Lesson Plan 6.30.10 Nathaniel Taylor
Breakthrough Denver
GETTING YOURSELF READY
Materials: cups, water, pipettes,
pennies, paper towels, index cards
Your Preparation: photocopy penny
drop handout
Agenda (w/times): opening: 5 min
Prelab teaching: 10 min.
Lab: 30 min.
Post lab teaching: 10 min.
GETTING YOUR STUDENTS READY
*Do Now: on whiteboards write how many drops of water will fit on top of a penny
Objective: Today you will be able to generally (very)
understand how the scientific method can be applied
to an experiment. We will also receive hands on lab
experience.
Proving behavior: by matching the steps of the
scientific method to the steps of the experiment and
by completing the experiment.
Purpose: We are doing this because the scientific method represents the way we approach scientific matters, by
questioning and experimenting. By understanding the method we are more prepared to create our own
experiments.
TEACHING
Step 1:
Step 2:
Step 3:
Say: Raise your hand if you recall our discussion of the scientific method, if you can name one
part, if you can name two parts, if you can name three or more parts.
See: The student that remembers the most parts writes them on the board.
*Do: The students work in pairs to construct the scientific method.
Say: We will conduct our first experiment today. However first we must discuss the most
important ideal when doing science, any ideas?
See:
*Do: Students write ideas on white boards.
Say: The most important ideal is safety! This involves both proper lab technique and listening
to the lab instructor (me!)
See: write these two tenants of safety on the board.
*Do:
Step 4:
Step 5:
Step 6:
Say: Today we will conduct the ‘Penny Drop’ experiment. This will help us to understand how
we apply the scientific method.
See:
*Do: ‘Penny Drop’ Experiment. This will be done individually with lots of guidance.
Say: Let’s try and apply the scientific method to this experiment. There are generally the
following eight parts.
See: Show 8 scientific method cards.
*Do: The students will try to put the eight cards in order.
Say: Now lets put it all together by matching a few pieces of the method with the experiment
we completed.
See: Teacher holds up cards at random and asks students to volunteer to describe what part of
the experiment used this part of the method.
*Do: as described above
PRACTICE
*Structured Practice (3-4 additional examples led by teacher with gradually quickening pace, helping students
approach automaticity by manipulating time, materials, and group size)
Time: 30 min.
Penny drop experiment. See attached handout.
Materials: cups,
water, pennies,
pipette, paper
towels
Group Size: 2
Time:
Example 2
Materials:
Group Size:
Time:
Example 3
Materials:
Group Size:
Time:
Example 4
Materials:
Group Size:
*Guided Practice (the proving behavior of the objective monitored by the teacher)
Assignment: (
Criteria for Mastery:
Independent Practice (Homework)
Explain Homework: wksht, students will define observation and hypothesis in their own words and give 2
examples of each.
CLOSURE
Explain Closure:
Exit Ticket: write down one or two ways we could adjust the experiment to test a different hypothesis