LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Students name: Samantha Gomez
Cooperating teacher and school: Kristen King/Peak View Elementary School
Date and time lesson is to be presented: October 23, 2017

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON Anticipation Guide for Scientific Method

B. CONTEXT OF LESSON

This lesson fits into the context because the students have already learned about the scientific
method and this will be practice to help reinforce it. With it being the end of the first nine
weeks reviewing the scientific method will be beneficial to the students because they learned
this at the beginning of the nine weeks and they will need to review the information. The
students will work well with this activity because they have done this kind of activity before
with science material.

C. LEARNING OBJECTIVES
Understand what are the broad
generalizations the students
should begin to develop? (These
are typically difficult to assess in knows must be assessed in your
one lesson.)
Students will understand
that they can apply the
scientific method to
different situations in their
life.
Know what are the facts, rules, Do what are the specific
specific data the students will thinking behaviors students will
gain through this lesson? (These be able to do through this lesson?
(These will also be assessed in
lesson.) your lesson.)
Students will use their Students will write facts
knowledge of the five that they know about the
steps of the scientific scientific method.
method to conduct an Students will be able to
experiment. answer each others
Students will make an questions about the
observation. scientific method.
Students will make a
hypothesis.
Students will use their
hypothesis to make a
prediction.
Students will collect and
record data during the
experiment.
Students will make a
conclusion based on the
results of the
experiment.

D. ASSESSING LEARNING
 To assess the learning, I will collect the students anticipation guides when they are finished
with the correct answers on them and review it to see if they know the answer to the questions
they made up. Also, while they are writing their anticipation guides, I will walk around the
room to make sure that the students are writing questions about the scientific method. Once
they are finished writing their 7 questions, I will review their questions before they exchange
their guide with another student.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if

required)

SOL 5.1
The student will plan and conduct investigations in which
e) data are collected, recorded, and reported using the appropriate graphical representation
(graphs, charts, diagrams);
f) predictions are made using patterns, and simple graphical data are extrapolated;
g) manipulated and responding variables are identified; and
h) an understanding of the nature of science is developed and reinforced.

F. MATERIALS NEEDED

Lined Paper (Provided by students)

Pencil (Provided by students)
Clear sheet protector (Provided by cooperating teacher)
Expo markers (Provided by cooperating teacher)

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
Engage To introduce the lesson I would begin saying Remember at the beginning of
the year when you learned about the scientific method? Well what we are going to do
today is an activity like you all have done in the past. We are going to make an
anticipation guide about the scientific method. An anticipation guide is basically like a a
quiz that you will make up yourself and then share it with a friend and take each others
quiz. Before we start what are some important things about the scientific method that
maybe we should point out when making our anticipation guides? Then have a short
discussion about some big ideas of the scientific method.
Implementation of the lesson For this anticipation guide everyone will need a piece
of notebook paper and pencil. You will make up 7 questions. These questions can be
true/false, multiple choice, or matching. Have at least two different types of questions on
your anticipation guide. When you are finished making your questions, bring them to a
teacher and have them check it before you switch with a friend. Once the teacher has
checked your work, you may get a clear sheet protector and a expo marker to put your
anticipation guide in so your partner can complete it.
Closure When all the students are done taking each others quizzes have them return
the quiz back to the person that wrote it (this should take 10-15 minutes). Then have the
students answer their own quiz with the correct answers and turn it in to the teacher.
Clean-up - All the students will need to put away their sheet protectors and dry erase
markers and then turn in their anticipation guide to me.

H. DIFFERENTIATION
 Some of my students in class are ELL students and may struggle with writing questions, to
differentiate with these students I can pull them to the back table so that I can sit with them
and quickly answer their questions when they have them. The students that finish quickly can
switch quizzes with each other, then when they have completed each others they can
continue to switch with other students. This way they can have multiple chances to practice
their scientific method knowledge.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?

