AQUINAS COLLEGE

SCHOOL OF EDUCATION
LESSON PLAN
Day 1
Michigan Curriculum Framework Content Standards and Benchmarks:
S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems
through reasoning and observation.
S.IP.07.11 Generate scientific questions based on observations, investigations, and research.

Unit Outcome:
Scientific Experimentation, Hypothesizing, and Sharing Results
Lesson Outcomes:
Work on observing an area and taking careful note
Rationale/Purpose for Lesson:
The students will work on their abilities to observe, take careful note, organize data, and write in
a way that helps others understand their findings
Assessment:
I will assess the way the students organize their data and the way that the students go about
observing their side of the room
Resources/Materials Required:
Posters, signs, old work, pictures, sayings, and other random items
Introduction and Procedure
Today we are going to begin our lesson on observations. Each one of you has been randomly
matched with a partner. You will be split into two teams. Each team will be responsible for
observing one half of the room. Record your observations in a notebook. The students will have
the full class period to record observations that they make about the room. They can choose the
method and organization.
Closure:
With 5 minutes remaining: I will ask the students to talk about what kinds of things they
observed- without actually saying the names of the items and posters. The exit slip ticket will be
write down one reason for writing down observations

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN
Day 2
Michigan Curriculum Framework Content Standards and Benchmarks:
S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and
investigations.
S.IA.07.11 Analyze information from data tables and graphs to answer scientific questions.
S.IA.07.12 Evaluate data, claims, and personal knowledge through collaborative science discourse.

Unit Outcome:
Scientific Experimentation, Hypothesizing, and Sharing Results
Lesson Outcomes:
Reading and analyzing data, observing, recording
Rationale/Purpose for Lesson:
The students will work on their abilities to read and analyze data in order to determine what is
missing.
Assessment:
I will assess the students as they use their partners notebooks to determine what is missing. I will
be looking for methods and again the way they record their data.
Resources/Materials Required:
Some switched out posters, signs, old work, pictures, sayings, and other random items
Introduction and Procedure
Today we are trading notebooks with our partners. You will be using your partners notebook to
determine what has changed since yesterday. Note the methods that your partner used to record
data and the words that they chose to describe the observations.
Closure:
The students will be responsible for making a list of the items that they have noted are changed
since yesterday. They will be responsible for turning the list in at the end of class.

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN
Day 3
Michigan Curriculum Framework Content Standards and Benchmarks:
S.IA.17.13 Communicate and defend findings of observations and investigations.
S.IA.07.14 Draw conclusions from sets of data from multiple trials of a scientific investigation to draw conclusions.
S.IA.07.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data.

Unit Outcome:
Scientific Experimentation, Hypothesizing, and Sharing Results
Lesson Outcomes:
Analyzing methods, drawing conclusions from many experiments, defending methods
Rationale/Purpose for Lesson:
The students will work on their abilities to determine what worked best, and what did not in
order to determine how students got the most changes from day 1 to day 2.
Assessment:
I will assess the students as they defend the method they used to determine the changes in the
room. I will also assess the students ability to draw conclusions from listening to one another
discuss the methods they used.
Resources/Materials Required:
List of changed items
Introduction and Procedure
Today we will discuss the methods that each students used to observe his or her side of the room.
In your group, take one minute to discuss what each of you did in order to get the most specific
observations. One person from each group will tell the class what your group talked about. Take
one minute to discuss which methods seemed to work the best and which methods did not seem
to work. Discuss with the class what your group talked about.
Closure:
I will conclude by handing out the Write it Do it Lab sheet and telling the student that they will
be responsible for using what we have discussed today to complete this lab in class tomorrow.
Each student will be responsible for reading over the lab before class the next day so that they
have an idea of what they will be doing.

