Student: Kaitlyn Wissert

Professor: Prof. Moroney

Course: EDU 521

Date: October 26, 2016

Grade: 6

Content Area: Science

Topic: The Scientific Method _

Instructional Objective
After a short lesson on the scientific method, students will be able to complete the first three
steps: ask a question, complete background information and write a hypothesis for a Fresh vs.
Salt Water lab with a 90% accuracy.
Standards and Indicator
7. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the
other three strands, students should develop their own questions and preform investigations.
Students will
c. Communicate the logical connections among hypothesis, science concepts, tests conducted,
data collected, and conclusions drawn from the scientific evidence.
e.Communicate the steps and results from an investigation in written reports and oral
presentations.
Motivation
The teacher will have the topic, aim on the board for the students to write in their notebooks, as
well as a Do Now question to review information from previous lessons.
Materials

SMARTBoard
How Salt Affects Ice Article
Lab Report
Strategies

Whole Class Instruction

Group Discussion
Individual Instruction
Adaptations

The student who is an ELL, will be provided with a chart with key scientific terms in her native
language (Malaysian).

Differentiation of Instruction
Students will be provided with a vocabulary worksheet which states all of the words they will
need to understand to complete the lab activity.
Students with fine motor coordination will be provided with larger spaces to write their answers.
This will allow for larger writing and more space in between words.
Developmental Procedure
1. The teacher will review, in whole class format, the different steps of the scientific
method. (How do we start the scientific method? What is correct format of a
hypothesis? How can we record our data? )
2. The teacher will distribute teacher lab reports and pencils.
3. Students, in groups chosen by the teacher, based on student achievement will
complete the steps of the fresh vs. salt water lab . (What graph did you use to
represent the data collected? What was the outcome of the experiment? Whata re
possible sources of error?)
Assessment
Students will complete a lab report on their finding of an experiment. The lab report will contain,
a research question, background information, steps taken, data analysis.
Independent Practice
Following the lab on Salt vs. Fresh water the students will analyze their data and write a 5-7
sentence conclusion discussing the data collected and possible sources of error that could have
affected the outcome.
Follow-up: Direct Teacher Intervention
Students under direct intervention with the teacher, will be monitored throughout the
completion. The teacher will provided support, as needed throughout the lesson to ensure the
students are comprehending the material being taught.
Follow-up: Academic Enrichment
The student will compare their findings of the lab, to other students in their classes finding and
write an analysis of what was similar and different.

References
The Molloy Lesson Plan. (2013). New York: Molloy College
Social Studies Standards. (1997). Retrieved October 10, 2014, New York State Education
website: http://www.p12.nysed.gov/ciai/socst/ssrg.html
Spielvogel, J. J. (2014). Discovering Our Past: A history of the world, early ages. New York,
NY: McGraw-Hill.