Science

Lesson Planning Template

Date March 10, 2016 Student Yasmin Ibrahim

teachers
Time 55 minutes School MAG schools; Bin Daher

SST Ms. Laila Grade 4

Lesson Unit 1: Studying science No of

unit/page Lesson 4: Why do scientists students 25
compare results?
page: 41-43
Context of the lesson:
This lesson is the fourth lesson in unit 1(Studying science) Why do scientists compare results?

Standard:
Students will be familiar with the character of scientific knowledge and how it is
achieved.

Teaching goals:
- The overall aim of this lesson is to teach students the importance and the reasons of comparing
results in science investigations.
Learning objectives:
By the end of the lesson, the students will be able to:
Identify the reasons scientists compare their investigations.
Compare the tests results with other groups.

Assumptions about prior learning:
The learners already know the steps of scientists skills they will be familiar with the comparing
concept, but they need to know the reasons and the importance of it.

Anticipated problems and possible solutions:

P:Some students might find difficulties to share with other groups, especially the shy students.
S: The teacher will integrate in groups so it will be easier to share as groups to other groups.

Personal focus for this lesson:
Use eye contact and body language during the explanation.

Target language: Teacher language:

Scientists skills -What are scientists skills?
Tests -How many steps are in scientists skills?
Share - Why comparing and communicating are
Compare important in test results?
Results -Why scientists compare their investigation tests
Analyze results?
Evidence -What did you learn from comparing your test
results with other groups?
-Follow the instruction sheets to do the
experiments.
-Read the cautions carefully.
Main tasks or activities: Materials:
Activity 1
Challenge cards

Pencils
1. Challenging question
Activity 3

Science book grade 4, unit one, page 41
2. Oral discussion
Activity 4

pH papers
3. Science textbook page 41 Four empty cups
Gloves

50 ml of water jar
4. Let's test pH in drinks and compare with 50 ml of lemonade juice
50 ml of milk jar
other groups results.
50 ml of cola jar
Instructions sheet
Comparing sheets
5. What did you learn from comparing

results with others. Activity 5:
Poster

Marker
Consider these grouping strategies: Consider where the children are working:
Individual work At their desk
Group work
Whole class





















 Planning Stages Within the 5-E Inquiry Model

Engage
Challenging question
10 minutes
- Opening activity to surface student thinking:

Read and think carefully, what is the answer of the challenging questions?
Compare your results with you group, see what you find out from their results?
Teacher (What will the teacher do/say Student (What will the student do/say
etcetera): etcetera):

The teacher will give students the - Individually and at their desks, students
challenge cards to read, think then have to answer the challenge question.
answer.

After they answer the question, she will After that, they have to compare their
ask learners to compare their answers results with the group and see different
with their group. results.

Then, the teacher will answer the card
question, and introduce the new topic
which is the reasons to compare in
science investigation.

Explore
5 minutes
Activity Driving Question
Group discussion - Why do you think the scientists compare
their investigation results? Discuss in
groups?


Teacher (What will the teacher do/say Student (What will the student do/say
etcetera): etcetera):

- The teacher will ask the students to - In groups and at their desks, students
discuss and list reasons orally about have to discuss and give reasons of
comparing results importance comparing results benefits according to
their thoughts.
Explain
10 minutes
Teacher (What will the teacher do/say Student (What will the student do/say
etcetera): etcetera):

-The teacher will go through the textbook The students individually and at their
to explain for students about the reasons desks need to pay attention and take
as well as the examples given in the book. notes during the teacher explanation. As
To allow the learning takes place, mention well as ask questions if needed.
their exploration activity and how they
benefit from comparing results.

[The video is inside the CD; lessons folder;
lesson 4].

Elaborate
20 minutes
Activities: Teacher: Students:
The first 10 minutes, the In groups, students have to
Do the pH test in drinks to teacher provides the read the safety advice
find the results, and then instruction s sheets and the sheet first, and the use the
compare with other needed materials for each instruction sheets to apply
groups. group. She will guide them the pH test in drinks.
during their work.

[note: ensure the students
read the safety advice
sheet, go through it if you
needed]. After that, the learners
have to fill the group
After 10 minutes, she will comparing sheets by
give each group comparing comparing their own
sheets for fill in after the results with other groups'
test. results.
Evaluate
10 minutes
Skill/Reasoning Learning Objectives Assessment Instrument


The students apply the comparing skill Each student has to reflect and write what
with other groups in science they have learnt from comparing test
investigations. results with other groups.
Knowledge Learning Objectives Assessment Instrument

The students identify the importance of Comparing the pH test results with other
comparing results. groups.
 Teacher (What will the teacher do/say Student (What will the student do/say
etcetera): etcetera)

Each student has to reflect and write on
The teacher will give each group a poster
Individually, students have reflect and
and ask the learners to reflect and write write the poster what they have learnt
they have learnt from comparing results from comparing test results with other
with others and why they think in it groups:
Low-level: only one sentence.
important skill to have as a scientist. Middle-level: two sentences
High-level: three sentences.

Reference:

Wild Science. (2014). ECO Forensic LAB. Retrieved from: www.treetoys.com/wildscience.

pH test on drinks

Note: must read the safety advice paper before doing the experiment.
Warning: caution notes must be considered during the experiment, the
teacher has to supervise the learners.

1- Place all the materials that the teacher give you on the table, they are labeled
to help you in applying the experiment.
2- Put the yellow stickers on the four cups as 1 , 2, 3 ,4.
3- Open the cola container and put it all in the number 1cup, milk in number 2,
water in 4, lemonade in number 4.
Caution: be careful in putting the drinks into the cups.
4- Take a pH paper for each cup, and hold the half paper and the half put it inside
the cup.
Caution: You must wear gloves before holding the papers.
5- Each member in the group have to hole one, for at least one minute.
6- Take out the papers and put them on the circled tissues.
7- Observe the color of each paper, and write down as the schedule shows

8- Remember, 8.5 and more has a lot of pH, 7 is natural, 6 and less has low pH.
While 6.5 and 8 are fine because they are near of 7.
9- Compare your results with other groups and see if you found same results.









Safety advice for this experiment

Must wear the goggles and gloves before doing the test for self-

protection.

For safe disposal, follow instructions in manual and containers.

Dont touch the paper with your fingers, acids in your skin can affect

the pH papers.

Do not drink or taste the drink during the test, they are only testing.

Do not put the pH paper in your mouth, it is yack!

If you swallowed the pH, clean the mouth with water and tell the

teacher immediate to seek medical advice.

Do make sure that all containers are fully closed and properly stored

after use.

Do clean all equipment after use.

Wash hands after carrying the test.

Enjoy being real scientists