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN
Day 4
Michigan Curriculum Framework Content Standards and Benchmarks:
S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems
through reasoning and observation.
S.IP.07.11 Generate scientific questions based on observations, investigations, and research.
S.IP.07.12 Design and conduct scientific investigations.
S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens,
thermometer, models, sieves, microscopes, hot plates, pH meters) appropriate to scientific investigations.
S.IP.07.14 Use metric measurement devices in an investigation.

Unit Outcome:
Scientific Experimentation, Hypothesizing, and Sharing Results
Lesson Outcomes:
Students will practice using descriptive words, read directions, and build something from
instructions
Rationale/Purpose for Lesson:
The students will participate in the Write it Do It lab
Assessment:
I will assess the students on their abilities to create instructions that are easily understood and
thorough. I will also assess the students on their ability to read instructions and build the item
described
Resources/Materials Required:
Legos
Ruler
Compass
Introduction and Procedure
Today we will participate in the Write It Do It lab. You have been paired with a partner at
random. Each person will receive a built lego creation and may use a ruler and a compass as
well as your eyes in order to write directions for your partner to use to recreate the item. You
will get 20 minutes for instructions and 20 minutes for creating.
Closure:
I will conclude by asking the students to show the creation that they made to their groups. I will
then pass out the original creation for them to compare it to. The students will talk in their
groups about the similarities and differences between their creations and the originals. The exit

ticket is a notecard from each student writing what the most difficult aspect of the lab and what
the easiest part of the lab was.

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN
Day 5
Michigan Curriculum Framework Content Standards and Benchmarks:
S.IP.07.15 Construct charts and graphs from data and observations.
S.IP.07.11 Generate scientific questions based on observations, investigations, and research.
S.IP.07.12 Design and conduct scientific investigations.

Unit Outcome:
Scientific Experimentation, Hypothesizing, and Sharing Results
Lesson Outcomes:
Students will develop a scientific question and represent it on a graph and chart
Rationale/Purpose for Lesson:
The purpose is to practice creating graphs using real life data
Assessment:
I will assess the students on their ability to create different graphs from data.
Resources/Materials Required:
Introduction and Procedure
Today we will be working on our graphing skills as well as collecting data. In groups discuss
what is important when deciding on a scientific question. Discuss answers
as a class. Students develop questions to survey class. Students have 10
minutes to collect data from class. Students must create a chart and then
graph their data using 3 different kinds of graphs.
Closure:
I will conclude by having the groups talk about which types of graphs they chose and why. Each
group will share out loud what their group talked about. As a class- the goal is to talk about
which kinds of graphs go with what kind of data/ situation.

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN
Day 6
Michigan Curriculum Framework Content Standards and Benchmarks:
S.IA.07.14 Draw conclusions from sets of data from multiple trials of a scientific investigation to draw conclusions.
S.IP.07.16 Identify patterns in data.

Unit Outcome:
Scientific Experimentation, Hypothesizing, and Sharing Results
Lesson Outcomes:
Student will hypothesize and identify patterns
Rationale/Purpose for Lesson:
The purpose is to get the students to create hypotheses based on patterns that they observe
Assessment:
I will assess the students based on their groups hypotheses
Resources/Materials Required:
Water Tank
Water
Diet Coke
Coke
Root Beer
Sprite
Diet Root Beer
Diet Caffeine Free Coke
Diet Sprite
Introduction and Procedure
Today we will begin with discussing patterns seen in everyday life in groups. Then groups share
what they have found. I will then take the students through the soda
density experiment. The students will be asked between each session to
create hypotheses and describe the patterns that they see that is allowing
them to create these hypotheses.
Closure:
I will conclude by having the groups give the class a final hypothesis based on the experiment.
The students will write their hypotheses on a sticky note and place it on the board on their way
out.

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN
Day 7
Michigan Curriculum Framework Content Standards and Benchmarks:
S.IP.07.11 Generate scientific questions based on observations, investigations, and research.
S.IP.07.12 Design and conduct scientific investigations.
S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens,
thermometer, models, sieves, microscopes, hot plates, pH meters) appropriate to scientific investigations.
S.IP.07.14 Use metric measurement devices in an investigation.

