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Lesson Plan Template
1. Lesson Title: Using Scientific Method of Observation: Yeast
2. Grade/Age Level: 4-5 grade
3. Subject Area: Science
4. Time allotted for the lesson
45min - 1 hour/ 1 class period
5. Short description of lesson
a. In this lesson, the learners will understand what scientific observations entail.
They will measure, observe, and write about reactions of baking yeast after
making a hypothesis about each reaction or non-reaction and finish with a
written conclusion
6. State Curriculum Standards met in this lesson:
CCSS.ELA-Literacy.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic
CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
7. Instructional Objectives (Each instructional objective [learning outcome] for this lesson):
a. Be able to make a hypothesis
b. Make and document observations of scientific experiments
c. Write a conclusion from their observations
8. Instructional Procedures
a. Lesson Set
We will begin the lesson with an experiment. The teacher will lead a whole class
activity by making a slurry of corn starch and water. The teacher will ask the
student if water is a solid, liquid, or gas. The class makes a guess. The teacher
writes down their answers and explanations. The teacher then shows the
student the corn starch and ask the question again: liquid, solid, or gas. After
guess are written down the teacher then poses another question. What if we mix
the water and the corn starch? These answers and explanations are also written
down. The teacher then has a student come up and mix the solution. The
teacher has the student show the class that the solution is liquid. The teacher
calls up another student and asks them to quickly grab some of the solution. The
liquid has turned into a solid.
b. Techniques and activities
1. Direct instruction telling the students about yeast: What it is, what it does.
2. As a students centered activity volunteers will lead a comparison cake and
cinnamon rolls. What’s the difference?
3. Teacher will instruct students about yeast experiment and break them into
groups
4. The class will be broken up into table groups of around 4-5 students. Each
table will have different instructions. A table with yeast and cold water, yeast
and hot water, yeast and room temperature water, yeast with room
temperature sugar water, and yeast and a soda, yeast and sugar. Mixes will
be prepared for student beforehand and they will and the amount asked at
each table. Before they do the experiment they MUST READ DIRECTIONS to
make their hypothesis. The will label their groups beaker and be able to
come back to it to make observations if need be. As they do their
experiments at each table they should be writing and/or drawing the
observations of the yeast mixtures. Do they smell, are movement, bubbles,
color change etc.
5. The last 20 minutes each group will discuss their results and write a
hypothesis. We will come back as a group after that and take plot the finding
of each group.
c. Lesson Closure
Today we learned to make a hypothesis and conclusion because we made
educated guess about the outcome and observed our experiment. We will be
using yeast to make our cinnamon roll dough experiment. We cannot have
dough without active yeast. Which yeast do you think was most active? Why?
The yeast creates bubbles of air in the dough and ferments the dough it giving it
the smell, flavor, and texture that we like. Otherwise bread would be hard as a
rock. The yeast is the most important step in making our dough and now you all
know what helps activate the yeast and what it should look like when we make
our bread.
9. Adaptations for special learners
Visuals that show what yeast look like or the ability to do research via the internet to
look at bread baking websites. Web address will be included. Being at their regular
tables takes into account some potential physical limitations by having the students
retain their own seating areas that are easily accessible.
10. Supplemental Activities: Extension and remediation
The supplement will be small group discussion with two groups discussing their findings
and being able to show their examples for comparison while going over their
observation notes. For extra credit they can hypothesis why there experiments might
have turned out different.
11. Assessment/Evaluation
This assessment will have a formal and informal component. The teacher will be
monitoring during discussion and by walking the room during the activity asking and
answering questions. The teacher will be looking for participation and engagement in
the information assessment. For the formal assessment the teacher will collect the
groups hypothesis and conclusions with their observations attached. As long as there
are hypothesis, observations, and conclusions then the group will get credit. There is a
lot of failure in science and the students do not need to be right, just thinking about the
scientific process.
12. Learner Products
A written hypothesis, written or drawn observations, and conclusion will be produced
by ever student. As a class they will put together a plot showing the finding for each
combination of yeast.
* Note for learners: This lesson plan template is adapted from the model that is recommended
in the book Preparing to Use Technology: A Practical Guide for Technology Integration.