Science Inquiry Lesson Plan 1

Data Analysis

UNIT BIG IDEA

 “Digging Deeper” — This Big Idea is a mindset that helps us to think deeper than the surface level to find
meaning. This Big Idea helps us to “dig deeper” by using analysis and inquiry.

LESSON RATIONALE
This lesson is important to help students know how to use data to support or reject a hypothesis.

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)—
 Students will build and test the sturdiness of a structure.
 Students will form a hypothesis for the structure will last/stand the longest.
B. Objective(s)
 Students will be able to analyze data obtained from building and testing structures made with different
materials.
 Students will be able accept or reject their hypothesis by using the data from the experiment to
support or deny their hypothesis.
C. Standard(s):
 2.PS.4: Analyze data obtained from testing different materials to determine which materials have the
properties that are best suited for an intended purpose.

D. Management Plan

Lesson Element Time Space Materials

Anticipatory Set 5 minutes Carpet I Spy PowerPoint
Lesson Presentation 10 minutes  The Three Little Pigs by David Wesner
 Dry spaghetti
 Pretzel sticks
Inquiry Experiment 25 minutes Back Tables  Pez candies
Sticky dots
Hair dryer (must have a high setting)
Check for
10 minutes Desks Data Analysis Template
Understanding
Review/Closure 10 minutes Carpet Data Analysis Template (filled out)

Behavior:
 Anticipatory Set: Students will be expected to engage in the anticipatory set through answering the questions
and finding the materials in the I Spy activity.
 Lesson Presentation: Students will be expected to remain quiet and attentive as I read aloud.
 Inquiry Experiment Time: Students will be given a set of safety precautions before conducting the experiment.
They will know that I will be the only one that will operate the hair dryer and they will not be allowed to touch
it. Students can only touch their group’s structure.
 Check for Understanding: Students will work independently on their data analysis template. They can ask for
assistance as needed.
 Closure: Students will be expected to participate in the discussion by sharing if their hypothesis was supported
or rejected based on the data that was collected.

II. Anticipatory Set

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  I Spy Activity
o I am going to display a picture on the whiteboard, and I want you to find the things displayed on the list.
Ready, set, go!
 The list of items for students to find:
 I spy a…. computer, a rubber duck, a teapot, a cat, a mask, a ribbon, a butterfly, a
backpack, a camera, and binoculars.
 You have all done a great job finding the materials I that I listed. Just like this I Spy activity, we
look “deeper” to find specific things we also “dig deep” to analyze things such as data. Today we
will be conducting a science experiment that will help us test a hypothesis and analyze data. We
will see if the data we gather will help us to support or reject our hypothesis.

Purpose: We learn how to analyze data to help us understand why and how something happens. Data analysis helps us to
support or reject an explanation such as a hypothesis.

PLAN FOR INSTRUCTION

III. Adaptation to Individual Differences and Diverse Learners
o ADHD — These students will be actively engaging in the hands-on science experiment. They will also be
given opportunities to move around the classroom during transitions. Fidget toys will also be provided for
any student that desires to have a fidget toy at any point throughout the entirety of the lesson.
o ELL — These students will be provided with a partner to help guide them throughout the entirety of the
lesson. Their partner will help clarify questions and will work alongside them as needed. During the Check
for Understanding with the Data Analysis, their partner can assist them as scribe if they would like. These
students will also be provided with assistive technologies to help them type out or record what they would
like to put into words.
o Multiple Intelligences —
o Visual: Use of PowerPoint, the science experiments is a visual tool, the data itself is a visual
representation of the science experiment.
o Kinesthetic: Hands-on science inquiry with building a structure
o Auditory: I will explain the directions and the reasons why we do things. Students will also have
the opportunity to learn from their peers when they share during the class discussion in the
closure.
o Interpersonal: Students will be working in groups to create their structure. The class will come
back together in the closure to review and share what was learned and weather to support or
reject their hypothesis.
o Intrapersonal: Students will work independently to analyze the data from the experiment and
figure out if they should support or reject their hypothesis based on their analysis of the data.
o Verbal/Linguistic: During the experiment students are put in groups to collaborate with one
another. Students are also given the opportunity to share their reasoning behind how and why
they built their structure. Students will be able to write down in words their findings on the data
analysis template.

IV.Lesson Presentation (Input/Output)

 Read Aloud: The Three Little Pigs by David Wesner
o Today I will be reading you the book “The Three Little Pigs” this is a twist on the typical story we know
about the Three Little Pigs. As I read this book, I want you to notice the different houses that the little pigs
live in, and what materials their houses are made of. Think to yourself which house is made of the
sturdiest materials?
o Now that we have finished reading the book, you probably have some ideas about which material was the
sturdiest. Just like the story, we will be creating our own structure to test which materials will make for
the sturdiest house. As we do this, we will also be collecting data that we will analyze following our
experiment.

V. Inquiry Experiment
a. Experimental Question: How do I build the sturdiest house to protect me from the Big Bad Wolf?

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 i.Each group will be assigned a building material:
o Dry spaghetti
o Pretzel sticks } Sticky dots
o Pez candies
ii. Students will make a hypothesis for which building material will be the sturdiest. They will
also need to explain their reasoning for how they built the house.
o Each group has a different building material. I would like each of you to individually
hypothesize which building material you think will work to create the sturdiest house.
Then, as a group I would like you to explain why you created your house the way that
you did. Your group will be sharing your reasoning with your classmates when we
conduct the experiment.
iii. Allow groups time to explore and create their structures.
iv. Once the structure is built, I will test the sturdiness of the houses by using a hair dryer. The
houses will be tested with the hair dryer on the “high” setting. Students will record their data
in a chart to be further analyzed.
o Now that we each group has finished creating their houses, I would like a member of
your group to explain to the class how and why you chose to make your house the way
that your group did.
o Thank you all for explaining your reasoning. Now it is time to test your hypothesis. As I
use the hair dryer to put your houses to the test, we will be using a timer to record how
long each house stays standing. We will record this information on our data sheet that
we will analyze after this. Now which group would like to go first?
v. At this time, I will use the hair dryer to test each house’s sturdiness. A student from each
group will be given the timer and will start the timer as I begin using the hair dryer.
VI. Check for Understanding
a. Data Analysis Activity
i. The class will come back together to their desks to analyze the data they have collected.
o Now that we have collected all of the data, we are going to “dig deeper” with this
lesson by analyzing our data. I would like you to think back to the experiment and
explain if your hypothesis was correct, or if you should reject your hypothesis. I would
like you to support your reasoning using evidence from the data. I want you to write
this down on the template I have provided for you. I will be walking around to help
answer any questions.

VIII. Review learning outcomes / Closure

a. Class Discussion
o The class will gather at the carpet to discuss what they found when they analyzed the data.
Students will be given an opportunity to share if their hypothesis was correct or not, and any
other findings from analyzing their data.
 Now each of you have accepted or rejected your hypothesis and analyzed the data, I
would like a few of you to share if your hypothesis was correct or not? What evidence
from the data supports or does not support your hypothesis?

PLAN FOR ASSESSMENT

 Group Structure Explanation: During the inquiry experiment, each group came up with an
explanation of why and how they made their building the way that they did. This serves as a formative
assessment because I gain and understanding of their decision to make the structure the way they did
according to their hypothesis.
 Data Analysis Activity: This is a check for understanding and will serve as a formative assessment.
Students will analyze the data the class has collected and will write about if they should accept or reject
their hypothesis. Students will support their reasoning using evidence from the data. During this time, I
will walk around the classroom to formatively assess my students and assist them as needed.

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  Class Discussion: The class discussion in the closure will serve as a formative assessment. I am able to
assess student understanding through the discussion and gauge the class as a whole on the topic of
data analysis.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did the Anticipatory Set help get learners excited for the lesson? Did it connect well to the lesson?
8. Were the adaptations appropriate and helpful for students with individual differences?
9. Did the read aloud about the three little pigs engage students and excite them for the inquiry experiment?
10. Were the materials appropriate in the experiment appropriate for the lesson? Did any of the materials need to
be added or changed?
11. Was the use of the hair dryer effective? Would a fan or another item be more effective and purposeful?
12. Was the timer a purposeful too to record data when testing which structure will stay up the longest? Could the
tests be done in a different way?
13. Were the assessments a helpful and purposeful way to gauge students’ understandings?
14. Was the class discussion a purposeful form of review and good way to close the lesson?

MATERIALS USED

Anticipatory Set
(Displayed on the PowerPoint)

I spy…
 a computer
 a rubber duck
 a teapot
 a cat
 a mask
 a ribbon
 a butterfly
 a backpack
 a camera
 binoculars

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