledge as we use scaffolding
to build their knowledge and understanding to a point where
they are able to write a repeatable procedure and conduct their
written experiment.
Guided Practice:
Students will work on a worksheet where they are asked to
identify which variables are the control, independent, and
dependent. They are practicing for the design of their own
experiment. I will be walking around assisting as needed.
Students will be required to design one out of three experiments
exploring the properties of water. I will be circulating the room
ensure there are no misunderstands, students are on task and
that they are headed in the right direction to complete their
experiment.
Checking for Understanding:
Scientific Method concept map will allow me to check the
understanding of the process being modeled. If students are
struggling with this concept, it will need to be addressed before
we proceed to conducting experiments.

Time

Questioning Strategies: Students will be identifying

independent, dependent, and control variables. Students will be
analyzing whether their procedure is repeatable and leads to a
successful experiment. Students will evaluate experimental data
and draw conclusion. Students will create a lab write up.
Individual Practice: Students will conduct their self written
experiment and record data, and come to conclusions.
Accommodations, Modifications, and Student
Adjustments
Lesson will include auditory instruction, kinisetic instruction and
visual instruction for all types of learning types.

Time

Review and Assessments of All Objectives

Content: Students will demonstrate sound research methods
are they conduct their experiments. I can observe this in class.
Students will also demonstrate the use of the Scientific Method
in their writing as they communicate their findings and
conclusions.
Literacy and Numeracy: Students will be able to use their
English knowledge to write a concise and coherent lab report
demonstrating their learning and experimental findings.
Students will also complete a TOD to share what they may be
struggling with as they are completing their lab reports. This will
allow for corrections and additional help.
Democracy and 21st Century Skills: Students will use
accepted research methods to conduct their experiments
exploring the properties of water. I can observe this as I
circulate the room.

Time

Closure
As a class we will process the findings in the experiments. We
will discuss any questions they may have come across and we
will reflect on what is expected as they write up their lab. A TOD
will allow to authentically assess where they will need help as
they complete their lab reports.

Time

Next Step
Address concerns they have as they begin to write their lab
reports. Reflect and process on the properties of water they
explored. Continue to progress in the unit towards
understanding how the hydrosphere interacts as part of a
complex system (the essential unit learning)

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?

2. What changes would you make if you teach the lesson

again?

3. What do you envision for the next lesson?

4. To what extent does this lesson achieve the Mission of the

Agenda for Education in a Democracy? To what extent does

this lesson achieve the 21st Century Skills?