Lesson Plan – Literacy Linkages and Content Area
Name: STACIE SESSIONS
Date: 12/7/13
Grade Level: 6th
1. INTRODUCTION
Purpose of the lesson:
Students will be introduced to the topic of decomposing. They will start an experiment requiring
them to decompose a pumpkin over the next 2 months. They will then look at different materials
and guess how long it will take them to decompose.
Content Goal:
SWBAT design an experiment about decomposition by filling out a scientific methods sheet as a
whole class.
SWBAT guess time lengths of the decomposition of different materials by filling out a chart in
partners.
Language Goal:
SWBAT explain their hypothesis about what will decompose faster (a carved or non-carved
pumpkin) in partners.
L4: SWBAT talk about their hypothesis with their partner before writing it down to help get
ideas.
L3: SWBAT talk about their hypothesis with their partner before writing it down to help get
ideas.
SWBAT collaborate with their partner about what materials decompose faster by looking at the
pictures of the items and filling in the graphic organizer.
L4: SWBAT collaborate with their partner and only rank the 4 fastest and the 4 slowest materials
to decompose.
L3: SWBAT collaborate with their partner and only rank the 3 fastest and the 3 slowest materials
to decompose.
Lesson Standards:
Standard 5, Objective 2: Demonstrate the skills needed to plan and conduct an experiment to
determine a microorganism's requirements in a specific environment.
a) Formulate a question about microorganisms that can be answered with a student
experiment.
b) Develop a hypothesis for a question about microorganisms based on observations and
prior knowledge.
c) Plan and carry out an investigation on microorganisms.
d) Display results in an appropriate format (e.g., graphs, tables, diagrams).
e) Prepare a written summary or conclusion to describe the results in terms of the hypothesis
for the investigation on microorganisms.
Standard 5, Objective 3e: Observe and report on microorganisms' harmful effects on food (e.g.,
causes fruits and vegetables to rot, destroys food bearing plants, makes milk sour).
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and analysis of relevant
content.
o CCSS.ELA-Literacy.W.6.2d Use precise language and domain-specific vocabulary to
inform about or explain the topic.
Materials:
2 pumpkins – one carved and one not carved
Picture of decomposed pumpkin
Scientific method paper
Notebook and a pencil
PowerPoint about materials
Graphic organizer of materials.
Vocabulary Words:
Microorganisms
Decomposition
Decay
Hypothesis
Variable
Control
Procedure
Rank
Data
WARM-UP: Daily Geography
Students start every day out by writing in their planner and answering two questions about the
geography of Earth.
INTRODUCTION: Guess the picture
Have students get out their science notebook and turn to the next available page.
Show students the picture of a decomposing pumpkin, but don’t tell them what it is. Have the
students write down what it looks like and what they think it is. Let the students share their
observations. Then, tell the students it is a decomposing pumpkin and that we are going to do an
experiment today using pumpkins.
Talk about what it means to decompose – to break down into the smallest elements; to decay or
rot.
o Use actions to help students understand decompose (start with arms wide and make them
smaller while saying the word.
EXPERIMENT: Decomposing Pumpkin
Today’s experiment will be answering the following: What pumpkin will decompose faster: a
carved or non-carved pumpkin? (Show them the two pumpkins so they can see the difference.) It
will take about 2 months to complete. We will check our pumpkins every week and record our
data (or what we see happening).
Pass out the “Scientific Method Steps” paper to students. Have them tape it into their notebook.
Have the students create their hypothesis (what they think will happen) using the format of “I
think…because…”. Let their share their hypothesis with their partner.
o L4: SWBAT talk about their hypothesis with their partner before writing it down to help
get ideas.
o L3: SWBAT talk about their hypothesis with their partner before writing it down to help
get ideas.
Go over the experimental steps:
o Experiment: to test and see what factors affect the decomposition of a pumpkin.
o Materials (what we need): 1 carved pumpkin and 1 non-carved pumpkin
o Control (what is going to stay the same): non-carved pumpkin
o Variable (what we are going to change): carved pumpkin
o Procedure (steps): (1) get two pumpkins of equal size; (2) carve one pumpkin; (3) place
both pumpkins in the same location; (4) observe and record data over two months.
Show students the pumpkins and place them in the classroom.
ADDITIONAL ACTIVITY: What Decomposes?
Review what it means to decompose – to break down into its smallest elements
Give students decomposition list and have them rank (make a list in order) the items in order of
decomposition time (1 being the fastest and 13 being the longest)
o Items: a aluminum can, a banana, a cigarette butt, a cotton rag, a glass bottle, a leather
boot, a paper bag, a plastic 6-pack ring, a plastic jug, the rubber sole of leather boot, a
Styrofoam cup, a tin (steel) can, and a wool sock.
L4: SWBAT collaborate with their partner and only rank the 4 fastest and the 4 slowest materials
to decompose.
L3: SWBAT collaborate with their partner and only rank the 3 fastest and the 3 slowest materials
to decompose.
***Show pictures of the items to the students so they know exactly what the items are they are
evaluating.
Go through the PowerPoint and have the students check their answers. (Let them guess the time
it takes the item to decompose)
Items List (proper order)
Decomposition Time
Banana
3-4 Weeks
Paper Bag
1 Month
Cotton Rag
5 Months
Wool Sock
1 Year
Cigarette Butt
2-5 Years
Leather Boot (or Shoe)
40-50 Years
Rubber Sole of Leather Boot (or Shoe)
50-80 Years
Tin Can
80-100 Years
Aluminum Can
200-500 Years
Plastic 6-Pack Rings
450 Years
Plastic Jug
1 Million Years
Styrofoam Cup
Glass Bottle
Unknown? Forever?
Unknown? Forever?
Then show students the video of the decomposing fruits and vegetables and have them answer
the questions beforehand with their partner.
o What do you think will decompose the fastest? Why?
o What do you think will decompose the slowest? Why?
Have the students tape the activity into their notebook. Students will then get ready to go out to
recess.
3. ENGAGEMENT: What engagement principle(s) are you choosing for this lesson?
________choice, ____ X _____collaboration, ________building concepts,
____X____relevance/real world interaction ________challenge
Briefly describe HOW you will engage your students in this lesson.
Students will be using read objects to expand their understanding of decomposition. Students
will observe a pumpkin decomposing, guess about items, and observe a video of fruits and
vegetables decomposing. Students will have the opportunities to talk about what they think.
5. WRITING/ASSESSMENT TOOL: How will you know that your students understand your
purpose? What will students be doing to demonstrate knowledge?
Students will be assessed by me walking around the classroom. If I see students who are
struggling, I will assist them. I will know if students understand based on the conversations I
hear and the writing I see in the students’ journals. Students will also be randomly called upon to
share their responses to questions asked.
Overall assessment of this activity will done at the end of the experiment when they write down
what they learned, was their hypothesis right or wrong, and what they could have done
differently during the experiment to make it better.
6. Web-Based Resources:
7. School/Home Connections: