Generic Lesson Plan Form

Subject: Science Activity: “Becoming a scientist” Setting: 2nd grade general education classroom # of Students: 27

Statement of Objective: By the end of this lesson, students will be able to conduct an Accommodation
*Observable/Measurable (A, experiment using the scientific method. s
B,C,D) -K-2-ETS1-1 Ask questions, make observations, and gather
*GLCE/IEP information about a situation people want to change to define a
simple problem that can be solved through the development of a new
or improved object or tool.

Materials: PowerPoint slides, science journals (1 per student), “Become a

*Prepared and organized
*Available for all
Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare for
new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what, how,
and when
for strategies
*Clear directions
Scientist” worksheet (1 per student), glue sticks (1 per student)
-Invite students to quietly join at the group area in two different -Nathan should
groups (call specific table numbers, specific color dots, etc.) join the group
-Attention getter once everyone is at the group area (See if you can area by sitting in
follow my pattern) his plastic red
-Ask students to check themselves to make sure they are ready to be chair.
respectful listeners (Sitting crisscross applesauce, hands in lap, body -Shiloh should
turned toward the screen, voices off) join the group
-Activate knowledge of what we have been learning in science and area by sitting on
state the purpose of the lesson “Alright friends, we have been her dot, but if she
learning a lot about scientists and what they do these past few weeks. is struggling she
I’d like you to turn and talk to a partner about things we have learned may stay at her
during science. You could talk about science rules, science tools, the desk.
scientific method, or anything else we have discussed. I’m going to -Jamie should
set the timer for 2 minutes so each partner will have 1 minute to join the group
share. We’ll have the partner with the longer hair share first. Ready, area by sitting on
go!” her dot. She will
-Walk around the group area listening to students to make sure they likely need
are talking about science. Announce when there is one-minute left to reminders to not
let students know the other partner should start to share. yell/to turn her
-After the timer goes off, gauge whether an attention getter needs to voice off.
be used. If needed, do class class, yes yes or follow my pattern.
- “I heard some really great ideas while I was walking around! I’m
going to pull sticks so we can hear from some friends so if your name
is pulled you can share something you said or something your partner
said.” Pull 4-5 sticks. Remind students to be respectful listeners if
needed. Examples about science safety, science tools, what scientists
do, the scientific method, etc. should be given.
- “Those are all great ideas! Today we will take everything we have
been learning in science to learn how we will be scientists in our own
classroom. Specifically, we will learn how to conduct an experiment
using the scientific method.” (Learning target)

Presentation: Teacher: -Nathan should

Teacher: -Read/present the lesson 6 PowerPoint slides, stopping to explain remain at the
*Variety of learning (T/S, S/S, words/concepts that might need clarification or take group area by
S/T) questions/comments related to the slides. (Ask students what it means sitting in his
*Organizational framework to be curious, what it means to observe things) plastic red chair.
~construct, clarify, and link -Model making connections between the information on the slides -Shiloh should
concepts in a and being scientists in our classroom as well as ideas we have remain at the
meaningful context previously covered in science by thinking aloud. “So, in our own group area by
*Present visually, verbally, classroom each of us will be scientists when we conduct experiments. sitting on her dot,
kinesthetically, We will have a question to think about and we will make a hypothesis but if she is

real world (e.g. LESH)
*Model and think aloud to make
visible
~language practices/processes
~learning strategies and
adaptations (how,
when and why)
~organization, relationships,
and clues
*Transfer of control
~students explain, justify,
clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback: praise,
prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust instruction
Students:
*Participation
~overt and active
~instructional dialogue, think
aloud,
explain, justify, evaluate, etc.
Guided Practice:
*Activity related to
presentation/objectives
*Active student participation
~provide rationale for
assignment
~multi-sensory and real world
~instructional dialogue
*Transfer of control
~students explain, justify,
clarify, think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback: praise,
prompt,
probe/question (in ZPD)
Individual Practice:
~assess/error drill
~monitor and adjust instruction
*Management/monitoring
~scan, circulate, assess, support,
praise
Closing:
*Adequate time
Generic Lesson Plan Form
to answer our question. Can someone remind me from yesterday what struggling she
a hypothesis is? (A guess or prediction about why something may stay at her
happens, should answer our question) Then, we will design an desk.
experiment to test our hypothesis and observe what happens in our -Jamie should
experiment to see if our hypothesis was correct.” remain at the
- “Now that you have learned how and why scientists use the group area by
scientific method, and are familiar with the tools scientists use, and sitting on her dot.
why they carefully follow science safety rules you may be ready to She will likely
conduct an experiment. This is very exciting, but first we are going to need reminders to
take a look at a checklist to make sure we are really ready.” not yell/to turn
-Present the checklist using the hovercam so students can clearly see her voice off.
it from their spot at the group area. Read the heading and the
directions aloud.
- “In a moment I am going to give each of you this checklist. When
you get one please quietly tippy toe back to your seat and write your
name at the top. Once everyone is at their seat and ready we will fill it
out together. Give me a thumbs up if that makes sense.” Go around to
students at the group area and give each student a checklist.
Students:
-Students should follow expectations for being respectful listeners by
sitting crisscross applesauce, putting their hands in their lap, facing
their body toward the screen, and turning their voices off.
-Students can participate by raising their hand if they have a
comment/question/answer.
-Students can participate by engaging in nonverbal hand signals that
are used regularly in the classroom (silent cheers, fist pumps, etc.).
-Circulate the room while working on this activity. -Students can
-Once all students are back at their seats with the checklist in front of move to the
them, assess the noise level and decide if you need an attention getter carpet at the front
(class class, yes yes). of the room if
-Instruct students to give a fist-pump when their name is at the top of they need a better
their paper. view of the
-Project the checklist on the screen using the hovercam. screen. If
-Starting with the “Check Yourself” section, read through each item students choose
on the checklist. After each item, ask students to raise their hand and to do this,
give an example of something we learned about in class relating to monitor them and
the item. Take 2-4 examples for each item on the checklist. If make sure they
possible, call on students who have not shared in class yet. After are still being
reading the item aloud, taking examples relating to each item, and productive.
reading the item aloud again, instruct students to put a check mark in -Nathan, Jamie,
each box, doing so as well. and Shiloh will
-Move to the box on the top right side of the paper, reading the have the option
directions. Ask students to raise their hand if they have an example of of highlighter
a word describing scientists. Take as many as 10 examples, writing tracing the items
each of them. Comment on examples that students offer by expanding on the checklist.
on them or asking the students how it describes scientists. Write
all/most examples given, but remind students they are only asked to
write 3 words.
-Move to the box on the bottom right corner of the paper, reading
what it says. Explain that students are to write their name on the line
and congratulate them on being scientists!
-Instruct students to take their science journal out of their desks and FINISH
flip to the next empty page. Show students how they will have to fold -Mrs. Cieslak,

*Students summarize content
and
accomplishments
*Assess/identify new goals
*Link to future learning
Generic Lesson Plan Form
their paper in half and only put glue on one half in order to fit it in Mrs. P., or
their journal. Give students a few minutes to glue their checklist into myself will
their science journals. monitor Nathan,
- “Students, now that you are officially ready to be scientists in the Jamie, and Shiloh
classroom we can start looking forward to doing some experiments to make sure they
using the tools, the safety rules, and the scientific method that we correctly glue
learned about! Give a silent cheer if this makes you excited!” their checklist in
their science
journals.