Student Teaching Lesson Plan Template

(Indirect Instruction / Discovery Learning)

Central Focus: ​Changes occur to properties of materials

Subject: ​Science when different degrees of heat are applied.

Essential Standards/Common
Core Objective (2):
3.P.2.3. Summarizes changes
that occur to the observable
Date submitted: ​11/07/2018​ Date taught: ​10/29/2018
properties of materials when
different degrees of heat are
applied to them, such as melting
ice or ice cream, boiling water
or an egg, or freezing water.
Daily Lesson Objective (1):
The students will be able to independently explain which egg is the hard boiled egg and
why the hard boiled egg spun faster than the raw egg with 6/8 mastery.

21​st​ Century Skills (1): ​The 21st Academic Language Demand (if Handbook applicable)
century skill that was
Analyze Argue Categorize
incorporated into my lesson plan
Compare/Contrast Describe Explain
was Collaboration. The students
Interpret Predict Question
have to learn how to work
Retell Summarize
together in partners during the
Explore phase. The students
will have to work face to face in
● Language Function: (Tip: choose ​one​​ action
this partnership in order to
verb, multiple action verbs are allowed in
collaborate with one another in
plan BUT only ​one​​ here)
order to not only to complete the
activity, but to also figure out
Tip: for the three bullets below consider your
which egg is the hard boiled
strategies for teaching these concepts also.
egg. Teamwork is heavily
● Content/Academic Vocab:
involved. Flexibility and
Students have the prior knowledge of what matter and
Adaptability is the second 21st
material are. Students may already have some
century skill that I incorporated
understanding of the terms solid, liquid, and gases but
into my lesson plan. In the
the lesson will help solidify their understanding of these
Explain phase I discussed how
terms as they are participating in the lab and as I
not all materials react in the
same way to heat. I used the
example of the crayon and the
ice cube to help further the
students understanding of how
different materials have
different responses and that we
need to remember that just like
humans are flexible and
adaptable, the materials we
study and their responses are
also flexible and are not all the
same. The responses of the
materials to heat may be
different.
describe the hard boiled egg activity in the Explain
phase.
● Discourse possibilities: ​Script required. Here I
want you to provide me with at least 3 different
possible student responses to some component
in your lesson planning and tell me how you
could respond back
1. Student asks, “Why does the boiling water not
melt the yolk inside the egg?”
I say, “The boiling water is very hot. It does not
melt the egg yolk, but rather it makes the egg yolk
solidify and turn into a solid. It solidifies the yolk
because there are proteins in the egg yolk. When heat is
applied to the egg yolk, the proteins in the egg yolk
become hard and solidify because the heat changes the
physical properties of the egg yolk. Before you applied
heat, the egg yolk molecules were loose, therefore were
held together by weak bonds. When heat is applied, it
made the molecules closely and tightly compacted
together, therefore making it solid.”
2. Student asks, “Was the reason that Secretariat
won because his rider was more tightly
compacted to the horse than the other riders?”
I say, “Not necessarily, but being tightly compacted to
the horse does help. The horses run faster because the
small riders are clinging tightly to them in a tightly
compacted way, making it easier for the horse to run
faster, but also Secretariat was such a strong horse with
such skill and agility. Maybe the next rainy day we
have, we can watch the movie Secretariat to see the
history of how he came to be such a famous horse! But
the point of the video was to show you how all the
riders are tightly compacted to the horses and clinging
to them, appearing as one solid figure as they are riding
in order to help the horse go faster and not slow him or
her down!”
3. Student asks, “I still don’t understand, how
can the same temperature affect materials differently?”
I say, “Let’s think about me and you. The temperature
in the classroom is set at 71 degrees, right? I am always
cold so I have my jacket on all the time, but you always
tell me that you are hot, even in short sleeves! We are
two different people and our bodies adapt to the same
temperature in two different ways. I get cold and you
are still hot. Just like we are two different people, the
crayon and the ice cube are two different materials. One
needs cold to stay in its natural state, the other (the
crayon) can stay in room temperature and stay the same
in its natural state. Now in our activity, we have two
eggs, they were the same material, both raw eggs. I then
applied heat to one set of them, the blue set, and they
became solid. The eggs did not melt like an ice cube
would because they are different materials that react
differently when heat is applied. So although both of the
eggs are the same material, one was applied to heat
which changed the physical properties of the material,
causing it to become a solid.

