Professional Documents
Culture Documents
Name:
Katie Zarogoza
2 Balloons
Measuring spoon
2 plastic bottles
Yeast
Sugar
Thermometer
Cool and warm water
Measuring tape/string
Scientific journal to record observations
Computer/Projector to type the instructions and project them on the board
so that if students forget, or need something to look back on, they may see
the instructions on the board. ELLs may also have other peers read the
instructions to them if needed.
4. Student Engagement: What engagement principle(s) are you choosing for this lesson?
________choice, ____X_____collaboration, ____X____building concepts, ____X____relevance
real world interaction
I will engage students in this lesson by:
Students will be working together and collaborating as a team during this
experiment. Each student in the team will have a job they will be in charge of
(measuring yeast, measuring sugar, recording water temperature, gathering
materials, etc.).
Students have previously about living and non-living things, microorganisms, and
the scientific method. Students will be building from these concepts and
conducting an experiment to determine what environment yeast will thrive in.
Students will be able to link this experiment to real-world interaction by
discussing their conclusions with their peers and as a whole class.
5. Student Activity/Differentiation. What will your students be doing to meet the
purpose of your lesson? (listening, reading, searching, writing, strategy instruction, group
work, etc.)
What my students are actually DOING: Before, During, and After.
Before: Students have previously been listening and writing the expectations, and
procedures they need to follow during this experiment. Before beginning this
lesson, we will review the expectations and procedures as a class.
During: Students will be conducting their own Yeast Blow Up experiment. They
will be using math to measure the yeast, sugar, and water and recording the
temperature of the water. Students will then place the balloons over the top of
the plastic bottles and observing any changes in the size of the balloon. Students
will write down their observations as well as draw a diagram of any changes they
see happening. Students will write down and record the size of the balloon, the
temperature of the water and will plot this data on a graph.
After: Students will write conclusions to the experiment based on the data they
have collected. We will have a class discussion at the end of the experiment to
give the students a chance to discuss their findings with other teams, other
peers, and as a whole class.
Lesson Modifications/Adaptions:
By having my students work in teams, I am differentiating the instruction for
struggling learners, so they can all work together and support one another. If
there is a question, they are able to ask their other team members for help.
Gifted learners may help their other team members, and provide the team with a
group leader to guide the rest of the group with the experiment. Gifted
learners may possibly provide insight and ideas to other students who are