Unit Outcome:
Scientific Experimentation, Hypothesizing, and Sharing Results
Lesson Outcomes:
Student will design an experiment
Rationale/Purpose for Lesson:
The purpose is to get the students to determine whether or not two objects fall at the same speed
as one another and at a constant speed
Assessment:
I will assess the students as they work through designing the experiment
Resources/Materials Required:
Measuring tapes
Rulers
Stopwatches
Different sized/weighted balls/round objects
Introduction and Procedure
Today we will begin with a clip of a meteor falling to Earth. We will discuss in groups that the
meteor is falling due to gravity. I will then pose the question- do things
fall to the Earth at the same speed as one another, and do they fall at a
constant speed or does the speed change? I will allow the students to work
in groups of 4. The students must work on creating a hypothesis and then
a procedure.
Closure:
I will conclude by having the groups turn in their hypothesis and procedure. They will not be
allowed to test their hypothesis until it is approved.

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN
Day 8
Michigan Curriculum Framework Content Standards and Benchmarks:
S.IP.07.11 Generate scientific questions based on observations, investigations, and research.
S.IP.07.12 Design and conduct scientific investigations.
S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens,
thermometer, models, sieves, microscopes, hot plates, pH meters) appropriate to scientific investigations.
S.IP.07.14 Use metric measurement devices in an investigation.

Unit Outcome:
Scientific Experimentation, Hypothesizing, and Sharing Results
Lesson Outcomes:
Student will conduct experiments that they have designed
Rationale/Purpose for Lesson:
The purpose is to get the students to determine whether or not two objects fall at the same speed
as one another and at a constant speed
Assessment:
I will assess the students as they work through conducting the experiment
Resources/Materials Required:
Measuring tapes
Rulers
Stopwatches
Different sized/weighted balls/round objects
Introduction and Procedure
Today the students will have the whole class period to work on conducting their experiments to
test their hypotheses. I will be available to help with questions.
Closure:
I will conclude by telling the students they will have more time to work on their experiments
tomorrow.

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN
Day 9
Michigan Curriculum Framework Content Standards and Benchmarks:
S.IP.07.11 Generate scientific questions based on observations, investigations, and research.
S.IP.07.12 Design and conduct scientific investigations.
S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens,
thermometer, models, sieves, microscopes, hot plates, pH meters) appropriate to scientific investigations.
S.IP.07.14 Use metric measurement devices in an investigation.

Unit Outcome:
Scientific Experimentation, Hypothesizing, and Sharing Results
Lesson Outcomes:
Student will conduct experiments that they have designed and use technology to present it.
Rationale/Purpose for Lesson:
The purpose is to get the students to determine whether or not two objects fall at the same speed
as one another and at a constant speed
Assessment:
I will assess the students as they work through conducting the experiment
Resources/Materials Required:
Measuring tapes
Rulers
Stopwatches
Different sized/weighted balls/round objects
Laptops
Introduction and Procedure
Today the students will have the whole class period to work on conducting their experiments to
test their hypotheses. I will be available to help with questions. They will
also have access to computers to work on creating a presentation of their
findings for the class.
Closure:
I will conclude by telling the students that tomorrow is presentation day, so they should dress
professionally because I will have a panel of scientists there to observe their findings.

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN
Day 10
Michigan Curriculum Framework Content Standards and Benchmarks:
S.IA.17.13 Communicate and defend findings of observations and investigations.

Unit Outcome:
Scientific Experimentation, Hypothesizing, and Sharing Results
Lesson Outcomes:
Student will present, be professional, and answer questions
Rationale/Purpose for Lesson:
The purpose is to present their data and show off their graphs to the class and the panel of
scientists
Assessment:
I will assess the students on their ability to present their findings and answer the questions from
the panel. I will also assess the students on the presentation that they put together based on the
attach rubric.
Resources/Materials Required:
Computer and screen for presentations
Panel of physics majors from local college
Introduction and Procedure
Each group will present to the class and the panel, and will have 5 minutes after the presentation
to answer questions about their findings.
Closure:
The end of the class will conclude with thanking the scientist panel and having the panel tell the
students about their findings and have a time for the students to ask the panel questions.

Write It Do It Lab Instructions

You have received an object created from Legos. Your job is to write a detailed description of
the object so that your partner can recreate it. You are allowed to use a ruler and a compass to
make measurements, but you are not allowed to draw the object. Words and measurements only.

Soda Can Sinking Experiment

EXPERIMENT
1.

Ask your audience the question, Will this can of regular soda float or sink in the bucket of water?
After gathering everyones answer, place the can of regular soda in the water and notice that it sinks to
the bottom. If the can of regular soda floats, you might have an air bubble trapped under the bottom of the
can.
2.
Pick up a can of diet soda and pose the same question. Be sure to point out the fact that the cans
are exactly the same size and shape and contain the same amount of liquid (compare the number of
milliliters probably 355 mL). Place the can of diet soda in the water. It floats! Wobble the can from side
to side to show your audience that there are no bubbles trapped under the bottom. It still floats. Why?
3.
Let your group experiment with different kinds of soda. Why do the diet sodas float and the
regular soda cans sink, no matter the brand?

HOW DOES IT WORK?

This demonstration is an excellent way to learn about density. We are all familiar with the basic concepts
of sinking and floating. Objects less dense than water float, and those more dense than water sink. Empty
cans float, rocks sink. This is only possible because of differences in density.
If both diet and regular soda cans are placed on a double pan balance scale, it would be clear that the
regular soda is heavier than the diet soda. This demonstrates the difference between mass and volume.
Mass refers to how much stuff exists within an object. If something is heavier than another object, it
contains more mass. Mass is measured in grams.
Volume, on the other hand, refers to how much space an object occupies. For fluids, volume is usually
measured in liters (L) or milliliters (mL). There are 1000 mL in one liter. This is what we were referring to
when we told you that the cans contained the same amount of liquid - 355 mL. Since both cans have the
same volume, the heavier can must have a greater mass. We can now conclude that the heavier can is
more dense than the lighter can.
Diet sodas usually contain aspartame, an artificial sweetener, while regular sodas use sugar. Take a look
at the nutritional information on the side of the cans. Notice how much sugar is in a regular soda (look
under carbohydrates). Most regular sodas have about 41 grams of sugar. How much is 41 grams? Try 18
packets of sugar like the ones you might find at a restaurant! Yikes! That's a lot! Diet soda is flavored with
a relatively small amount of an artificial sweetener (like aspartame) which is 200 times sweeter than an
equal amount of sugar. Therefore, only a tiny amount of aspartame is needed. Both sugar and aspartame
are more dense than water, which can be easily demonstrated by adding small amounts of each to a
container of water (they sink). So it is actually a matter of how much of each is used. The 41 grams or so
of sugar added to a can of regular soda make it sink. The relatively tiny amount of aspartame used in diet
sodas will have a negligible effect on the mass, enabling the can to float.
Why do cans of diet soda float? It is all due to the fact that there is a little bit of space, called "headspace,"
above the fluid in each can of soda. This space is filled with gas, which is much less dense than the soda
itself. It is this space above the soda that lowers the density of diet drinks just enough to make them float.

Sugared drinks also have this headspace, but the excessive amount of sugar added makes the can more
dense than water.
- See more at: http://www.stevespanglerscience.com/lab/experiments/sinking-sodasurprise#sthash.jLW2xHXN.dpuf

Clip of meteor falling to earth https://www.youtube.com/watch?

v=RAq76TX4iLw

Presentation Rubric: