Formal Lesson Plan Template
Name: Kristin Ingram
Subject: Science
Components
1 Content Standard:
Choose ONE standard. Be
sure to write out the entire
standard, not just the number.
2 Learning Objective:
Choose ONE objective chemical mixtures.
that leads toward
mastery of the standard
Must be specific,
measurable, and
realistic.
Must have at least two
parts: learning and
behavior
3 Anticipatory Set:
Sometimes called a they conduct their own experiment.
"hook" to grab the
student's attention
Focuses student TW state the objective for the students and the students will discuss at their table how
attention on the
objective and the
purpose of the lesson
Activates prior
knowledge
Requires ACTIVE
PARTICIPATION from
ALL learners
4 Teaching-Input:
Using effective and varied
strategies, the teacher
provides information for
students to gain the concept,
strategy, or skill.
Pima Course: EDC291
Topic: Science Grade Level: 5 Duration of Lesson: 60
minutes
Description of Plan
Strand 1: Inquiry Process Concept 2: Scientific Testing PO 2.
Formulate predictions in the realm of science based on observed cause
and effect relationships.
SWBAT make predictions and analyze their observations about three different
Est.
# of
mins
TW ask students to discuss with a partner what steps they think a scientist takes when 3
TW let students know that they will all be scientists today, because they are going to be
taking those same steps.
they think this objective will make them better scientists.
Teacher will review what a solution is. Students may refer to our Mixtures and Solutions 7
word wall to help them. To do this, teacher will list a few things on the board that we have
worked with and students will discuss with a partner which ones are solutions, which
arent, and why (things listed include gravel and water, salt water, citric acid and water,
gravel and diatomaceous earth).
TW let students know today we will be using citric acid, baking soda and calcium chloride.
TW have students discuss with their partner which chemicals we have used and if they
made a solution or not. (We have only worked with citric acid and it did make a solution)
TW tell students that before we begin, we need to find out if baking soda and calcium
chloride make a solution when mixed with water.
TW have two cups, both with 50mL of water and will stir one scoop of baking soda and
one spoon of calcium chloride into each of the two cups.
TW carry this around to each of the groups and ask students if they made mixtures (they
will agree that the calcium chloride did, but baking soda did not fully dissolve).
TW have students partner pair share about the baking soda solution SW decide that we
can add more water to make it dissolve and TW add 25 mL of water.
TW confirm that all three chemicals form solutions when mixed with water.
TW ask students to partner pair share what a mixture is. Students may refer to our word
wall.
TW pose a question what do you think will happen when mixtures of these chemicals
are mixed with water? Do you think a solution will form? SW partner-pair-share their
responses.
 Formal Lesson Plan Template

5 TW hand out the Fizz Quiz Place Mat and the Fizz Quiz Observations Sheet
Teaching-Modeling:
Demonstrate and show
examples of what students
are expected to do (how to
solve the problem, answer the them with 50 mL of water to see if they create solutions. The students will need to
question, do the activity etc.). set up their placemats just as the teacher has hers.
6 Check for
Understanding:
Various strategies that
are ongoing throughout
the entire lesson.
Enables teacher to
determine whether ALL
students have "gotten it."
7 Guided Practice:
An opportunity for each
student to demonstrate new
learning by working through
an activity or exercise with the
teachers guidance.
10
(see appendices).
TW Project on the TV screen her fizz quiz place mat and have three cups, labeled
1, 2 and 3.
TW let students know that we will be making mixtures of chemicals and testing
Before they begin creating their solutions, they should make predictions. TW
review how to make a prediction and where they should record it.
TW review what kinds of observations we can make and record student answers
on the board color, smell, how it dissolves, etc.
TW remind students not to taste any chemicals and to be very careful, as calcium
chlorite can sometimes irritate the skin. It is important to wear our goggles and
treat materials respectfully.
TW have students restate the directions with their partner.
SW give the teacher a fist to five outlining their understanding of the task.
TW ask for partner-pair-share many times throughout the Teaching-Input and the
Teaching-Modeling portions.
TW ask students to restate the directions.
TW circulate and check student predictions before they gather their materials.
TW circulate throughout the experiment to ensure students are recording their
observations and successful throughout the experiment.
TW have students complete a journal reflection at the end of the experiment.
Twitter Post In the students Journal Reflection, they will include a twitter post that
explains what they learned about chemical reactions using 140 or less characters.
Students will also write in the closure what confuses them the most about chemical
reactions.
TW ask for a Fist to Five for the students level of understanding after the teaching-
modeling.
SW first make predictions based on what they think may happen with their three chemical 25
mixtures.
SW gather their materials with their partner.
SW create the three chemical solutions, making sure to do one at a time so they can
effectively record their observations before they move on to the next chemical mixture.
SW compare their predictions to their observations and analyze these results.

