How to Make a Bologna Sandwich: Writing Scientific Procedures
A Yakima WATERS Mini Lesson
Targets and Assessment
WA Science Standards:
 6-8 INQG - Scientific reports should enable
another investigator to repeat the study to
check the results.
WA Writing Standards:
 1.4.1 – 6 – Applies understanding of editing
appropriate for grade level
 1.6.1 – 6 – Applies understanding of the
recursive nature of writing process.
 2.1.1– 6 - Applies understanding of multiple
and varied audiences to write effectively.
Assessments:
The rough and final drafts of the assignment.
Lesson Parameters
Content Area: General science, language arts (technical
writing)
Overview: This lesson plan is designed to make students
think about how to be technical in their writing so that
another scientist could repeat their experiment.
Grade Level: 6
Suggested Time: 60 minutes
Special Materials:
Sandwich materials
Learning Outcomes:
Knowledge:
 Students will be able to write a procedure that is detailed enough so that the described process would
be repeatable by someone reading the procedure.
 Students will demonstrate improvement in their writing between their first draft and second draft of
their methods.
Science Concept Background:
The scientific method is extremely important for students to understand since it is commonly used in
science classes. The students will have learned how to write an introduction and their hypothesis section prior
to this lesson, so this lesson addresses the second step in the scientific process. This lesson is designed to get
them to think about the amount of detail it takes so that their audience could repeat their “experiment” just
by following the methods section.
Materials:
 Students need:
o Pencil
o Two pieces of paper
 Instructor needs:
o Bologna
o Cheese
o Bread
o A plastic knife
o Mayonnaise
o Mustard
o Plates
o Napkins
Procedure:
Key question: How do write a scientific methods section that is repeatable by a different scientist?
1. Show the students each of the materials.
2. Have the students make a list of the materials they see.
3. Have students then write step-by-step instructions on how to make a bologna sandwich with the
materials shown. Give them between ten to fifteen minutes.
4. Then have students turn in their first draft. Shuffle papers.
5. Randomly select a few papers (keep anonymous so no one gets embarrassed/teased) and try to make
a bologna sandwich based upon what the students write. Make sure that you exaggerate their
directions. For example if a student writes “Put bologna on bread” take the package of bologna and
put it on the loaf of bread. It’s supposed to be funny, but this is to get them to start thinking about the
amount of detail required to write a methods section. Depending on time restraints, demonstrate two
or three papers.
6. After you finish making sandwiches based on the student’s directions, allow students to rewrite the
instructions. Once they finish their rewrite, have them reflect upon what changes they had to make
compared to their original draft.
7. Again, try making bologna sandwiches based upon randomly selected papers.
8. Have a short discussion with the class explaining to them that this exercise was meant to get them to
think about details and making sure that they use a good amount of detail when writing their methods
section for their water quality posters. Also talk about the difference between the first and second
demonstrations and what the students thought improved.
Extension(s):
Writing
1. Have students write their methods section for their report and turn in a draft. Then take those drafts and
switch them with another group and have the groups try to follow the instructions in the methods section.
Have demonstrating group give feedback to the students who wrote the methods section on how they can
improve.
Assessment:
For both types of assessment, use the rubric (below) to compare between the first and second draft of their
bologna sandwich methods. Formative assessment would also be the first demonstration to show that more
detail is needed to allow their reader to follow the directions. Summative assessment would be the second
demonstration and also the discussion at the end of the class.
4
Student
demonstrates that
they can use
Effectiveness
extreme detail in
of the
technical writing.
student’s
Anyone reading this
method
paper would be
section
able to make a
bologna sandwich
without any errors.
3
Student
demonstrates
that they can
write a good
amount of detail
in technical
writing. Anyone
reading this
paper would be
able to make a
bologna
sandwich with
less than two
errors.
2
Student
demonstrates
that they can
write some
amount of detail
in technical
writing. Anyone
reading this
paper would be
able to make a
bologna
sandwich
between two to
four errors.
1
Student
demonstrates
that they can
write with little
detail in
technical
writing. Some
people might be
able to make a
bologna
sandwich using
their
instructions.
0
Student does
not
demonstrate
using detail in
technical
writing. No
one could
make a
bologna
sandwich
based on
their
instructions.
Teaching Tips:
Adjust the amount of demonstrations based upon how long it takes to get through the first one. You can use a
simpler sandwich, such as a peanut butter and jelly, or other model to show the same results.
Supplements: None
Author: Sara Healas, Yakima WATERS Project, CWU, Fall 2011