WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Victoria Ramsey-Boyles

Date: November 5, 2014
School: Brookview Elementary
Grade/Subject: 5th Grade - Science
Unit Topic: Do You Know What It Takes To Become A Scientist?
Lesson Topic: Scientific Method
Lesson 1, Lesson 2, or Lesson 3: Lesson 1

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will
1. Understand key terms related to the scientific method (observation, hypothesis, test,
experiments, results, and conclusion).
2. Learn how to construct a hypothesis.
3. Learn how to conduct an experiment.
4. Think critically and logically to make the relationships between evidence and explanations.
5. Lean how to draw a conclusion.
WV CSOS
Nature of Science
Students will
SC.S.5.1
demonstrate skills of scientific inquiry.
realize that scientists formulate and test their explanations of nature
SC.O.5.1.1
using observation and experiments.
Demonstrate safe techniques for handling, manipulating, and caring
SC.O.5.1.9
for science materials and equipment.
utilize experimentation to demonstrate scientific processes and
SC.O.5.1.10
thinking skills (e.g., formulating questions, predicting, forming
hypothesis, and quantifying).
NATIONAL STANDARDS
U. Unifying Concepts and Processes - Unifying concepts and processes help students think about and
integrate a range of basic ideas, which builds an understanding of the natural world.
E.U.2 Evidence, models, and explanation
-Science as Inquiry Science as inquiry requires students to combine processes and scientific thinking
to develop their understanding of science.
E.A.1 Abilities necessary to do scientific inquiry.
E.A.2 Understandings about scientific inquiry.Physical Science Physical science focuses on science facts, concepts, principles, theories, and models
That is important for all students to know, understand, and use.
E.B.1 Properties of objects and materials

MANAGEMENT FRAMEWORK
Overall Time Approximately 50 minutes
Time Frame 10 minutes Present PowerPoint presentation as introduction to lesson.
15 minutes Review the steps of the scientific method and give examples.
15 minutes Define terms and engage students in a classroom discussion.
10 minutes Watch a short five-minute video on the scientific method and prepare
students for hands-on experiment using these steps and class discussion.
STRATEGIES
Teacher/student led discussion, guided instruction, teacher modeling/demonstration/simulations.
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
-Individual help will be issued if student shows signs of confusion.
-Interaction and hands-on activities will be incorporated.
PROCEDURES: Introduction/ Lesson Set
-Will begin lesson by asking students if they are familiar with the scientific method using thumbs up and
thumbs down.
-Will present PowerPoint Presentation to students to allow them to understand the steps involved with
the scientific method.
- Will assess students by visual observations and by asking questions.
PROCEDURES: Body & Transitions
-Transition from PowerPoint presentation to classroom discussion.
-Review the specific steps involved in the scientific method.
1. Choose a problem or question.
Choose a realistic problem that you are able to investigate with your current resources.
For example, it would be easy for you to find the materials needed to see how lemon
juice affects bread mold compared to conducting a hands-on test with space shuttles
because you dont have one easily accessible.
Choose a question that really interests you.
Pick a topic in which you are truly interested
Your question must include both a manipulated/independent and a responding
variable.
Manipulated/independent variable is something that you intentionally change in
your experiment.
Responding/depending variable something that changes as a result of what you
intentionally changed.
Your question must be one that is safe to investigate.
You may not investigate a question that would involve putting yourself or someone
else in any danger. If your experiment would require dangerous chemicals, tools, or
procedures, you should think of another question.
Your question or problem must:
be written in question form.
be one that reflects your available resources.
be interesting to you.
include a manipulated and a responding variable.
be safe to investigate.

2.

3.

4.

5.

Examples of questions:
How does the amount of sunlight affect the growth of bread mold?
How does color influence peoples food choices?
How is brand name related to the absorbency of paper towels?
How does age affect a persons reaction time?
Perform research.
Since a hypothesis is developed, students need to develop an experimental procedure
for testing whether it is true or false.
Background research is necessary so that you know how to design and understand your
experiment.
You may use a table with the question words (why, how, who, when, where) to help
generate research.
Background research is also important to help you understand the theory behind your
experiment.
Form a hypothesis.
A hypothesis is an educated guess about the question.
To construct a hypothesis, all you really have to do is ask yourself what you think the
outcome of the experiment will be. Use your research that you already conducted to
help you guess what the answer will be.
Begin a hypothesis with I think that
Because the purpose of a hypothesis is to make a prediction or guess about the answer
to the question, you should always start your hypothesis out with I think that
Use an if and then statement.
An "If and then" statement is one that shows a cause and an effect relationship.
The hypothesis must be worded so that it can be tested in your experiment. Do this by
expressing the hypothesis using your independent variable (the variable you observechanges in the dependent variable depend on changes in the independent variable.
Example 1, If a particular independent variable is changed, then there is also a change
in a certain dependent variable.
Example 2, If I open the faucet (faucet opening size is the independent variable), then
it will increase the flow of water (flow of water is the dependent variable).
Test your hypothesis by doing an experiment.
Form an experiment procedure. The experimental procedure is a list of every step that
will be used to complete your experiment.
Repeating a science experiment is an important step to verify that your results are
consistent and not just an accident.
It is important to repeat experiments. Students should plan to repeat steps at least
three times (more is better) to verify correct results.
Example, if a student is doing an experiment on growing plants, then they should
do the experiment on at least three plants in separate pots (thats the same as
doing the experiment three times).
Analyze your data.
Take sometime to carefully review all of the data collected from the experiment.
Use charts and graphs to help you analyze the data and patterns.
Ask questions such as, Did I get the results I had expected? What did I find out from
my experiment?
Make sure that there are no mistakes made and that student has all the data needed.

