Gwynedd Mercy University-School of Business and Education

Lesson Planning Framework

Subject Area: Science Grade Level: First Grade
GMercyU Student Name: Miranda Dorsey
Domain I: Planning and Preparation
PA Core/Academic Standards):
3.2 Physical Sciences
_____________________________________________________________________
Big Idea: Overarching Theme
● Scientific investigation
● Observation
● Documentation
● Scientific method
Essential Question(s):
Students will consider and reflect on throughout the lesson:
1. How does an inventor use a question to solve a problem?
2. How do you use scientific method to answer a question?
Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?
● Students will demonstrate how to use the scientific method to find answers to
questions by making bubbles using common household objects

Assessment Evidence/Level of Learning Differentiated Instruction:

Students will show what they know by
evidence of/list names of formative or
summative checks, quizzes, tests which
indicate evidence of learning:
● I will know that the students are able to
understand this lesson if they are able
to actively test their own theories to see
if they can make bubbles using the
materials that are provided
● Students will also complete a lab sheet
that they will turn in
Domain II Classroom Environment: Refer to Classroom/Behavior Management Plan
Modifications in instruction and
assessment for students with learning
differences, specifically those with
504’s and IEPs.
● I will group with the students so
they are able to work together
as a team to solve the problem
and figure out a solution

Domain III: Instruction

Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build
background, or review previous lessons?
● I will activate prior knowledge by leading a group discussion about bubbles. I will
ask my students how to make bubbles and what do we do with bubbles. I will
then read a story about bubbles and have the watch a small video and this will
activate my students prior knowledge while still getting them excited
Materials Needed:
● slotted spoon
● a polystyrene cup
● pipe cleaners
● straws
● string
● Science box
● Small containers
● Bubble Gum, Bubble Gum by Lisa Wheeler. Little, Brown Books for Young
Readers, 2004.
● Bubble, Bubble by Mercer Mayer. School Specialty Publishing, 2003.

Vocabulary/ New or Review:

● Invention: To think of and make something that has never been made before by
anyone.
● Inventor: One who invents.
● Observation: The act or an instance of perceiving the environment through one
of the senses.
● Investigate: To look at closely so as to get information and learn the facts.
● Scientific Method: The process by which scientists try to construct an accurate
representation of the world.

Sequence the Lesson:

What learning activities/strategies will you use to engage the students in the learning?
What will students do to use and apply new concepts or skills (independent practice if
relevant)? How will you monitor and guide their performance? Include relevant
vocabulary. (Please use bullets to sequence your lesson.)
● Begin this lesson by reviewing the steps scientists use when they conduct
investigations. Remind students that it is important that their investigations try to
answer a question. Place the footsteps (S-K2-13-1_Scientific Method Steps.doc)
on the board one at a time.
● Read the story Bubble Gum, Bubble Gum by Lisa Wheeler, a rhyming story
about a toad that gets stuck to gum found in the road. As the story continues,
other animals stick to the gum and a truck is coming. After reading story, ask
students the following questions
“Was there a problem in this story?”
“Did the animals solve the problem?”
“Did the animals do an investigation?”
“They solved the problem but may not have conducted a science investigation.”
● Ask students if they ever had a problem and see if they discovered a solution.
Have students share with a peer and then continue the discussion with the whole
class. “Let’s see if we can ask a question, conduct an investigation, and
find an answer or solution.”
● Tell students they are going to listen to a short story about another scientist.
“This scientist also lived in Pennsylvania. His name was Walter Diemer.
 Listen as I read a story about him:”Source:
http://www.ideafinder.com/history/inventions/bubblegum.htm
● After reading the story, tell students they are going to use the steps, or the
scientific method, to conduct an investigation. Ask students “How many of you
have blown bubbles? How did you do that?” Students may tell how they have
used bubble solution to blow bubbles.
● Read Bubble, Bubble by Mercer Mayer. The illustrations show animals created
by the bubbles that a little boy is blowing. Hold up a bottle of bubble solution or
make your own bubble solution (S-K2-13-2_Bubble Making Recipe.doc). “I have
this bubble solution, but I don’t have anything to make my bubbles. Do you
think we could do an investigation to see if we could make bubbles using
some different things? What do you think we could use?” Show students a
slotted spoon, a polystyrene cup, pipe cleaners, straws, string, berry baskets, a
clean fly swatter, and plastic rings from a six pack of soda. “Look at these
things; I wonder if we can make bubbles using them.”
● Tell students that they will be placed into groups of four, and each group will have
a chance to investigate how each tool makes bubbles. Chart on paper or board
the steps for investigating to remind students of the steps.
● Organize students into groups of four (group size may be modified depending on
materials).Organize tools so one of each item is available per group.
● Pour a fraction of the bubble recipe into smaller containers for each group.
● Allow groups time to try out each tool and come up with ways they could change
the tool to make it work better for the task.
● After awhile give students some direction on how they might use these objects:
Bend pipe cleaners into shapes.
Thread the string through two straws; then tie the string at the ends. The straws
become handles.
Cut a large hole in the bottom of the polystyrene cup and have students dip this
end in the bubble solution.Give students time to explore using the different tools.
Ask questions throughout to have students think about the scientific process.
● review the steps of the scientific method and ask: “What steps did we use
when we conducted our investigation? How was our investigation like the
investigation of Walter Diemer (the inventor of bubble gum)? Did we have a
question? Did we have a plan? Did we conduct an investigation? Did we
find the answer to our question?”

Closure: What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow?
● I will bring this lesson to close by reviewing what we did during this lesson. I will
have students tell me what we did step by step. I will then introduce and tie in our
next lesson as a part of closure to this lesson.