● Syntax possibilities: ​ Script required. For this

section, please provide me with how you could
rephrase or redirect during a section of your
lesson plan.
In the Explain section, or whenever I am wanting to
further explain and help the students understand how
tightly compacted molecules made the hard boiled egg
spin faster. Not many students have heard of the Luge
so it would be beneficial to introduce them globally and
culturally to a new topic, as well as redirecting part of
my Explain phase. I could say the following:
“There is a winter sport called the Luge. The Luge is
where the participant is lying down feet first on a sled
and sleds fast down an icy slope. The rider can go up to
87 miles per hour. The riders can go faster but they have
to know how to maneuver the turns, as well as keeping
their arms close to their body, being tightly compacted.
Just like the molecules in our solid hard boiled egg was
tightly compacted, causing the egg to spin faster, the
 riders in the Luge go faster when they are tightly
compacted. Here is a video that shows us how fast the
riders go by being tightly compacted You will see that if
he spreads his arms out, he will not go as fast and will
be slowed down. Just like our molecules in our hard
boiled eggs, if he is tightly compacted, he will go
faster!”
https://www.youtube.com/watch?v=ZvmiaRwGc1I​.
Global Awareness (1): Give me potential ways you
could use your lesson to guide students in thinking
critically about the world beyond themselves. You
could consider local, national, or international issues,
cultural awarenesses, including science culture, etc.
I could potentially bring up how raw eggs can carry
Salmonella and relate it to not only the recent outbreak
in packaged red meat, but also relate it to outbreaks in
other countries like in Australia and the UK. This can
help students realize outbreaks and illnesses happen
Prerequisite knowledge and
globally, not just in the United States as well as open
skills needed (1): ​Students are
conversation to safety when it comes to labs,
familiar with the terms ‘matter’
experiments, and handing the eggs with special care.
and ‘material’. Students also
Another way I can further the students understanding of
already know how to work in
tightly compacted materials going faster and the
partners. Students have this
purpose of being tightly compacted is by integrating the
prior knowledge because the
following video:
teacher has already worked with
https://www.youtube.com/watch?v=74Usj3K4oZ0​.
them before on these skills
A lot of students are learning about animals and are
needed.
interested in horses at this age so this would help relate
to their lives and catch their interest. I can help make
them globally aware of how science is all around them
in their world at a local, national, and international level
with horse racing. I can also integrate history into this
segment by discussing Secretariat’s famous race in
1973 and how he was the first Triple Crown winner in
25 years. I can discuss examples as to how he won but
also show the students how small and pressed the
jockey is to the horse, just like the molecules in the hard
boiled egg.
 With relating the compactness of molecules to ice
skaters, I could also integrate social studies and discuss
the origin of ice skating and how it was first introduced
in Finland. This idea can get students thinking globally,
historically, and culturally outside of their country and
realizing that great discoveries and science happen in
other places too, not just in the classroom.

