WGU Lesson Plan The great cookie dunk latest one 10-11-20 PDF

Preview

Summary

Download WGU Lesson Plan The great cookie dunk latest one 10-11-20 PDF

Description

LESSON PLAN TEMPLATE – 2015 GENERAL INFORMATION Lesson Title & Subject(s): The Great Cookie Dunk Topic or Unit of Study: Buoyancy, sinking, floating Grade/Level: 2nd Grade Instructional Setting This will be taught to ten 2nd grade students using whole class instruction. The students will have guided instruction as they form a hypothesis. They will then perform the experiment and record their observations independently at their own desk.

STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): Common Core Standard: W.2.7 Participate in shared research and writing projects (record science observations) W.2.8 Recall information from experiences or gather information form provided sources to answer a question. TEKS 2.2 The students develop abilities necessary to do scientific inquiry in classroom and outdoor investigations. TEKS 2.2C The students collect data from observations using scientific tools.

Lesson Objective(s): The students will write a hypothesis as a class of whether an object is buoyant, whether it will sink or float. The students will observe the cookies and describe the attributes of each cookie and predict whether the cookie sink or float. The students will record their observations and hypothesis on The Great Cookie Dunk Lab Activity Sheet. The students will draw and label their results on the Great Cookie Dunk Lab Activity Sheet. The students will write a conclusion about the experiment on the Great Cookie Dunk Lab Activity Sheet.

MATERIALS AND RESOURCES Instructional Materials: Identify materials needed for the lesson (e.g., manipulatives, tools, reading material, lab equipment, construction paper, scissors, PowerPoint, guided note templates). 11 Mini Nilla Wafer Cookies 11 Mini Chips Ahoy Cookies 11 Mini Oreo Cookies 11 Mini Nutter Butter Cookies 44 small plastic cups 3 gallons milk

3 rolls paper towels 11 student lab sheets Scientists and the Scientific Method Power Point Unit 6 Chart or whiteboard Markers or dry erase markers

Resources: Kamp, Linda. Scientists & Scientific Processes: Introduction to Science. teacherspayteachers.com

INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Student Prerequisite Skills/Connections to Previous Learning: (10 min) Students will need to be familiar with the steps of the scientific method: Ask a question, make an observation, form a hypothesis, conduct an experiment, analyze the data, and draw a conclusion.

2. Presentation Procedures for New Information and/or Modeling: Presentation Procedures for New Information: Set the purpose for the experiment by introducing the Let’s Explore Buoyancy Slides in PowerPoint Unit 6 Introduce the question and the objective for the experiment. Write the question and the objective on the white board. The question: Do cookies sink or float in Milk? The objective: I can determine if an object is buoyant. I can test a hypothesis by using the scientific method. Using the PowerPoint Slide for The Great Cookie Dunk Lab, Unit 6, review and guide students through how they will use the scientific method to conduct their experiment. and give directions for how they will use the lab sheet to record their hypothesis, data, test results. Modeling: Today we are going to use the scientific method to answer the question, “Do cookies sink or float in milk?” Each of you will have four cups of milk and 4 different cookies to test. When it is time to start, you will use your lab sheet to record your observations and data. “Let me demonstrate how we will test each cookie.” Have students watch as you put a cookie into a cup of milk. Then, have a copy of the activity sheet on the overhead, and explain the different tasks the students are to do in this activity.

3. Guided Practice: Ask if anyone remembers what a hypothesis is. Students will brainstorm ideas and you will record their ideas on the white board. Together, everyone writes the hypothesis on the activity sheet.

4. Independent Student Practice: Students will observe each cookie and record the result on the activity sheet. Students will predict whether each cookie will sink or float and record their prediction on the activity sheet. The students will perform cookie experiments one at a time, pausing to record their data before moving on to the next experiment. Students will gently drop each cookie into the cup, observe what happens and draw results on the activity sheet. The students will write their conclusion on their activity sheet.

5. Culminating or Closing Procedure/Activity/Event: After students have independently completed the activity sheet, orally review their findings. Have students talk about their observations of the different cookies. Have them speak about their predictions and whether they came true. Orally review the conclusions the students drew at the end of the experiment. All students hand their activity sheets for a participation grade.

Instructional Strategy (or Strategies): I used direct instruction when I was reviewing the scientific method. I used guided practice when we were formulating the hypothesis. I used independent practice when students were conducting their experiments.

Differentiated Instruction Accommodations: For gifted and talented: Have students describe in writing the results of their experiment. Students reflect on the experiment and describe why they think they got the results they did. Ask these questions for their reflection: Think about the cookies that floated. What do you think made them float? Why do you think the other cookies sank? For students with learning disabilities, I would partner them with one of their peers. They would do the cookie observations together. I would closely supervise their independent cookie experiments, and then help them formulate conclusions at the of the experiment.

Use of Technology: I would be using an Elmo overhead projector connected to a computer. I would reference Scientists & Scientific Process Introduction to Science to introduce Unit 6. I would also use a white board to record students brainstorm ideas.

Student Assessment/Rubrics: The objective will have been met when the student can formulate a hypothesis and write it on the assessment. The student will also write an observation and prediction for each cookie. The student will also draw and label the results and write a conclusion. The student activity sheet has been provided below.

TheGr e a tCo oki eDunk

Que s t i o n:DoCoo ki e sSi nko rFl o a t ? Hypo t he s i s :_ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Co oki e

Obs e r v a t i o n

Pr e di c t i o n

Si nk

Fl oa t

Ni l l aWa f e r

Ch i psAho y

Or e o

Nu t t e rBut t e r

Dr a wa ndLabe lYourRe s ul t s :

Ni l l aWa f e r

Chi psAho y

Or e o

Nut t e rBut t e r

Co nc l us i o n:__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _...