Discovery Lesson Plan Template

Adapted from the 6E Model

WGU Task Objective Number: Elementary Science Methods Task 1

Name: Megan Lincoln
GENERAL INFORMATION
Lesson Title: Shake Shake Shake!
Subject: Science
Grade Level: 3rd
Instructional Setting:
Whole group instruction delivered to a diverse group seated at tables or groups of desks. There are several
displays around the room, one of which is a bulletin board which displays pictures of the three different kinds
of mixtures. We will spend time in an outdoor lab activity with hands on manipulatives.
STANDARDS, GOALS AND OBJECTIVES
Common Core or State Standard: PHYSICAL SCIENCE Standard 1: Properties of Objects and Materials Describe characteristics of objects based on physical properties such as size, shape, color, or texture. Vibration
of materials causes School Improvement 21 Science 210:15-3-73 sound. The student will engage in
investigations that integrate the process standards and lead to the discovery of the following objectives: 1.
Objects can be described in terms of the materials of which they are made. Mixtures and solutions can be
separated (i.e., sand and marbles, salt and water).
http://ok.gov/sde/sites/ok.gov.sde/files/C3%20PASS%20Int3.pdf
Lesson objective(s):
When given questions about the different types of mixtures students will correctly answer with 80% (six of
eight correct) accuracy.
When given questions about the different physical properties of mixtures students will correctly answer with
50% (one of two correct) accuracy.
MATERIALS AND RESOURCES
Instructional Materials:
Three jars
Salt
Water
Hot plate
Marshmallows
Vegetable oil
Plastic cups (for every student)
Dirt

rocks
grass
sand

References
Google. (n.d.). Retrieved March 22, 2015, from https://www.google.com/?gws_rd=ssl#q=define
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Discovery Lesson Plan Template

Adapted from the 6E Model

mixture
Grade 3 Integrated Curriculum. (n.d.). Retrieved March 22, 2015, from
http://ok.gov/sde/sites/ok.gov.sde/files/C3 PASS Int3.pdf
Johanna, S. (2006, January 1). Science Labs in Elementary School? Retrieved March 24, 2015,
from http://www.education.com/magazine/article/Science_Labs_Elementary_School/
K-12 Soil Science Teacher Resources. (n.d.). Retrieved March 22, 2015, from
http://www.soils4teachers.org/glossary
Solutions, suspensions, and colloids. (2011, February 12). Retrieved March 22, 2015, from
http://www.slideshare.net/jbishopgcms/solutions-suspensions-and-colloids

IDENTIFICATION OF STUDENT PREREQUISITE KNOWLEDGE SKILLS:

1. ENGAGEMENT
Student Prerequisite Skills/Connections to Previous Learning:
anticipatory set- must be able to follow directions
connections to previous learning: Lesson on soil layers will be referenced.
definitions of terms reviewed:
Bedrock Mass of solid rock beneath the soil. Can be parent material if it is close enough to the
surface to weather into soil.
Clay The smallest-sized soil particles. Often have plate-like shapes. Feels sticky when wet. Also
refers to a soil texture that consists of at least 40% clay particles.
Compost The remains of plants and animals after they have decomposed. Can be used to fertilize
soil and to improve its structure and ability to hold water.
Loam A soil texture with moderate amounts of sand, silt, and clay, sometimes in nearly equal
proportions. Good texture for farming and gardening.
(K-12 Soil Science Teacher Resources, n.d.).
The purpose of this lesson is to help the children understand mixtures, the different types, and how they could
be described.
A smart board power point presentation about mixtures will first be presented (Solutions, suspensions, and
colloids. 2011, February 12) At the beginning of the lesson engagement I will show the students with three
jars, each containing three different types of mixtures. The first jar will contain a water/salt solution. Using a
table top hot plate I will boil the water off to show the children the salt the solution contained. Jar number two
will have vegetable oil in water (shaken) to show an example of a suspension. Lastly, jar three will be full of
marshmallows, a colloid mixture. The children may each eat a marshmallow (sensory activity) if they want
and have no allergies.
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Discovery Lesson Plan Template

Adapted from the 6E Model

What words could we use to describe the physical properties of these materials?
What is a mixture?
What are the different types of mixtures?
PRESENTATION PROCECURES FOR NEW INFORMATION
EXPLORATION
Teacher modeling:
We will go to the outside playground. I will show them the process of creating a sample of layered soil in my
cup. It will have gravel bits, sand, top soil, and grass. I will then demonstrate creating a mixture from it.
While covering the top of the cup with my hand, Ill shake it up. I will ask questions to promote higher level
thinking concepts for the children.
Student Discovery:
The students will create their own mixture (lab activity). Each of them will receive a cup, and fill it in the
same way that I demonstrated. After they have collected and layered the materials, they will cover the top and
shake it too.
Finally we will go over the terms again as a whole group. We will discuss physical properties (size, shape,
color, or texture) of the matter we just collected. I will have an exit card exam for the children to complete. It
will have a total of five questions about the vocabulary terms and concepts that we explored. I will concisely
reference tomorrows lesson in which students will discover about sound and how it travels through solid,
liquid, and gas matter, which are the types of things they have worked with. I will assign the last few moments
of instruction time for an open environment of questions and answers.
What kind of mixture is your soil sample?
Is it heterogeneous or homogenous?
What could we do to the mixture to make it a different type?
EXPLANATION
Can you tell me what a mixture is?
Does a mixture turn into a new substance? Why or why not?
Can you separate a mixture? Why or why not?
Can mixtures particles be evenly and unevenly distributed? Why or why not?