Activity Description of Activities and Setting Time

“Good morning class! Today I want to talk about the

observable properties of materials when heat is
applied to them. Before we begin our lab activity, I
want to ask you all a question. On your desk is a
sticky note. I want you to individually answer my
question on your sticky note and once your done,
come up and stick it onto the board under my written
1. Engage (3)
question. My question is, ‘Do all materials respond to 10-12 minutes
heat in the same way?’”
After every student puts his sticky note on the board, I
will read off the answers on the board.
“Do you all see how most answers read ‘yes’? That
sounds like it would make sense, but let’s hold this
thought and begin our activity, then we can revisit this
question at the end of our lesson!”
“Everyone will be partnered up with one other person.
Each partner group will have two eggs. You will have
to decide which egg is hard boiled and which egg is
raw. The only rule is that you cannot crack the eggs,
2. Explore (3) YET! You can sniff it, roll it, spin it, feel it, shake it, 10-17 minutes
listen to it, but do not crack it. I want you to decide
which egg is the hard boiled egg and which one is the
raw egg. We will have 5 minutes to do this and then
each group will take a guess. After each group
 guesses, we will crack the eggs and see which egg was
the hard boiled egg, and which egg was the raw egg!”
The students will be able to explain which egg is the
hard boiled egg and why with 6/8 mastery.
“Remember my question before we did the activity. I
asked you ‘Do all materials respond to heat in the
same way?’ Most of you answered, ‘yes’. Now, I want
to ask you. What happens if we place a crayon in the
classroom, is it melting? (Grabs a crayon and places it
on student’s desk) No! Now what if I placed an ice
cube in the classroom, would it melt? (Grabs an ice
cube from my mug and places it on another student’s
desk) Yes! This example can help you make a
connection and remember that all materials respond to
heat (or cold!) in different ways! This is the nature of
science! Different materials respond differently to
heat. Just like how each of you are different and
flexible/adaptable in your own ways, all materials are
different and therefore, have different responses and
flexibilities/adaptabilities to heat or cold. So although
3. Explain (3)
you may think that applying heat to the egg would 12-17 minutes
melt the egg like it would an ice cube, you know that
different materials respond to heat in different ways.
Now, with keeping the way materials respond to heat
in mind, during our activity, we saw that one partners
egg spun faster than the other partner’s egg. I wonder
why one of the eggs responded differently when we
spun it, than the previous egg did? The eggs have
different matter inside and we know this based on how
their responses were to us spinning them. Because of
this, we can identify that one of the eggs had heat or
cold added to it to change the matter within that
particular egg. You were able to observe the two eggs
and see that the blue egg was hard boiled and some of
you were able to assume that heat or cold was added
to that egg to change its properties since it reacted
differently than the green egg when you spun it. When
you spun the green egg, it wobbled around, but the
blue egg spun fast.”
 “Solids, liquids, and gases are all states of matter.
Inside both of our eggs were liquid egg yolks when I
bought them last night. How did something inside the
eggs change? I added heat to the blue eggs by boiling
them in very hot water. This hot water, the action of
adding heat, made the egg yolk inside become solid.
As you can see, temperature affected the matter inside
the egg. Heat changed the ‘state’ of the egg. Solid
materials have tightly compacted molecules, as you
can see when you cracked the hard boiled egg that
solid material was inside. Liquid materials have looser
molecules and gases have molecules that are spread
apart. The blue hard boiled egg spun faster than the
gree raw liquid egg because of these tightly compacted
molecules inside the blue egg. The raw egg’s motion
was different because the liquid yolk inside was
wobbling around and was not tightly compacted in a
solid form like the blue hard boiled egg. For example,
let’s take a look at the video of Bill Nye spinning:
https://www.youtube.com/watch?v=Lzm35FxKcOY
As you can see, when he was tightly compacted
together, he spun faster. The tightly compacted
molecules in the blue, solid hard boiled egg made it
spin faster than the green, looser, raw egg did.”
To further understanding, I will show the following
4. video that can help the students see other kids doing
Elaborate/Extend the same lab activity that they did. 5-10 minutes
(3) https://www.youtube.com/watch?v=0YGpT0-Hd-M

5. Evaluate There will be an independent, formal assessment at the

(Assessment end of the lesson. The formal assessment will be an
methods) (3) exit ticket. The exit ticket is at the end of the lesson
plan. The exit ticket will consist of a picture of the two 7-10 minutes
eggs (blue and green) from the activity and the student
will have to explain which egg was the hard boiled
egg and why the hard boiled egg spun faster than the
 raw egg. Students who obtain mastery will score 6/8
or higher.

Question Student Student did Student did

1: answered not answer not answer
‘blue egg’ ‘blue egg’ write an
4 points 0 points answer
0 points

Question Student Student Student did

2: answered answered not answer
correctly correctly the
and and only question
included included correctly
the one of the 0 points
following following:
in answer: --tightly
-tightly compacted
compacted molecules
molecules -something
-something about the
about the heat
heat changing
changing the matter
the matter inside the
inside the blue egg
blue egg 2 points
4 points

Student(s) & Student/Small

Modifications/Ac Student/Small Group: Group:
commodations I can also
(2): In the Explore phase, I paired the students in small integrate the
1. I purposefully groups, particularly in partners. Each partner got an differentiation
only created the egg, one received a hard boiled egg and the other concept of the
wait time for the received a raw egg. These students learned how to Think-Pair-Share
egg activity to better work in pairs in this grouping activity because strategy. Within
only be 5 they had to work together to figure out which egg was their partners, I
minutes. I have the hard boiled egg and why. can also have the
several students students think on
with ADHD or their own of
get off task very which egg is hard
easily and quickly boiled and why,
and I do not want then have them
them to have too share with their
much extra time, partners their
if any to become answer and
distracted and get reasoning. I then
into mischief. can have each
partner group
2. For the exit share with the
ticket, I will other partner
provide a copy of groups their
it in Spanish findings.
because I have
one English
Language Learner
in my classroom.
I want her to
focus more on the
science and
concepts, not
trying to decode
the English
words.

