Gus Garcia Middle School
Science 6th grade - Ruiz
Lesson Plan
Today’s Big Idea(s):
Date: 10/31/1211/5/12
Objective:
SWBAT
designing
an
investigation to determine if the
liquid in beakers (X & Y) from
our earlier activity is water or
not.
TEKS Connections/Indicate
whether
Readiness/Supporting/Process:
6.5D Identify the formation of a new
substance by using the evidence of a
possible chemical change such as
production
of a gas, change in temperature,
production of a precipitate, or color
change.
Materials, Texts &
Reminders:


Water or Not
Lab


Warm Up (5 min.)
Lab Safety and Procedures (5-10
min.)
Water or Not Lab (3 days)
Closing
Agenda &
Time
Estimates:
• beakers (small, 2 per group)
• water (small amount per group)
• hydrogen peroxide (small
amount per group)
• raw potato slice (thin sliced, cut
in half, see Advance
Preparation, 2 halves per group)
• paper towels (several per group)
 safety goggles (1 per student)
Assessment/Evidence Students will work as a group to identify the problem, write a question to address the problem
Of Learning :
Students will be able to carry out experiment by setting up trials to test the 2 liquids.
Checks for
Understanding:
Higher-Order
Thinking Questions:
B-Suppose your little brother scrapped his knee and you needed to clean his wound. There are 2
bottles filled with clear liquid. One of the bottles contained hydrogen peroxide and the other
contained water. How would you conclude which bottle is the correct one to use? (Hook question)
M- If water is placed on potato slice, then it will __________________.
If hydrogen peroxide is placed on the potato slice, then it will ________________. (Predictive
question)
E- After investigating X & Y, which liquid would be the best one to use? What indicators about the
liquids made it possible for you to identify the liquids?
What the TEACHER is saying/doing…
Lesson
Include Time
Estimates:
What the STUDENTS are saying/doing…
Motivation/Hook:
Motivation/Hook:
Teacher will present students with two beakers (X
& Y) that contain two different clear liquids.
Teacher will pose beginning question to students.
Students will work as a group to identify the
problem.
Intro to New Material:
Intro to New Material:
Teacher will hand out “Water or Not” and explain
the instructions, lab safety and procedures.
Students will follow through with teacher’s
instructions and she reads through lab safety and
procedures.
*Adapted from KIPP-Austin
Gus Garcia Middle School
Science 6th grade - Ruiz
Lesson Plan
Students will make observations about the water
and hydrogen peroxide on their lab sheet.
Modifications/
Accommodations/
Differentiated
Instruction:
Guided Practice:
Guided Practice:
Teacher will model how to write a hypothesis
using the If, then format.
Ex. If I water the plant, then it will grow.
The teacher will introduce Independent Variables
and Dependent Variables.
Student will produce their own hypothesis about
their lab using the If, then format.
Independent Practice:
Independent Practice:
Teacher will assist students in creating data table.
*As students do their trials, teacher is monitoring
and providing feedback.
Students will draw a setup of their investigation
and write the procedures to test the experiment.
Students will record their data as they go through
their experiment.
Closing:
Closing:
After investigating X & Y, which liquid would be
the best one to use? What indicators about the
liquids made it possible for you to identify the
liquids?
Student will present their findings and compare
theirs to other group members.
Student will turn in the lab sheet to teacher.
Special Education:
1.  Preferential seating
2.  Extended time on Assignment
3.  Cooperative grouping
4.  Emphasize on major points
5.  Daily agenda on board/Teacher review
6.  Reduce/minimize distractions
7.  Frequent feedback
8.  Use positive reinforcement
9.  Mnemonic/Instructional Aides
10.  Study Aides/manipulatives
11.  Short instructions
Dyslexia:
12.  Emphasis: Visual, Auditory, and Tactile skills
13.  Provide course syllabus/outline
ESL/LEP/ELL:
14.  Give directions in small distinct forms
15.  Use written backup or oral directions
16.  Establish routines in classroom
17.  Simplify instructional language, NOT content
18.  Pre-teach vocabulary, modeling, hands-on, pictures and visual
aids
GT:
16.  Opportunity to accelerate in areas of strength; independent
research
17.  Multiple disciplines are integrated into the unit
*Adapted from KIPP-Austin
973538 – 2, 9, 10
973429 – 2
970144 – 2, 9, 10, 11
979943 – 1, 2, 3, 4, 6, 7, 8
967235 – 2, 9
975353 – 2, 9
Gus Garcia Middle School
Science 6th grade - Ruiz
Lesson Plan
** Due to Flex Day on November 2, 2012, lab will conclude on the following Monday,
November 5, 2012
Teacher Reflection: What worked/what didn’t work? Why?
*Adapted from KIPP-Austin