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6 08/05/15
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3 grade science

Lesson Duration

What about water: an introductory lesson into the water cycle

Central Focus (Enduring Understandings)
A description of the important understanding(s) and concept(s)

In this lesson the students will explore the similarities and differences of fresh and salt water
through observation and inquiry. They will use their findings to form a hypothesis on why some
objects float in salt water but not fresh water. They will extend their knowledge of the properties
of water through a variety of teaching methods (Powerpoint, Think-pair-share, etc.). Finally
students will be able to apply their knowledge and making a hypothesis upon whether a crayon
or rock will float in salt water, observe the experiment, and record the data.
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III
(HCPS III) that align with the central focus and address essential understandings, concepts,
and skills
1) Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent,

and investigate using the skills necessary to engage in the scientific process

SC.3.1.1 Pose a question and develop a hypothesis based on observations.

What students will know: Three basic differences between salt/freshwater. Students will also
know how to create a hypothesis based on background knowledge and observation.
What students will be able to: Complete a web organizer with facts they learned about water.
Students will also be able to identify two differences between fresh/saltwater. Students will be
able to analyze data based upon observation/experimentation to either support or modify their
The procedures to gather evidence of students learning of learning objective(s) to include
formative (informal) assessments applied throughout the lesson and summative assessments
(formal) of what students learned by the end of the lesson (include any assessment tools)

Formative: group discussions, note-taking web organizer

Summative: Written 1-2 sentence hypothesis with supporting reason(s), recorded observations
before/after experiment, written hypothesis in the If-then format (If. Than. Because)
based upon knowledge from the lesson/previous observations.
Students Prior Academic Knowledge and Assets
The students content knowledge, skills, prior academic experiences, and
personal/cultural/community assets to draw upon to support learning

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Students all have life experiences with water (drinking, bathing, swimming, etc.).
A number of students have been to the beach to swim/surf.
Academic Language
Oral and written language that the students need to learn and use to participate and engage in
the content

Density- mass of a substance per volume unit

Saltwater water that has a high density of salt
Freshwater- water that has little to no salt in it
Hypothesis- a claim based upon observation/background knowledge
Observation- facts derived from your five senses
Data- information from an observation/experiment
Experiment- activity to test a hypothesis
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the
lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) offers opportunities offered for multiple modes of participation

-Write the words, Hypothesis and Observation on the board with their definitions. Have the students copy these words in their
science journals. Discuss with the students what each word means to gauge background knowledge.
-Call the students to the carpet with their journals. Place two containers on the table, one filled with saltwater and another filled with
freshwater. Explain to the students that they are to come to the table in pairs and observe/explore both containers for ten seconds.
Encourage them to use every sense as applies to the water. When they finish observing they are to record their findings in their
- Bring out a bottle of colored blue dye. Slowly squeeze several drops into both containers. Invite students to observe what is
happening to the dye and to record their observations. Emphasize that details in describing their observations are important .
- Ask students to discuss: Why did all the dye in the freshwater spread, but the dye in the saltwater only float to the top? Tell
students to create a hypothesis or a statement based upon their observations/background knowledge. Write the following template
on the board: If. Then because Explain that the students need to use this template to create their hypothesis. Allow several
minutes for students to write their hypothesis down. Visit each group to assist or redirect as necessary.


Tell students that theyll possibly be able to prove/improve their hypothesis after the lesson. Cue the Powerpoint and have students
take notes in their web organizer.
Present Powerpoint. Elaborate on certain slides, check for understanding through call/response every few slides.


Ask students to partner in groups of two or three compare notes that they wrote. Explain that they are to collaborate and make sure
everyone on their table has completely filled their organizer with facts from the lesson. Students cannot write the same fact twice on
one paper, but can share facts with each other.

Tape a chart paper to the board that is separated into two sections labeled Salt water and Fresh water. Ask groups to send one
person to write down a fact for both the salt water and fresh water section. Encourage them to write down what they know or
discovered, even if its the same as another group.


Tell students, Now that youve learned a little more about salt and fresh water, we will be making a new hypothesis, testing it, and
analyzing the results. Show the class the crayon and rock, and pass it around for students to feel. Tell them to write a hypothesis
(using the If-Then-Because sentence frame) upon whether the crayon will float or sink in the salt water as well as the rock. Remind
them to give their reasons based upon what they observed or learned from the lesson. Tell them to record the data upon the
worksheet you give them.

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Students will test their item by placing it in a fresh water container than a saltwater container. They will record the results and than
answer the questions accordingly on their worksheet. They will turn it in for evaluation when they are done.

Instructional strategies and planned supports to meet the needs of individuals, and/or groups of
students who require different strategies or support (adaptations to instructional strategies, the
learning environment, content, and/or assessments)

GT/Accelerated students- model for them the hexaflexaglobe template and they can begin
making their own.
Struggling- have students visit teacher desk to go over the Powerpoint again. If they are
struggling with the hypothesis, ask questions such as, What does saltwater have that freshwater
doesnt have? Do you think it makes a difference with where the color sits in the water? Do you
think salt floats or sinks?
504- Have the student draw pictures OR have student record her voice on a Garageband
track/computer program.
Instructional Resources and Materials
Books, texts, and other materials needed for the lesson

5 containers of saltwater
5 containers of freshwater
Web organizer worksheet
Colored ice cubes (10)
Rock (1/2-1 inch long)
Hexaflexaglobe template (optional)

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Ver. 6 08/05/15
Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for
students who needed greater support or challengeto better support student learning?
o Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
Based on your reflection and your analysis of student learning, describe the next steps
for instruction to support students learning.
o Explain how these next steps follow from your reflection and analysis of student
learning. Support your explanation with principles from research and/or theory.

For my lesson, the one thing I mightve changed is made this lesson into a two-part lesson.
Because I tried to teach about the scientific process and the properties of water, it was difficult
to go in depth on either subject. I wouldve taken the first day to practice the scientific process
in order to have the students become used to the terminology and critical thinking. Than I
wouldve introduced the water lesson the next time and scaffold off our previous lesson.
These changes would improve student learning because it would have given students more
practice with understanding the vocabulary. In our reading, Science as a Second Language,
Stephanie Wessel writes, Even EL students who appear fluent in English frequently need
assistance in learning the academic language of science. Simplifying the lesson into simply
apprehending the scientific vocabulary wouldve allowed the students to understand not only
word definitions but also the different uses and contexts the words are used in.