Make sure all graphs are labeled and that correct measurements were used and
labeled.
6.
Draw conclusions.
Drawing conclusions will summarize whether or not your experiment results support or
contradict your original hypothesis.
At times your hypothesis will be correct, and other times it may not be correct. It is not a
problem if the hypothesis ends up not being true because it helps students in asking
more questions that lead to a new experiment.
When drawing conclusions, it is not important whether you prove or disprove your
hypothesis; it is important to show how much you learned.
-Engage a classroom discussion by reviewing important key terms that will be used in experiment.
Key Terms:
Observation The use of the five senses (seeing, hearing, smelling, tasting, or touching)
to collect information.
Problem Something that needs to be resolved. Problems are usually questions that
scientists ask about science topics.
Conclusion The solution or answer to a problem. The conclusion is what the scientist
has learned about the problem through experimentation.
Data Pieces of information that a scientist will gather and look at. Data consists of
information collected through research, experiments, and observations. Conclusions can
be made based upon data.
Graph A diagram consisting of lines, bars, or circles to represent information. Science
fair experiments usually require line graphs.
Procedures A methodical, logical way of doing something. Procedures include
directions or plans, listed step by step.
Experiment A test or trial used to gain knowledge or to test a theory.
Variable Something that can change of vary in a situation.
Controlled variable A variable that must remain the same in all situations. Controlled
variables are all of the things in an experiment that must remain the same.
Manipulated/independent variable A variable that is deliberately or intentionally
changed by the scientist in an experiment.
Responding/dependent variable A variable that changes as a result of the
manipulation of another variable. The responding variable is not changed intentionally;
rather, it changes because of what the scientist changed intentionally.
-Watch a short video on the scientific method that will prepare students for hands-on experiment.
-Allow students to stay in their assigned groups and work together to complete scientific method
handout.
-Will perform a short assignment using thumbs up and thumbs down.
1.
The hypothesis is an educated guess about the question (thumbs up).
2.
The first step of the scientific method is to draw a conclusion (thumbs down).
3.
When testing your hypothesis, you design an experiment and record your data (thumbs up).
4.
It is important to choose a problem or a question before beginning your research (thumbs
up).
5.
Your question must be one that is safe to investigate (thumbs up).
-Have students write an example of a question and hypothesis and share with the class.
-If teacher documented mistakes composed from visual assessment, teacher will then explain all errors
with student to help improve skills.

-Student will then ask questions and explain what difficulties they had (if any).
PROCEDURES: Closure
- Verbal assessment will take place.
- Will do a quick review with thumbs up/thumbs to show full understanding of lesson.
ASSESSMENT: Diagnostic
Teacher will ask student-guiding questions and provide clarification as needed. Teacher will begin by
asking students questions about scientists and the scientific method (objective one).
ASSESSMENT: Formative
Teacher will assess knowledge of the objectives during the PowerPoint Presentation by classroom
discussion. Teacher will also explain to students how to construct a hypothesis and conduct an
experiment (objectives two, three, and five).
ASSESSMENT: Summative
This assessment will be both a verbal assessment. Students will think critically to make the relationships
between evidence and explanations. All correct explanations will show full understanding of this lesson
and all objectives (objective four).
MATERIALS:
PowerPoint Presentation
Scientific Method worksheets
Scientific Method poster
Examples of hypothesis and conclusions
Pencils
Paper
EXTENDED ACTIVITIES:
-If Student Finishes Early: Students who finish early can play scientific method games on
www.studyjam.scholastic.com
-If Lesson Finishes Early: If lesson finishes early, teacher can incorporate a scientific method game
involving the students writing on individual dry erase boards.
-If Technology Fails: If technology fails, there will not be a problem. Teacher will have copies of
PowerPoint Presentation and a tape recorder for the Scientific Method Song.
POST-TEACHING:
- Next time that I teach this lesson, I hope to incorporate the Smart Board when teaching the scientific
method. There are several fun and educational activities available for Smart Boards that help students
learn and memorize these important steps.

Name : ___________________
Evaluation Rubric :
Points:
4
The student(s) can state the six steps to the scientific method, give examples, complete
handout, and apply the scientific method to an experiment.
3
The student(s) can state the six steps to the scientific method, complete the handout, and
apply the scientific method to an experiment.
2
The student(s) can state the six steps to the scientific method and complete handout.
1
The student(s) can state some of the steps to the scientific method.