EdTPA Indirect Instruction Lesson Plan Template

Experiments

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Central Focus/Big Idea: The unifying concept of science that this lesson aligns with is explanation. This
can be built upon in arguably any lesson by simply making sure the students can explain how they know
what they know.

Subject of this lesson: The subject is explanation. How do we know what we know?

Grade Level: 6th

NC Essential Standard(s): RST.6-8.3 Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.

21st Century Skills: Using the “21st Century Skills Map-Science” available on Moodle, choose the two or
three skills that apply to your lesson. Explain why you chose these.

Academic Language Demand

Language Function: In the table below highlight the one most important language function for
your lesson. Explain why you chose this.
Analyze Argue Categorize Compare/contrast Describe Explain
Interpret Predict Question Retell Summarize

Scientific Vocabulary: Noble Prize, Element(s), Radiation, Radium

Instructional Objective: conditions: small group, whole group, and individual

Performance: be able to make inferences from experiments and explain their inferences

Criteria: answer 6 out of the 8 questions on the back on the “discover your own element” page.

Prior Knowledge (student): The students need to have a general idea of how experiments are carried
out.

Content Knowledge (teacher): The teacher needs to have already read the book and have thought of
their own as well as other possible answers to the work sheets.

Accommodations for special needs (individual and/or small group): For a child who is blind and cannot
write, they can orally answer the questions, omitting ones dealing with sight.

Materials and Technology requirements: work sheets, pencils, popsicle sticks to stir slime with, slime
ingredients brought into class by teacher(tub 1 – glue, tub 2 – water, tub 3 – borax, cups: 1- glitter, 2 –
beads, 3 – rice, 4 - glow in the dark pigment, 5 – buttons, 6 - rock salt, 7 - iron oxide powder, 8 -
essential oils scented like fruit, 9 – pebbles, 10 – lotion), medium sized bowls brought in by teacher,

Total Estimated Time: 30 minutes

Source of lesson: Web site

Safety considerations: I will constantly observe the students. We will do the first steps together and
they will add the final mystery ingredient. I will also make sure the students aren’t allergic to any of the
ingredients. The mystery ingredient will be pre-measured.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 E’s. Your procedure should be detailed
enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe
your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan.
Don’t just answer the questions. Additionally, I expect you to include possible questions you could ask
for each section. This needs to include higher-order questions.

Engage: address the class by saying “Hello everyone! Today we’re going to be experimenting. What does
that mean to you?” and allow students to answer. Ask the class to raise their hand if they’ve ever done
an experiment. “Everyone should have their hands up because everyone has done an experiment
before.” Clarify that experimenting is performing a scientific procedure to determine something.
Usually, a child will make a comment about never being in a lab or something of the sort. Explain that
you don’t have to be in a lab with a white coat and look like a ‘typical’ scientist to perform an
experiment. “If you’ve ever thought a new food looked yummy and tried it, you’ve performed an
experiment!”

Explore: “Today we’re going to be doing an experiment. You may have already done this and if you
have, please keep it to yourself so it is a surprise for those who haven’t. I’m going to pass out the
materials but please don’t touch them yet.” Pass out the tubs, cups, and worksheet. Ask a volunteer to
read the directions for the class. If they don’t read the instructions for the experiment, read them to the
class. Ask for a few answers to the first question. “Write down what you think the characteristics of your
experiment will be on line 1. All 30 students will need access to a desk and materials. There will be 3
students at each table. Tell them “we’re going to do the first part together.” At every table, there should
be a tub with 4 oz of glue, another tub with 1 cup of water and another tub with 1 cup of borax. The glue
is labeled tub 1, the water is tub 2, and the borax is tub 3. There is extra in each tub to make sure the
students have plenty. There will be measuring utensils for each container and each child will have a
medium sized bowl. There will also be a mystery cup that is labeled with a number per child. There
should be 3 cups labeled 1, 3 cups labeled 2, etc through 10. Each group of students will have the same
number. Have the students as a large group measure out the glue, water, and borax; do not tell them
what is in the tubs. After everyone has put the items into their bowls, tell them to mix them together
and carry on when they’re ready. The instructions on the paper will tell them to add the secret
ingredient.

Explanation: In their groups, they will answer the questions about there element. Give them about 5-10
minutes to do this.

Elaborate: students will come back together as a large group and discuss the differences and how their
end results were different.

Evaluate: Have the students write which number cup they had. The answers to their paper should
match with their partners but will vary from other groups. For example, group 7 added iron oxide
powder so their answers should be similar to; room temperature, it is attracted to magnets, its is
smooth/grainy, it is black/gray, it smells like b.o., it is slime, (whatever they decide to name their
element.

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills: students were able to complete task and 90% of students
showed mastery

Reflection on lesson: elaboration could involve more discussion to make sure students understood why
following the steps correctly was so vital
Name: ______________________________________ Date: __________

Discover Your Own Element

You have been working hard to discover a new element After many trial and error
experiments, you think you have the perfect equation.

1. What do you predict will be characteristics of your element? ______________

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Directions: Add 1 oz. of tub 1 and ¼ cup of tub 2 as well as ¼ cup of tub 3. Mix well with
stirring stick. Once mixed well, add 4 drops of one of the tubes at your table. DO NOT
TOUCH WITH BARE HANDS. Now add your secret ingredient. Mix well and record your
findings.

2. Is it hot, cold, or room temperature? ________________________________

3. What is its reaction to magnets? ___________________________________

4. What is its texture? ____________________________________________

5. What color is it? _______________________________________________

6. Does it have a smell? ____________________________________________

7. What is your element? How do you know? _____________________________

8. What did you decide to name your element? ___________________________