3. Because
everyone has their
own particular
style of learning
that suits them
best, I
incorporated all
styles of learning.
Kinetic and hands
on learning were
integrated into my
lesson by
engaging the
students in a
hands on activity
in the lab and
having them write
on sticky notes in
the Engage
section. I also
integrated visual
and audio
learning by
incorporating
videos into my
lesson plan to
better help the
students learn and
understand the
concepts at hand
who are more
visual and
auditory learners.
Differentiation: ​I
can integrate a
differentiation
strategy into the
Differentiation:
conclusion of my
I can also integrate another differentiation strategy by
lesson plan. I can
having the students journal at the end of the lesson,
ask the students if
before or after the exit ticket. This way, I am also
they can go home
integrating writing into my science lesson. I can ask
and find a
the students the following questions to further probe
material, video,
understanding and their thinking:
food, or object
● What was their favorite part
that is an example
● What was something new they learned in the
of having tightly
lesson?
compacted
● What method/part helped them learn the best?
molecules or
looser molecules.
We can have a
“scientific show
and tell” the next
 day as the students
show how the
object’s molecules
affect its
responses to us
spinning or rolling
it.
Materials/Technology (1): ​Exit ticket, 20 eggs, sticky notes, paper towels, bowls, gloves,
videos, computer, whiteboard, whiteboard markers, overhead projector, computer, and
Youtube.
Reflection on lesson: ​I did extremely well on executing my lesson. I was only allotted 10-15
minutes. Therefore, I introduced the lesson and we did the lab activity. The students loved the
lab activity. They had so much fun smelling, feeling, rolling, and spinning the eggs. I even had
some students talk about my “egg lesson” in their going-away letters to me! The students loved
to be hands on and they loved how the lesson was indirect because they were able to be the
scientists who observe and infer! I feel that they learned better in this indirect lesson than they
would have in a direct lesson because they were able to take the science into their own hands
and were given time to figure out which egg was hard boiled and why, all on their own!

https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/
https://www.youtube.com/watch?v=ZvmiaRwGc1I​.
https://www.youtube.com/watch?v=74Usj3K4oZ0​.
https://www.youtube.com/watch?v=Lzm35FxKcOY
https://www.youtube.com/watch?v=0YGpT0-Hd-M
 Exit Ticket from the Egg Lesson

Which egg was hard boiled?

Why did the hard boiled egg spin faster than the raw egg?
Cooperating Teacher Feedback
 5E Science Lesson Reflection
The Reflection​: The reflection component should make you think about your overall impressions
and feelings that you had. You also might address something that surprised you or something
that made you pause.

​ uestions to consider in your reflection:

Q
1. What aspects of your lesson were implemented differently than you planned? Why did that
happen? ​I was not able to Engage and Explore like I would have liked to. The students block for
science is already extremely short so I was limited in what I could do with them. Therefore, I
introduced the topic and we did the lab activity. I only was able to show part of one video and I
wish that I would have been able to show the other videos that reinforced my concepts.
2. If you were going to teach this lesson to the same group of students, what would you do
differently? Why? What would you do the same? Why? ​If I was going to teach this lesson to the
same group of students, I would not do anything differently. With the time that I had, I did do
very well and the students were engaged and had fun. The teacher who observed me gave me
feedback regarding my lesson and said that I could have made a connection to the real world, but
I just did not have enough time to show them the connections that I had made in my lesson plan!
3. What surprised you in your lesson? ​The thing that surprised me in my lesson was that the
students did not crack any of the eggs before I said to! I told them they were not allowed to and
that I would not be able to bring cookies the next day if they cracked the eggs on the teacher’s
carpet. However, I was surprised that no one accidentally cracked one!
4. Describe an instance or particular encounter that comes to mind. Why did you pick that
instance? What is so perplexing about that particular moment? ​The encounter that came to mind
was when I was sitting in the Author’s Chair. After the 5 minutes were up, I asked each group
which egg they thought was the hard boiled egg. I was able to ask each group and the interesting
thing was that each group had a different theory for why that egg was hard boiled. It was
interesting to hear all of the diverse ideas without giving away the answer.
5. What connections can you make to your lesson today from your coursework, the literature,
and any previous lessons or experiences? ​I can connect my lesson to my coursework because in
my plan, I was able to integrate writing and social studies into my science lesson. I integrated
Finland’s sport the Luge, the horse Secretariat, as well as bringing up lab safety in my discourse
possibilities. I also integrated a journal entry in one of my differentiation possibilites which will
help strengthen students’ writing. We have been learning about how to integrate other subjects
into our lessons and I was able to do just that.

​ he Analysis​: The analysis part addresses the lesson’s effectiveness – to what extent did the
T
students meet the objectives stated in your lesson plan and how do you know? Make a claim
about student learning and support it with evidence that you gathered from the lesson.
 ​ eneral questions to consider in your analysis:
G
1. To what extent did the students learn what was intended? How do you know? As part of your
answer, please indicate: ​I know the students greatly benefited from my lesson. They were very
engaged in the lab while observing the eggs and being ‘scientists’. The students continued to talk
about my lesson the following days so I am confident that I left an impact on them because they
were captivated by the lab.
a. In what ways were your teaching methods effective? How do you know? ​My teaching
methods were effective as much as they could have been. It would have been more effective if I
had more time, however, for the time I was able to have, the students were engaged and
participating.
b. In what ways were your activities effective? How do you know? ​Usually in lessons, there are a
few students that I observed that did not participate much, however, in my lesson, everyone was
engaged and included. I love how inclusive my lab was because every child was able to be a part
of it. When children participate, the effectiveness of the lesson increases.
c. In what ways were the instructional materials effective? ​I was not able to use the instructional
materials how I would have liked. If I was able to use my videos for reinforcement like in my
lesson plan, I know that the students understanding of the concepts would have been more
solidified.
d. How did any special considerations of accommodations affect the lesson? ​I did not implement
the special considerations because I was not given the time to! If I was able to implement all
parts of my lesson and my accommodations, I know that the students would have felt included
and cared for, which would have benefited their learning!
2. Identify an individual or group of students who had difficulty in today’s lesson. How do you
account for this performance? How will you help this (these) student(s) achieve the learning
objectives? ​No one had difficulty in my lab.
3. Identify an individual or group of students who did especially well in this lesson today. How
do you account for this performance? ​Every student did especially well in the lab.

Questions to consider specific to a science lesson:

1. In what ways did you access prior knowledge? What misconceptions were revealed during this
lesson? ​I accessed prior knowledge by asking the students in the Engage phase the following
question: ‘Do all materials respond to heat in the same way?’ I was not able to do the full Engage
phase because of time so I did not get to see misconceptions in response to this question.
2. Consider the extent to which you provided opportunities for your students to ‘do’ science.
What process skills/practices were embedded and discussed in the lesson? ​I integrated a lab into
the Explore phase of my lab which enabled the students to be heavily hands on and ‘do’ science.
They were told they could spin, roll, smell, touch, and hear the two eggs and they were able to
observe the differences and similarities between the two eggs.
3. Analyze the explain phase. To what extent were the students sharing discoveries from their
exploration? Consider your scientific explanations. Were you accurate in your discussions of
science content? Were you precise in your use of vocabulary? Did you encourage precision in
students’ use of vocabulary? Did you support student accuracy (in other words, did you correctly
identify student work as accurate or inaccurate)? This does not mean that you necessarily told a
student they were wrong, but that you recognized their lack of accuracy and took steps to support
their further learning. ​In my lesson, I was correct in my explanations and vocabulary. I conferred
with the science teacher before getting my lesson plan to help solidify my confidence in the
topic, as well as using online resources given to me.
4. Consider how science was represented in the class. What explicit connections were made to
the nature of science? ​I explicitly discussed the nature of science throughout the Engage phase. I
explicitly connected the nature of science to how different materials respond differently to heat.