LESSON PLAN

Lesson Title: Introduction Date: September 2, 2020

Subject: Science Time: 40 min
Alberta Program of Study
GLO: SLO:
3-1: Students will investigate the nature of things, 3-1-2: Students will identify one or more possible
demonstrating purposeful action that leads to answers to questions by stating predictions or
observations and inferences. hypotheses.
3-4: Students will demonstrate positive attitudes for the 3-4-1: Students will show growth in acquiring and
study of science and for the application of science in applying the following traits: curiosity
responsible ways

Learning Objectives
Students will know (B) what scientists do (P) through a read aloud (M).
Students will create (B) possible answers to questions by stating their prediction (P) individually (M).
Materials Resources
Poster paper https://moretime2teach.com/how-to-teach-science-
2 balloons effectively-2/
Piece of cardboard https://sciencekids.in/balloon-and-pin-experiment/
20 pushpins
Ada Twist, Scientist- Beaty
Sticky notes
Introduction Go over classroom expectations:
Time: - Be respectful and kind to classmates and adults
10 min - Do not interrupt when teacher or classmates are talking
- Raise your hand if you have something to share
- Show willingness to learn
- Treat materials with respect

Read Ada Twist, Scientist

Discussion (Think-pair-share): What do scientists do?
- Expectations: while thinking it must be absolutely silent, during pair- take turns
and be respectful, during share- raise your hand if you want to share.
- Follow up with: What kinds of questions do they ask? What do their
questions start with?
- Write some of these on the board.
Body Introduction to Scientific Method with Balloon and Pin Experiment: (35 min)
Time: First dig deeper into the steps of the scientific method:
25 min 1. Observation: pay close attention to surroundings, what do you notice?
2. Question/problem: what do you want to know?
3. Hypothesis: What do you think? “I think...because”
4. Experiment: what materials do you need and what plan of action will you take
to answer your question?
5. Results: What happened? What did you notice?
6. Conclusion: what did you learn? What is the answer to your question
Conduct the Balloon and Pin Experient:
 Balloons pop very easily. If you apply a bit of pressure on an inflated balloon is pops.
But not always! If you poke it with a single pin it pops immediately! But what happens
if there are several pins instead of just one?

Think-pair-share: What do you think will happen? hypothesis using the format “I
think…because”
Discuss materials needed for this
Follow the steps to conduct the experiment
- Keep a single pushpin on a table. The sharp edge of the pin should be pointing
upwards.
- Take one balloon and inflate it. Press it over the inverted pushpin, applying a
light force with your hands. The balloon immediately pops in your hands.
- Let us proceed to the next part of the balloon and pin experiment. Take the
cardboard piece and insert the pushpins into it. (Take proper care so that your
fingers won’t get cut. If needed, take the help of an adult at home.)
- Insert the pins close to each other. There should be an equal distance, say 1 cm,
between the pins.
- Keep the cardboard piece on the table in such a way that pushpins are facing
upwards.
- Now inflate the next balloon and press it over the group of pins. Apply the sam
force that you used with the single pin
Results: record what happened?
Conclusion: Why did this happen? It didn’t burst right away with multiple pins
because the pressure is spread over a larger portion of the balloon. But if there is only
one, all the pressure is applied to a small area. Like walking on grass and there’s one
piece of gravel or walking over the gravel. Or stepping on one piece of lego!

Closure Ask: What is something you are curious about?

Time: While I had out sticky notes- silently think about this. Try to have your idea in a
5 min question.
When you are done- stay quiet- raise your hand and you can come put your sticky note
on the board.
Ask if anyone would like to share what they have written.
Teaching Quality Standards
Fostering Effective Relationships
Establishing Inclusive Learning Environments
Assessment
Observations (FA) – checklist
Reflection
1. Detailed description of the lesson taught: student’s response and any changes made:
2. Specific strengths of the lesson plan and delivery:
3. Specific weaknesses in the lesson plan and delivery:
4. What must be addressed to improve this plan?