ELABORATION
Hands on activities and higher level thinking questions will be introduced to develop a more sophisticated
understanding of the concepts.
Terms:
Mixture- material system made up of two or more different substances which are mixed but are not
combined chemically. A mixture refers to the physical combination of two or more substances on
which the identities are retained and are mixed in the form of solutions, suspensions, and colloids.
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Discovery Lesson Plan Template

Adapted from the 6E Model

Solution- a liquid mixture in which the minor component (the solute) is uniformly distributed within
the major component (the solvent).
Suspension- a suspension is a heterogeneous mixture containing solid particles that are sufficiently
large for sedimentation.
Colloid- Unlike a solution, whose solute and solvent constitute only one phase,
a colloid has a dispersed phase (the suspended particles) and a continuous
phase (the medium of suspension). To qualify as a colloid, the mixture must
be one that does not settle or would take a very long time to settle appreciably.
Heterogeneous Mixture- is a combination of two or more pure
substances in which the original substances retain their chemical properties. In
some mixtures, the initial substances cannot be detected after they have been
mixed.
Homogeneous Mixture: A mixture which has uniform composition and
properties throughout. For example, air is a homogeneous mixture of gases.
(Google. n.d.)
Knowledge application questions:
Can you think of a homogeneous mixture that we eat or drink?
Can you think of a heterogeneous mixture that we eat or drink?
Can you think of a solution that we use daily?
Can you think of a colloid mixture that we use daily?
Can you think of a suspension that we use daily?

E-LEARNING
Technology is incorporated with my power point and tablet use.

EVALUATION/ ASSESSMENT
Summative exit evaluation (to be completed and sent to teacher on a tablet device):
1.
2.
3.
4.
5.
6.
7.
8.

Colloid mixture: what was my example? Extra credit: What is another example of a colloid?
Suspension mixture: what was my example? Extra credit: What is another example of a suspension?
Solution mixture: what was my example? Extra credit: What is another example of a solution?
How do you determine if a mixture is heterogeneous or homogeneous?
Salt solution: is it heterogeneous or homogeneous?
Identify a mixture that is both homogeneous and a colloid.
How do you determine if a mixture is colloid, suspension, or solution?
Does a mixture become a new substance? Why or why not?
(physical properties questions:)
9. Describe the texture of the marshmallows.
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Discovery Lesson Plan Template

Adapted from the 6E Model

10. Describe the physical properties (size, shape, color, or texture) of the suspension mixture from our
example.

DIFFERENTIATED INSTRUCTION
Differentiation strategies to meet diverse learner needs:
I will allow accelerated learners to help struggling students (if their disposition is caring not supercilious).
This is a tremendous way to provide extra assistance for the ones who need it and allowing gifted students
explain material is a form of higher level thinking. ELL students will get a graphic organizer with
duplicates of my notes and power points. The folder will have extra marginal space for them to insert
notes of their own. Below grade level students (often struggling readers) will profit from audio book
versions of our program. I will have them read along as the text is being read to them in an earbud set.
Students with ADHD often find the lesson boring or they just have trouble focusing. I will help those
students learn by involving them in the lesson demonstration.

Collecting soil materials-lab/hands on activity: According to Johanna Sorrentino the NSTA indicates that
lab research with hands on exploration is the best way to familiarize students with scientific inquiry. (Johanna,
S. 2006) Our playground laboratory allows the students to explore different materials that can be combined to
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Discovery Lesson Plan Template

Adapted from the 6E Model

create homogeneous and heterogeneous mixtures. This helps the class engage in scientific inquiry with hands
on investigation. The objective requires students to describe physical characteristics of objects such as size,
shape, color, and texture when working with mixtures and solutions and define these terms. This activity
reinforces the object lesson and vocabulary that was presented at the beginning of the lesson. It provides an
opportunity for students to actually touch the materials which will help them provide clear physical
descriptions. The best way to understand mixtures is to create one. Everyone will benefit from this memorable
activity.
The summative assessment questions will reinforce the objectives. Students need to understand
mixtures. There are different types of mixtures, and these questions highlight that. The students will need to
understand what kind of mixture was used in the beginning of the lesson. The extra credit questions further
examine the childrens ability to apply the learning material in everyday life. Therefore the children must
justify their concept of the colloid, solution, and suspension mixture. The assessment also makes a correlation
between the vocabulary we learned and the hands on manipulatives we worked with. They have actually
created a homogeneous and heterogeneous mixture. This helps further identify the properties of mixtures as
required by the objective. The assessment covers the objectives, and promotes critical thinking.

References Google. (n.d.). Retrieved March 22, 2015, from https://www.google.com/?gws_rd=ssl#q=define

mixture

Discovery Lesson Plan Template

Adapted from the 6E Model

Grade 3 Integrated Curriculum. (n.d.). Retrieved March 22, 2015, from

http://ok.gov/sde/sites/ok.gov.sde/files/C3 PASS Int3.pdf

Johanna, S. (2006, January 1).

Science Labs in Elementary School?

Retrieved March 24, 2015,

from http://www.education.com/magazine/article/Science_Labs_Elementary_School/
K-12 Soil Science Teacher Resources. (n.d.). Retrieved March 22, 2015, from
http://www.soils4teachers.org/glossary
Solutions, suspensions, and colloids. (2011, February 12). Retrieved March 22, 2015, from
http://www.slideshare.net/jbishopgcms/solutions-suspensions-and-colloids