The biggest thing that could go wrong with this lesson is that the students dont have their
scientific method notes from the beginning of the nine weeks and they wont be able to
complete their anticipation guides because they dont remember facts about it. If this were to
happen, I would just have the student share their notes with the person next to them.
The dry erase markers could possibly run out of ink and we wont have enough for every
student to have a dry erase marker. In this case, I would just have the student share with
another student and have them write on each others quizzes. Or I could have them write their
answers on a separate sheet of paper and then the y can check the answers.

J. REFLECTION
This activity went really well with my students. Since the students learned about the
scientific method earlier in the year this was a perfect way to recap what they had previously
learned. We started by just talking about the steps to the scientific method and some of the
students struggled with this since it had been a few weeks since they talked about it but it
started to come back to them as we continued to talk about it. The students had done an
anticipation guide previously with another topic and they seemed like they enjoyed it, which
is why I chose to do this activity. This was my first comprehension activity out of the three
that I would do, so I didnt see very much growth in the students. Although the students were
allowed to use their notes if they got struggled, I think it was still a good strategy to use for
them to reinforce the scientific method. You could see that the students still remembered the
material from previously learning it but they didnt remember everything. In my next lesson
they should start to be stronger with the material and not need to use their notes.

This is definitely a strategy that I will implement in my future classroom. If you have
already taught the topic, using this to review information is perfect and fun for the students. I
think to implement it next time I would look at choosing their partners. This time I let them
choose their own partners, which worked but some of the pairs got off task. My cooperating
teacher and I decided to save paper and have the students make their anticipation guides on
dry erase boards and switch with their partners. This is why I dont have any examples to
show. This worked well but in the end, I didnt have a way to look at the questions that each
person came up with. For next time, I would have the students write their anticipation guides
on a piece of paper that way I could collect them and look over them to make sure that the
students were writing correct information about the topic.
 LESSON PLAN OUTLINE
JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Students name: Samantha Gomez
Cooperating teacher and school: Kristen King/Peak View Elementary School
Date and time lesson is to be presented: October 25, 2017

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON Walking Water

B. CONTEXT OF LESSON
This lesson fits into the context because the students have already learned about the scientific
method and this will be practice to help reinforce it. With it being the end of the first nine
weeks reviewing the scientific method will be beneficial to the students because they learned
this at the beginning of the nine weeks and they will need to review the information. The
students will work well with this activity because they have done this kind of activity before
with science material.

C. LEARNING OBJECTIVES
Understand what are the broad
generalizations the students
should begin to develop? (These
are typically difficult to assess in knows must be assessed in your
one lesson.)
Students will understand
that they can apply the
scientific method to
different situations in their
life.
Know what are the facts, rules, Do what are the specific
specific data the students will thinking behaviors students will
gain through this lesson? (These be able to do through this lesson?
(These will also be assessed in
lesson.) your lesson.)
Students will use their Students will make a
knowledge of the five prediction, hypothesis,
steps of the scientific and observation.
method to conduct an Student will share their
experiment. ideas with other students
Students will make an about the experiment.
observation. Students will observe
Students will make a the experiment.
hypothesis.
Students will use their
hypothesis to make a
prediction.
Students will collect and
record data during the
experiment.
Students will make a
conclusion based on the
results of the
experiment.

D. ASSESSING LEARNING
 I will be walking around while they are conducting their experiments and listening to what
they are talking about during the experiment. This will tell me if the students understand the
scientific method and if they are incorporating it during the experiment. I will also collect
their anticipation guides that we do before experiment to see how much they remember about
the scientific method. I will not evaluate their work but I will look over it to see where they
are and how much they remember. Then, once the experiment is finished I will collect their
experiment papers to look over and see what their hypotheses were.

E. RELATED VIRGINIA STANDARDS OF LEARNING

SOL 5.1
The student will plan and conduct investigations in which
e) data are collected, recorded, and reported using the appropriate graphical
representation (graphs, charts, diagrams);
f) predictions are made using patterns, and simple graphical data are extrapolated;
g) manipulated and responding variables are identified; and
h) an understanding of the nature of science is developed and reinforced.

