SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence

DETAILS
Katie McBroom
Science (Inquiry)
2
10/8/14, 15 minutes
Standard 3.2: Inquiry and Design
C. Recognize and use the elements of scientific inquiry
to solve problems
Generate questions about objects, organisms
and/or events that can be answered through
investigations
Conduct an experiment
State a conclusion that is consistent with
information

CK

Formal Evaluation (Formative, can also be Summative)

Completion of student worksheet throughout the
experiment, focusing on the steps of the scientific
method.
Informal Evaluation (Formative)
Engagement in an oral, group discussion, identifying
class predictions.
Oral identification of the meaning of the word
prediction.

Objective
A-B-C-D

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

Second grade students will be able to identify

predictions, as a whole group, before completing an
experiment 1/1 times.
Second grade students will be able to describe an apple
during an experiment by observing changes 4/4 times
within a small group.
Second grade students will be able to recall the
definition of prediction, individually, by orally stating
it 1/1 times.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Asking students if they remember what the first and
second parts of the scientific method are (we learned
this in yesterdays class).
Ask a question or make an observation and Write a
hypothesis (correct answers).

CK

Explicit
Instructions
Big Ideas
Essential
Questions
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Show students the Scientific Method visual aid using

document camera.
Hook/Lead-In/Anticipatory Set
Today we will focus on the third step of our scientific
method: Making predictions.
Ask students if they have ever brought an apple in their
lunch? What happened to that apple if it was cut into
pieces?
Inform students that today, we will be making
predictions, and doing an experiment that will help us to
find out what we can put on apples to stop them from
turning brown.
Big Idea Statement
Predictions are a key component in inquiry and the
scientific method.
Essential Questions
How can I make a prediction?
Key Vocabulary
Prediction
Pre-Assessment of Students
Asking students if they know what prediction means.
Modeling of the Concept
Explaining, using the visual aid on the document
camera, the definition of Prediction, and providing the
example of weather men/women making predictions of
our weather.
Guiding the Practice
Students will work as a class; lead by teacher, to make a
prediction about what they think will help an apple from
not turning brown.
Students will complete class chart to track predictions.
Transition
Students will be grouped, according to colors on their
worksheets, and will be asked to begin working in that
group at their lab tables.
Providing the Independent Practice
Students will work with their small groups to make
observations of the different substances in which apples
are submerged.
During observation at tables, students will complete
their worksheet.
Adaptations/Accommodations for Students with Special Needs
Engagement in an oral, group discussion, identifying
class predictions. An English Language Learner will be
provided with large picture cards to make their
predictions about which apple will brown quicker.
Completion of student worksheet throughout the
experiment, focusing on the steps of the scientific

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

method. A student with ADD will be provided with this

assignment by way of chunking. Smaller portions of the
assignment will be completed at a time, until the entire
worksheet is completed.
Oral identification of the meaning of the word
prediction. A hearing-impaired student will be seated
at the front of the room and peers and teacher will speak
into microphone as class predictions are made.
Document camera
Apples (5)
Soda, water, lemon juice, milk
Clear, plastic cups
Prediction chart
Scientific method chart
Prediction worksheets
Summary & Review of the Learning
Students will be asked to reflect on their findings and
compare them to the class chart.
Students will be asked to discuss if their predictions
were correct.
Students will be asked to read the last question on their
worksheet: If you put _________ on an apple, it will not
turn brown as fast.
Homework/Assignments
None.