Name: Brenna Sutter Grade/Subject: 7th-12th Life Sciences Date:

1. Texas Essential Knowledge and Skills (TEKS): (C2)

● Plan and safely implement investigative procedures including asking questions, formulating testable
hypotheses, and selecting equipment and technology.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
● Plan and safely implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting equipment and technology.
● Vocabulary: Investigative procedures questions, testable hypotheses, equipment, and technology

3. SMART
Objective(s): (C3) After the lesson, in groups of three or four, students will plan and conduct an
experiment using the scientific method. Afterward, students will demonstrate their
experiments to the class. After demonstrating their experiments, the class will discuss
Essential Question: which experiment closely modeled the scientific methods.

What strategies can you use to plan out an investigation?

How will working with multiple people affect the outcome of the investigation?

4. Central Focus The purpose of this lesson is to build upon students' previous knowledge of planning
(C4) experiments using the scientific method. Students will learn how to ask questions
How will this lesson link about science problems and formulate testable hypotheses.
with other lessons in the
unit?
Students can plan out an experiment using the scientific method.
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic
Language (C5) Language Function: Plan and implement

Vocabulary: Investigative procedures questions, testable hypotheses,

Academic language equipment, and technology
represents the
language of the Discourse: The students will discuss in small groups to plan their experiment.
discipline students Additionally, the groups will hold a class discussion about each group's
need to learn and use experiments. For the writing portion, students will individually write up their
to engage in the experiment steps as well as a short analysis of their experiment.
content area in
meaningful ways. Syntax: Students will be provided an outline for the experiment guidelines and
graphic organizers to refresh them on the scientific method and what each step
There are 4 language is.
demands to consider
as you require
students to read, write,
speak, listen,
demonstrate and
perform.
6. Targeted Language Language Function
Supports (C5)
The resources, Students plan and safely implement investigative procedures including asking
representations, and questions, formulating testable hypotheses, and selecting equipment and technology.
strategies you will
provide to help Vocabulary Strategies - (GO TO Page)
students understand, 1. Repetitive exposure to words
use, and practice the
concepts and
language they need to 2. Using vocabulary words before reading the text
learn within the
discipline
Discourse strategies - (GO TO Page)
Site the researcher’s -Write: Problem base learning
name as you refer to
the strategy. -Talk: Collaborative learning

Syntax - (GO TO Page)

1. Graphic organizers - Anchor Charts

2. Summarizing and notetaking

Making Content Comprehensible (R9)

7. Assessment/ Assessment of your TEK

Evaluation (C6)
Assessment(s) must Formative: Interviews
be aligned to the
TEKS, Summative: Performance Tasks
and objectives.
Assessment of your language demands:

Formative: Embedded Assessments

Summative: Portfolios

8. Hook (C7) Hook activity: Videos

Closure (C7) Closure Activity: Giving students opportunities to draw conclusions from the lesson (3-2-1)

Student Assets (C7) Personal assets: what students bring to the classroom/lesson (specific to each
student).
Cultural assets: what practices the students bring to the classroom/lesson such as
language and traditions.
Community assets: shared experiences of students within their community. I.e local
landmarks and resources.
9. Body of Lesson/
Teaching Strategies I DO – Direct instruction: Model the activity
and Learning Task(s)
(C9) I will demo a short experiment and have students follow along with me from start
to finish.
Be sure to include:
How will students learn WE DO – Guided instruction: Work with students on the activity
and use academic
language? As I go through the steps, the students will have a fill-in note page highlighting
what is important and what order they need to follow.

Three higher-order
thinking questions. YOU DO –Independent practice: Students work on their own

Students will be divided into small groups to plan and execute their own
Marzano Strategy experiment.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating

the content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Using Tomlinson’s strategies

of flexible grouping allows for groups to be formed based on level/language.

o Gifted/advanced learners:- Using Tomlinson’s strategies of compact

curriculum allows for more advanced learners to take the experiment a few
steps further while still covering the topic.

Technology: -(GO TO page) Students will be utilizing Microsoft excel (or google
sheets) to share and analyze their data within the group and with other groups.
This is Bloom's analysis level from Bloom's taxonomy.

Marzano Strategy - (GO TO page) Graphic Organizers (Anchor Chart)

Higher Order Thinking Questions (GO TO page)

1. Can you explain what happened during your experiment?
2. Can you see a possible solution to your experiment?
3. Do you think your experiment followed the scientific method?

Grouping / Partnering Technique: (Hattie)

Collaborative learning: the students will need to be able to work together to run an
experiment successfully.

Potential misconceptions and your plan to address them:

I will guide students through the process and allow for as many questions to be asked
as time allows.

10. Resources and Paper (either loose-leaf or notebook paper), pencil or blue/black ink pen,
materials needed computers (laptops or Chromebooks), marbles, play dough, popsicle sticks,
(C9) string or yarn, and glue sticks.

(E7) (How might you differentiate materials and resources for learners with various needs?)
I will provide students with a visual timer projected onto the screen so students can
keep track of their time. Also, I will provide students with additional graphic organizers
that will help prompt them during the lesson.

11. Classroom
Management
Strategies (CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic
Supports for
Students (E6)
What instructional
strategies and planned
supports, will you employ
to meet the needs of
each student that has
identified special learning
needs?
(E11)
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
1. Cell phones are not to be used during class. Unless there is an immediate
emergency then students may use their phones to call only approved
contacts (parents/legal guardians).
2. Beginning of class starts with a daily warm-up or journal entry. The topic
or prompt will be written on the board each day. Students are to follow
the instructs and work individually with limited conversation. Once
finished, students may whisper quietly with their table neighbors.
3. Finishing work early. If students finish their work early, they have three
options: work on the next assignment for my class, work on an
assignment from another class or read a book from the classroom/school
library.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Give student(s) extra time to write out their experiments and their
analysis.
2. Provide graphic organizers that have a larger print.
3. Read out directions to the student(s) or have a designated reader for that
student(s).
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Have student(s) follow out planned experiment instead of planning their
own.
2. Verbally prompting student(s) at certain steps during the experiment and
the write-up process.
3. Grade student(s) on level of understanding instead of a successful
experiment.
Strategies for ELLs (strategies that support language acquisition)
1. Providing bilingual dictionaries in the language that they speak.
2. Have students who struggle with speaking English work with an aide or
peer who also speaks the same language.
3. If students speak the same language, have them work in the same group.
4. If needed, I can give ELL students more time to work on the written
portion of the lesson.
5. For the discussion portion of the lesson, I will give the ELL student the
option of participating or writing their discussion on paper if they are not
comfortable speaking out loud.