ELEMENTARY SCHOOL LESSON PLAN

(Adapted from Madeline Hunters Research)

Student Name: Vanessa Lisi Date: Tuesday, January 24th, 2017 Age
Group: Age 7

Grade: 2
Unit/Subject: Science Experiment
Materials: Station 1: Black coffee, 10 creamer cups,
(List the materials needed for clear cup
this lesson) Station 2: Blue and yellow paint, 5 plates,
10 Q-tips
Station 3: Small rocks, clear cup of water
Station 4: clear cup of water, olive oil
Station 5: Flour, 5 plates, 10 popsicle sticks,
water

Objectives: The students will build upon their

(What the students should
learn/accomplish/master/und
erstand as a result of the
lesson)
Anticipatory Set:
(In what way will you activate
their prior knowledge and
experience to help them
relate to todays lesson?)
Teaching:
(Step by step discussion for
how the lesson will be
taught)
Instructional Input:
social skills as they learn to work
together as a cohesive group.
The students will enhance their
observation and comprehension skills
as they reflect on the outcome of
each experiment.
The students will learn to take
initiative in their own experiments by
gathering the materials at the back
and cleaning up after each rotation.
The students already know what a
solid, liquid, and gas is.
The students already know how these
three states of matter change from
one to the other.
The students now will learn how each
state of matter mixes differently with
the other.
Instructional Input
Station 1: The students have to mix 2
coffee creamers into the cup of
coffee. The students will then observe
what happens when the cream is
What knowledge will you
communicate to the students
so that they understand the
objective of the lesson (film,
tape, video, pictures, etc)
Guided Practice:
What activities will the
students perform under
your supervision to ensure
that they are able to practice
the material/concepts taught
in the lesson?
Guided practice
How will you support
students when errors are
made?
Modeling:
How will you demonstrate
the skill or competence so
the student will also be able
to do it? (Use of materials to
show students examples of
what is expected as a final
product of their work)
Modeling
mixed in with the coffee.
Station 2: The students will pour
yellow and blue paint into a paper
plate. The students will them mix the
two colors together using a Q-tip.
They will then observe what happens
when you mix the two liquids
together.
Station 3: The students will drop rocks
into a clear container of water. The
students will then question why the
rocks suck and what other types of
solids might sink in water.
Station 4: The students will be mixing
water and oil. The students will
observe what happens and question
why the oil does not mix with the
water.
Station 5: The students will mix flour
and water together to make dough.
The students will examine what
happens to the water liquid when
mixed with the flour solid.
Before the experiment begins I will
talk to the class about working as a
group and what the expectations are.
I will remind the students that when
you always get a turn doing
something, you are taking away
another childs chance to learn.
I will assign a group leader for each
rotation so that every student will
have a chance to do something.
If students have trouble taking turns
or working well as a group I will
remind them that we are all here for
the same reason and the same goals
and we cant reach our goals if we do
not work together

Checking for
Understanding:
How will you check that the
students have
understood/learned the
objectives?
Questioning Strategies:
What types of questions
might you ask to probe for
higher level thinking?
Closure:
Develop a statement that
brings the lesson to an
appropriate conclusion. A
statement of closure is the
act of reviewing and
clarifying the key points of a
While the students are at the carpet, I
will go through each of the stations
and model how each needs to be
done.
I will also explain/ model how the
students should clean up before they
go to the next rotation. As well as
what to do when gathering the
materials set up at the back for the
new rotation.
Checking for Understanding
Before starting any of the
experiments I will confirm with the
students if they have any questions.
Between rotations, I will clarify
anything that I see the children are
confused on.
Questioning
Throughout the rotations, I will go
around to each station and ask
questions to promote conversation
and critical thinking.
What did it look like when the
creamer mixed together with the
coffee?
Why did the rocks wink to the
bottom?
Why did the two paint colors mix
together and not stay their original
color?
Why wont the oil mix in with the
water?
Why did the liquid disappear when
mixed in with flour?
At the end of all the stations, I will
have the students help clean
everything up.
We will them meet at the carpet to
discuss everything we observed.
We will answer all the prompting
questions I asked earlier and write it
lesson. It is used to: down on chart paper.
Through doing this, the students will
1. Cue students to the have a cleared understanding of how
fact that they are at
solids and liquids mix together.
the end of the lesson
2. Help organize student
learning
3. Help students form a
clearer picture of what
the lesson is all about

Independent Practice: There will be no homework or

List homework or seatwork worksheets for the students to do.
assignments the students will
be expected to complete in
order to practice the
material/skill without
teacher supervision

Reflection: This was probably my greatest lesson

- What went well? Provide
examples for how you
know it went well.
- What didnt go well? Provide Everything went smoothly, the
examples for how you
know it didnt go well.
- What did you learn?
- What might you do
differently next time you
implement this same
experience and why?
- Did you have to make any
adaptations or
modifications? If so, what
were they?
- What type of experience
might you plan to extend
on this one?
yet! Although it was very stressful to
get all the materials ready and have
everything organized.
students were engaged and active in
their learning.
They truly worked well together in
their groups I have never been more
proud of them.
I am very proud in myself. I gave the
students structure while still allowing
them to have fun in their learning. I
was organized and clear in my
instructions.