8 Closure: TW ask students what some of the things they observed were. TW make a T-Chart on the 15
Actions or statements board and record these observations.
made by teachers AND TW ask students what they think caused the fizzing in cups 1 and 3.
students that summarize Students will partner-pair-share their ideas.
lesson objectives. TW confirm that the fizzing is caused by gas escaping and coming to the surface. When
Essential for helping calcium chloride and baking soda are mixed with water, the gas Carbon Dioxide was
students integrate ideas, formed.
make sense out of what
TW ask what the white stuff is in cup 3? Students will partner pair-share.
has just been taught,
and to improve their TW tell students it is a precipitate. When calcium chloride and baking soda come
chances of retention and together with water, it forms chalk, and this new solid material that settles is called a
transfer. precipitate.
Must be done BEFORE TW let students know that these are changes that occurred when two chemicals come
Independent Practice together and form changes, these are called chemical reactions.
TW restate the objective and let students know they will be answering one question of
 Formal Lesson Plan Template

their choice in their science journals in order to analyze their observations (In the
appendices). TW give students a few minutes to write this down, and then they will
discuss.

TW then give students a few minutes to complete two checks for understanding in their
journals. .as well as creating a twitter post, summarizing what they learned about
chemical reactions in 140 characters or less. They will also write underneath what
confuses them the most about chemical reactions.

9 Independent Practice: Students will read a story in our science books called What a Reaction! during their
AFTER proper closure, it is independent work plan time.
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
10 Assessment:
The formative and/or TW assess students based on their predictions, observations, and journal entry reflection
summative assessments that in the closure of the lesson.
are aligned with the objective. TW also informally assess students based on their responses during partner-pair shares
and group discussions.

11 Differentiation: I will create partner groupings that pair higher level students with students who have a
How you will reach diverse more challenging time with science concepts, so that they are hopefully able to help each
learners by varying the: other out.
Content I will provide more assistance as needed during the process to students needing
Process additional help. Students who are more proficient in these concepts will be able to have a
Product more independent approach to their guided practice.
Directions for the experiment are listed on the place mat and the observation sheet for
students to reference if needed.
TW put some sentence starters on the board to record observations for students who are
having a difficult time beginning their observations.
Students will all need to complete the observations, predictions, and journal entries, but
teacher will help students with these depending on their needs.
For their journal reflection at the end, students will choose just one cup to discuss
whether or not they think a chemical reaction happened and explain why. That way, if
they are having difficulties understanding what happened in one cup, they can choose
one they feel more comfortable understanding.
12 21st Century Learning: This lesson does not incorporate technology, but does use three of the four Cs:
Includes technology as well
as the 4 Cs: Critical Thinking,
Critical Thinking This mixtures and solutions unit requires a lot of critical thinking, as
Creativity, Collaboration, and
many of the concepts such as a chemical reaction, are difficult to grasp at first glance.
Communication.
Students must use their observations and all of their knowledge from the unit to help
them deeply think about this investigation.
Collaboration Students must work with a partner for this investigation, making sure that
they are effectively working together and sharing ideas to be successful.
Communication Students must communicate throughout the entire investigation to be
successful, whether it be during partner-pair-shares, during the guided practice, or
communicating to me their understanding of chemical reactions through their closure
activity.
13 List of Materials, Handouts and other Supplemental Documents:
 Formal Lesson Plan Template

1.
 Formal Lesson Plan Template

2.

3. Questions for Closure Journal Reflection:

- Did a chemical reaction take place in cup 1? If so, how do you know?
- Did a chemical reaction take place in cup 2? If so, how do you know?
- Did a chemical reaction take place in cup 3? If so, how do you know?