University of West Alabama

5E Lesson Plan Template

Teacher: Blakeley Parnell

Date: 9/10-9/12

Subject area/course/grade level: 8th Physical Science

Materials: lab equipment, chromebooks, lab handout, scientific method notes, paper towels, pennies

Standards (State and ISTE Standards for Students): 3. Construct explanations based on evidence from
investigations c

Students use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.

Objectives: 1. To be able to distinguish between observation and inferences

2. to be able to plan and carry out lab procedures using the scientific method

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?): all students will be given a few notes on scientific method, students
with IEPs will be given guided notes. During lab students will have an empty lab write up while IEP students
will be given some steps of the lab

ENGAGEMENT:

Show students the observation vs inferences video. Ask them to list all of the changes they saw the first
round of showing video. Then tell them that there are 23 changes, let them see the video again and see
how many different things they could find as well. Then we discuss the difference between an observation
and inferences about who done it. https://www.sciencedaily.com/releases/2018/09/180910111249.htm

Assessment: warm up check

EXPLORATION:
Students will be given a simple lab handout with a few instructions on how to conduct the experiment.
They will create a hypothesis about how many drops of water they think a coin can hold, test that
hypothesis using procedures created partly by the teacher and partly by them. They will conduct two tests
using the same coin. Then they will create a conclusion based on the data. They should have gone
through each part of the scientific method.

Assessment: making sure their hypothesis was an if then because statement and conclusion had evidence
EXPLANATION:
Teacher will use the penny lab to explain the different stages of the scientific method. The teacher will go
over what a scientific question is and make sure that each student knows how to discover if their purpose
of the investion can be tested.

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We will define hypothesis and discuss why their hypothsis should have been in an if then because
statement
They make observations during the lab and refer back to the lesson the day before
Then we discuss what all it takes to actual perform the experiment which entails creating proper
procedures
Then I will show them how to analyze their data and graph their data using x vs y and y=independent
x=dependent
The last part of the scientific method was to create a conclusion: claim evidence and reasoning
Assessment: rxit ticket list and explain the steps of scientific method
ELABORATION:

Students may use their chromebooks to design an experiment and may use prior labs to help create their
own labs to conduct. Students have conducted their own lab dealing with paper towels and absorbancy.
They tested 7 different brands and then graphed using a bar graph to compare their results. They could
have expressed their results in any technology format. The students work and his partner conducted and
wrote up their lab and put it into google doc form and shared it with me.

This is the link to the piece of work. These students received a 12/16 on the project

https://docs.google.com/presentation/d/1wj1k9u2sEEo3wwQ3GmDO-
o0fIeSmPVl7nLkc0Gep3kw/edit?invite=CNWwg7wL&ts=5ba159a0#slide=id.p
Assessment
EVALUATION:
Students must have the following things on their presentation
Claim: Hypothesis 1-4 (if then because)
Evidence: results 1-4 (data)

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Reasoning: Conclusion 1-4 (refer back to hypothesis)

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

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