Name: Lindsey Stephenson
Level: Second Grade
Date: 9/12/12
Content: Science
Daily Lesson Plan (Activity using material learned)
1A. Sunshine State Standards and Common Core:
1B. Goal 3 Standards
SC.2.N.1.2: Compare the observations made by Standard 2 - Effective
Communicators
different groups using the same tools.
SC.2.N.1.4: Explain how particular scientific Standard 4 - Creative and Critical
investigations should yield similar conclusions when Thinkers
repeated.
Standard 8 - Cooperative Workers
2. Objectives
Using a flow chart, students will use the scientific method to do an experiment called
Saving Fred.
Students will:
- Restate each step of the scientific method.
- Explain how their group used the scientific method to complete the experiment.
- Compare how each group used the scientific method in Saving Fred.
District Learning Goal: How will I use the Scientific Method?
3. Assessment & Evaluation
Formative: Can the students tell you the steps of the scientific methods? How does each
student describe or explain how to use the scientific method? The students will write each
step of the scientific method in their science notebook. Then, they will demonstrate their
understanding by drawing a picture to complement each of the 8 steps of the scientific
method. (Tomorrow there will be a review of the Scientific Method PowerPoint.)
Summative: There is not a summative assessment with this lesson. There will be a quiz
on the scientific method at the end of next week.
4. Introduction to Lesson:
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5. Materials
Teacher
Gather the students to the front of the
 PowerPoint & directions
room and have them sit on the
 Notes from previous day
conversation mat.
Welcome the incoming students from the Students:
 1 Science Notebook
co-teacher’s classroom.
 1 Pencil
Say, "Thank you for coming in quietly.
Now, I want you to find a seat on the
 1 Flow Chart
Groups:
carpet (or any empty desks).”
 1 Gummy Worm
“Okay all eyes on me! Who can tell me
why it is important for scientists to make
 1 Gummy Lifesaver
observations? Why is it helpful?”
 1 Plastic Cup
 4 Paper Clips
6. Technology Integration
 Document camera and projector
 Microphone
7. Teacher Presentation or Facilitation: (includes reviews and practice)
Show evidence of Differentiated Instruction by highlighting or using bold type.
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Begin by welcoming Mrs. Parson’s students from the connecting room.
Say, “Thank you for coming in quietly. Now I want you to find a seat on the
carpet (or any empty desks). Please make sure you have a pencil and your
science notebook.”
Allow time for the students coming in from next door to get settled.
“Okay now that we are ready, I want you to open your spirals to your notes from
yesterday.” (Display a teacher notebook under the document camera)
Read and discuss each of the steps of the scientific method together as a class.
“Now remember your notebook should look a little different than mine because
you all should have pictures you drew to go along with each step!”
Numbered Heads Together Kagen Strategy: “Okay today we are going to do a
fun experiment. It is called Saving Fred!”
Activity: Saving Fred
Can You Help Save Fred?
Fred has been spending his summer boating in the Everglades. However, he’s not
too bright (after all, the brains of worms are pretty small). He’s never learned how to
swim, and he never wears his life preserver. The worst has happened! His boat has
capsized and he’s stuck! Fortunately, his life preserver is in the boat, but unfortunately
he does not know how to reach it without falling off and drowning.
Use the Scientific Method to: Save Fred!
Problem:
How can you and your partner save Fred using only 4 paper clips?
(You may NOT touch Fred, the boat, or the life preserver directly with your hands.)
Materials: Each group is going to receive:
 1 Gummy Worm
 1 Gummy “Life Saver” preserver
 1 Plastic Cup
 4 Paper Clips
(Pass out materials after directions).
Procedures:
1. Work with your partner and "Save Fred". How will your group get to the lifesaver?
2. Follow the rules: Fred, the boat, the life preserver can be touched only with the 4
paper clips that I will give you. NO HANDS ALLOWED!
For DATA, you should draw and describe the following THREE pictures in your science
notebook:
1. A picture of the set up before you saved Fred,
2. A picture of the set up during the saving procedure
(I.E. Were the paper clips holding something?)
3. A picture showing how Fred looked like when he was saved.
Homework:
Analyze and conclude the experiment.
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This means that you must discuss (tell me what you think) about the difficulty of
the task, what other strategies you and your partner/group worked on before you
succeeded, and what you think the critical steps were for solving this problem.
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Although this is working backwards, and not how scientists normally work,
please develop a hypothesis for this lab. (Remember that a hypothesis is an ‘ifthen’ statement: if I do this, then this will happen)
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 “Okay now who can repeat the directions to me before I pass out the materials?”
 Call on a student.
 “Excellent! Can we use our hands in this experiment? That’s right, we cannot use
our hands directly to touch Fred but we can use paper clips with our hands!”
 Call on the Star Patriot to pass out the papers.
 Display the flow chart the students will be completing, under the document
camera.
 “If everyone would direct your eyes to the board please. I have up here a flow
chart. This is what you are going to do when you are collecting data. So when
you figure out what your group is going to do for the first step, second step, and
third step; you will draw a picture of it in the flow chart and write what you are
doing.”
(Below is a picture of the flow chart)
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If you finish your flow chart early you will put it in your science folder and take
out your 100 book challenge book for silent reading.
Mrs. Richards/Parsons and I will be walking around to help you. Please do not
come up to me or Mrs. Richards if you have a question. Just simply raise your
hand and we will be there to help you.
Once your group receives the materials for the experiment you may begin.
If you do not finish your pictures today, that is fine but make sure you write
down what happened so you don’t forget tomorrow. We will be looking at our
flow charts tomorrow and discuss how you used the scientific method, with your
group, to save Fred.
Happy Saving!
(If time allots)
 Gain students attention and ask the groups to discuss what happened in the flow
chart. Then each group will stand and deliver: share with the class.
Specific accommodations, interventions, notes, etc…
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Allow extra time for the students who need to work with a partner instead of in
a group.
Remind the students to raise their hand to respond to or ask a question. “Do not
shout out or come up to me all at once.”
Document Camera: will enlarge items so they are easy for everyone to see.
Ask three before you ask me strategy - to clarify the directions.
If students need help, Mrs. Richards/Mrs. Parsons and I will circulate to answer
individual questions or help individual students.
Leave the visuals/notes under the document camera for reference.
Spelling dictionaries can be used. Raise hand for the teacher to add a new word.
Follow-up Reflection (completed after the lesson has been taught)
Regarding Classroom Management:
Students: Based upon the
Describe the strengths and weaknesses you
formative/summative assessments,
noticed during this lesson.
describe the student learning that took
place.