Alyssa Briscoe

ELED 3221
3/17/17

INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT

Making Ice Cream

Elementary Science
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Big Idea: To what big idea/unifying concept does your idea align? Physical properties

Grade Level: Kindergarten

Rationale: Why are you teaching this content? Why are students learning this material? Why is
it important for students to learn? How does it connect to their lives?

NC Essential Standard(s): What specific standards are you going to address in this lesson?
Write it out, dont just list the number. http://www.dpi.state.nc.us/acre/standards/new-standards/
K.P.2 Understand how objects are described based on their physical properties and how they are
used.

Next Generation Science Standard(s): What K-5 performance expectation is addressed?

Please list the full code (i.e. K-PS2-1) and the statement. The NGSS are located here:
http://www.nextgenscience.org/next-generation-science-standards.
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by
their observable properties.

Instructional Objective: What specific learning objective are you going to use? What are the
students going to do? Does your instructional objective include: conditions, performance, and
criteria? SWBAT observe different physical properties of objects then compare them to each
other. Students will work individually and as a group to determine characteristics. Students must
show 80% mastery to show proficiency.

Prerequisite knowledge and skills: What knowledge and skills should students already have to
be successful in this lesson? What background knowledge does the teacher need to have?
Students know what it takes to make ice cream and how we make it. They have written an entire
how to book. Teachers will need to understand the process of making ice cream as well as what a
physical property is. Teachers must understand

Materials/Resources: What materials do you (as teacher) and students need? What resources
will be used? If materials are exotic, where can they be found? You need to be specific with
the amount of stuff you will need. Milk, sugar, chocolate syrup, sprinkles, rock salt, vanilla
extract, ice, paper towels, gallon bags, quart bags, bowls, spoons, small Dixie cups, worksheet
Source of your lesson: Where did you get this idea from? Students have been writing their own
how to make ice cream book. I felt like mixing science into it was a good way to integrate a
lesson.

Estimated Time: How long do you think your lesson will take? 1 hour

Accommodation for Special Needs/different learning styles: What should be done for students
with special needs (both physical and emotional)? Different learning styles? ESL students?
(NOTE: YOU MUST ADDRESS ESL STUDENTS AND ONE OTHER NEED/LEARNING
STYLE FOR CREDIT)
Safety considerations: How will you make sure students are safe in your lesson? Students will
be under observation the entire time. The teacher will distribute items to students and help ration
ingredients out. Classroom management
Your name
ELED XXXX-XXX
Date
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Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. Additionally, I expect you to include possible questions
and anticipated student responses to your questions for each section.

Engage: How will students attention or interest be captured? How will you identify prior
conceptions? Okay boys and girls, I know that you all are very excited about your how to make
ice cream books that you have now written and now we are going to put our new knowledge to
the test! Today we are going to make our ice cream! Before we do that though I want us to do a
little activity using our ingredients. Can anyone tell me what a physical characteristic is? (listen
to given answers and respond accordingly) (give a few students a chance to talk building off each
other, ask them tell me more can anyone build off that can anyone make a connection) A
physical property or characteristic is anything that you can observe about the object so what it
looks like, its color, how it feels, the smell, how much it weighs, different things like that. Now
can anyone describe to me a physical property of apple juice? (its sweet and liquidy) What about
a physical property of a strawberry? (sweet, squishy, red) Now what about the physical
properties of a rock? (hard, grey, breakable)

Explore: What common concrete experience will the students have that allows all students
access to materials? What questions will you ask to facilitate exploration? Students will come up
and explore the different materials used to make our ice cream including toppings. I will have all
ingredients in small cups so they are able to move and observe them. Students will be able to
engage with their peers as well as the ingredients. I will have the cups lined up on a table with
chocolate syrup, milk, sugar, sprinkles vanilla extract, and rock salt. Okay students I want you
to gather around the table and take turns observing all of our different ingredients for ice cream!
Think about the words you may use to describe them and how they are similar or different from
each other.

Explanation: How will you structure student sharing from exploration? How will you facilitate
students conceptual development? How will you help students connect explanations back to
their experience? How will you build on students explanations to help students use appropriate
vocabulary to label concepts and ideas? Someone raise their hand and tell me one thing that
they observed from our ingredients. Listen to students thoughts and ideas and respond
accordingly. Allow this time for a class discussion and for their minds to explore building on
their exploration
Elaborate: What opportunities will there be for students to apply newly learned ideas, concepts,
and skills? (Another activity is ideal) Time to make our ice cream! Students will go around to the
different centers to make their ice cream. One center will have the ingredients being put into the
bags. Another will have the ice and rock salt being put in the bag. The next will be shaking the
ice cream for 5 whole minutes. The last will be scooping the ice cream into a bowl and adding
toppings.

Evaluate: How will you assess each students progress toward the stated objective(s)? What
evidence will be collected? What type of assessment will be used (formal, informal, formative,
summative)? Students will enjoy their ice cream while filling in the attached worksheet. I will
walk around to help them with their words.

Closure: How are you going to close your lesson? Briefly describe how you will close the
lesson, help students understand the purpose of the lesson, and show how it will connect to future
learning. (Rather than an administrative closure, interact with learners to elicit evidence of
student understanding of purpose(s) for learning and mastery of objectives) Okay boys and
girls, today I told you a little more about physical properties, now who can tell me what a
physical property is? (a physical property is something you can observe about an object) Now
who can tell me a physical property they observed about one of our ingredients? (numerous
responses available such as milk was liquidy and could move, sprinkles were hard, etc.) Who can
compare two of the ingredients? (sugar and salt look a lot alike, the are both hard and grainy but
taste very different) Now can anyone tell me how one of our ingredients changed after we shook
up all our ice cream? (the milk got harder so that it want just a liquid and could move
everywhere anymore) Great job boys and girls! Im so impressed!