F. MATERIALS NEEDED
i. 6 clear plastic cups (cooperating teacher)
ii. Food coloring (cooperating teacher)
iii. Paper towels (me or cooperating teacher)
iv. Water

G. PROCEDURE
a. The first thing we will do possibly the day before the lesson is an anticipation guide to
get the students back into thinking about the scientific method. Then, the next day in
class to prepare for this lesson I will create four groups of 5. Each group will get six
clear plastic cups and three pieces of paper towel. When we begin the experiment, the
groups will also get water and food coloring for their cups. Before starting the lesson, I
will also have the experiment recording sheets printed out.
b. Engage: To introduce the activity, I will start by bringing up the scientific method and
having a brief conversation about it. Since they learned this a few weeks ago, this will
be a review and the students should raise their hands and talk about key factors of the
scientific method.
After we have finished our group discussion I will begin explaining that we are doing
an experiment called Walking Water, but I will not tell them what the experiment does
or what it will look this way they can use the scientific experiment to make predictions
and hypothesis. Then we will get into groups and I will pass out 7 cups to each group
and start having the students fill their cups with water.
c. Implementation of the lesson: The teacher will pass out the experiment recording
sheets to all the students. The students will make an observation and a hypothesis
before starting the experiment. Then, all the material will be passed out to all the
groups and they will start setting up their experiment. The teacher will walk around
and observe the students as they set up their experiments and make sure they are doing
it correctly.
d. Closure: Once the experiment is complete, the students will reflect on their
experiment worksheets. They will talk about whether their predictions were correct or
not and then they will either write a summary of what happened during the experiment
or we will talk about it as a group
e. Clean-up: The students will need to pour out the water in their cups and throw away
their paper towels in trashcan.
H. DIFFERENTIATION
This is an activity that every student can easily participate in. Some of the students in my
class speak Spanish at home and struggle with English during school so for them I could help
them read the questions on their papers or help them write certain words. Another way I could
help those student is by placing them in different groups so that they are with students that can
help them.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
With this being an experiment, a lot of things could go wrong. One of the biggest things that
could happen is that the experiment doesnt work fast enough and the students cant see the
results the same day. In this situation, the students could just leave the experiments sitting
overnight and see them the next day then complete filling out their experiment paper. Another
thing that could go wrong is that the students may be confused by some of the questions on
the conclusion sheet. I could find a way to re-word the question so that it makes more sense to
the students, so that they are able to answer it correctly.

J. REFLECTION
I think this activity was so much fun for the students and it really gave them a chance
to review the scientific method while having fun and visualizing it. This activity was when I
started to see the growth in the students because while they were doing the activity I heard
them talking about the different steps of the scientific method. Then when they were
completing their experiment worksheet they were talking with their classmates about which
step should include specific ideas. In my practicum, my teacher likes to do hands on things
but when she does them its mostly just for fun. There usually isnt anything to go along with
it or a discussion to wrap up what they learned. I think by having the students record their
steps while doing the experiment was a good way for them to remember the steps to the
scientific method and what each step consists of.
To implement this lesson in my future classroom I would need to be in a 5th grade
classroom since this was centered around a 5th grade SOL but this lesson could easily be
changed to align with any grade level. Depending on what I was going to teach, I could do a
different experiment and emphasize different topics during the experiment. I would also think
about doing this in groups instead of everyone doing their own individual experiment.
Since we did the anticipation guide on Monday and we did this experiment on
Wednesday I didnt think about doing a review before we began this activity but I think I
would be beneficial to do a KWL chart before starting this lesson. This would give a chance
to review with the students what they already know, what they want to learn from the lesson
and then after the experiment is over, they can write what they learned. I have attached some
pictures of some of the students final product so that you can see what it looks like. After the
students finished the experiment they took the paper towels out of the water and let them dry
and then hung them around the classroom but unfortunately, I didnt get a picture of what they
looked like hung around the classroom.
 Walking Water Experiment

Question: Can you make water walk?

Research: The science behind why the water walks from one cup to the other is known as

capillary action. The adhesive forces between the water and the paper towel cause the

water to stick to the paper towel and travel up and over into the other glass.

Hypothesis: If we are putting red, blue, and yellow into three cups, then I think what will go

in the other cup is________________________________________________________

_____________________________________________________________________.

Experiment:

1. Gather material
2. Take 3 plastic cups and fill them with water. Materials:
3. Place the 6 cups in a circle, with the empty cups in 6 clear plastic cups
between the ones with water. Red, Yellow, Blue food
4. Put red, yellow, and blue food coloring one of the coloring
cups with water. Paper towels
5. Cut your paper towels into 6 strips. Water
6. Place 1 end of the strip in the cup with water and the
other in the empty cup. Do this until all the cups are connected with strips of paper
towels.
7. Start your timer. Record what time you start on the graph below under whether you
use hot or cold water.

Results: Record the time it took for the liquid to travel into the empty cups.
Time: _______________
 Record the new colors that were made in the cups.
Colors: ______________________________________________________

Hot Water Cold Water

Time Started: Time Started:

Time Ended: Time Ended:

Draw a picture of what the experiment looks like right now:

Conclusion:

1. What did you learn from this experiment? Was your hypothesis supported or rejected?

_____________________________________________________________________

_____________________________________________________________________.

2. Could you use something other than water to make this experiment go faster? What would

you use? Why?

_____________________________________________________________________

_____________________________________________________________________.
 LESSON PLAN OUTLINE
JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Students name: Samantha Gomez
Cooperating teacher and school: Kristen King/Peak View Elementary School
Date and time lesson is to be presented: Week of October 25, 2017

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON Scientific Method Newspaper Headliner

B. CONTEXT OF LESSON
This lesson fits into the context because the students have already learned about the scientific
method and this will be practice to help reinforce it. With it being the end of the first nine
weeks reviewing the scientific method will be beneficial to students because they learned this
at the beginning of the nine weeks and they need to review the information. The students will
be able to use reading skills during this activity to learn more about the scientific method, then
use their creativity skills to make a newspaper headline.

C. LEARNING OBJECTIVES
Understand what are the broad
generalizations the students
should begin to develop? (These
are typically difficult to assess in knows must be assessed in your
one lesson.)
Students will understand
that they can apply the
scientific method to
different situations in their
life.
Know what are the facts, rules,
specific data the students will
gain through this lesson? (These
lesson.)
Students will know the six
steps of the scientific
method.
Students will know how to
make an observation.
Students will know how to
make a hypothesis.
Do what are the specific
thinking behaviors students will
be able to do through this lesson?
(These will also be assessed in
your lesson.)
Students will highlight
important parts on the
scientific method article
Students will write a
newspaper article about the
scientific method.
Students will draw a picture
to show a representation of
the scientific method or of
the experiment we
previously did.

D. ASSESSING LEARNING
To assess the learning, I will collect the students newspaper articles when they are finished
and will look over them to see if they got the main points of the scientific method in their
newspaper article. Also, while they are working I will walk around and see what the students
are highlighting. If they have something highlighted that isnt very important, I will stop and
ask them to justify why they highlighted that specific thing. While they are walking, I will be
walking around listening to their conversations that they are having about the scientific
method.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if

required)
SOL 5.1
 The student will plan and conduct investigations in which
e) data are collected, recorded, and reported using the appropriate graphical
representation (graphs, charts, diagrams);
f) predictions are made using patterns, and simple graphical data are extrapolated;
g) manipulated and responding variables are identified; and
h) an understanding of the nature of science is developed and reinforced.

F. MATERIALS NEEDED
Scientific method passage (I will provide)
Newspaper template (I will provide)
Pencil (Student will provide)
Highlighter (Student will provide)
G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
i. Engage To begin this lesson we will have a group discussion about the scientific
method again. The students will have just completed the walking water experiment
where they used the scientific method steps during the experiment. We will go over
specific steps during the discussion, this way they will know the definition of each of
the steps and what the examples are of each step from the experiment.
ii. Implementation of the lesson To begin the lesson I will pass out the reading passage
of the scientific method and also a newspaper template for them to write on when they
are finished reading. I will give the instructions to the students. The students must read
the passage first and highlight the important parts from the reading. Once they are
done reading, they may begin writing their newspaper headliner about the scientific
method. In their newspaper, they must include each of the steps of the scientific
method and what the steps are for. Then the students must also draw a picture dealing
with the scientific method or they can draw a picture from the walking water
experiment.
iii. Closure- At the end of the assignment the students will turn their newspaper headliners
in to the teacher and just to wrap up the lesson, we will have a short group discussion
about what they found was important to highlight in the reading and talk about what
was important that they learned about the assignment.

H. DIFFERENTIATION
This activity involves some reading and writing, some of the students in my class may
struggle with reading the passage. These students may need help reading through the passage
or they may need the whole passage read to them for them to fully understand it. For these
students, I could pull them to the back table or outside in the hallway so that I could read it to
them quietly and they could follow along as I read.
Other students may have a difficult time writing their newspaper article. The newspaper
template that I choose has room for the students to draw pictures as well as write so if the
student isnt capable of writing well enough they could have the option of drawing a picture
and writing a short description of what their picture is. If students finish early they can find a
place in the room to sit quietly and read a book.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT
IT?
The activity involves reading and writing, so if some struggles with reading and may not want
to complete the activity. I could make a backup activity for students that cant read the
 passage. I could also just have two options for the students to choose from, they will have
their own choice as to which one they do.
Students may also not understand why they are doing the activity, in this case I can figure out
different ways to explain the assignment to the students. We could also read through the
passage as a class, then the students could write their newspaper headline based off what they
highlighted from the passage.

J. REFLECTION
This lesson was a great way to wrap up my comprehension strategies. This lesson gave
the students a chance to read about the scientific method on their own and then take the
information from the reading and put it into their own words to make their newspaper articles.
I saw the growth in the students during this activity because they were using the information
that they already knew and taking the information from the reading to make their newspaper
article. They took the information they learned from the reading and what they already knew
from the notes to make their newspaper articles. Some of the students even asked if they could
just use what they already knew about the scientific method to make the newspaper instead of
reading the article. I had to tell them that they could use their existing knowledge but they had
to read the reading as well. This type of strategy is something that was new to the students.
When I told my cooperating teacher about this lesson, she was excited for me to do it because
it was a strategy that she had never used before. After implementing it, I think it went well
and the students seemed to enjoy it and the newspapers they made turned out great! I think
using this comprehension strategy worked well with the students because they got the chance
to review the scientific method many times and they normally dont do review this much on
one topic. I think reviewing these more than two times had a big impact on the students
knowledge of the scientific method. It almost felt like I was getting to the point where the
students were tired of learning about the scientific method (in fact they told me they were) but
the students were experts at the scientific method at the end of this lesson.
I think this strategy can be used for several different topics. As long as you can find a
student friendly reading for that specific topic then this is can be a good way to review. This
lesson did take more time than I thought it would so to implement it in my future classroom I
would set aside more time for the students to complete this. Although the students did
complete their newspapers and they looked good, I think if they had more time to work on
them and the time wasnt split between two days they would have looked even better.
After this lesson was complete it would be a perfect time to give a quiz and see what
they did learn from all of the comprehension strategy lessons that they completed. To include
all of the aspects of comprehension before they start the reading the class could have a whole
group discussion about each step of the scientific method and talk about what they already
know about each step. Then they can brainstorm about new ideas they might learn during the
reading. Then once they read they can take their pre-existing knowledge and blend it with
their new knowledge to complete the lesson.
.