KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Danielle Murphy Date: 4/3/19

Cooperating Teacher: Ms. Walacavage Coop. Initials

Group Size:18 students Allotted Time 9:20-10:00 Grade Level- 1st grade

Subject or Topic: Science- Air Under Water Investigation

STANDARD:
3.2.1.A5 Constancy and Change Recognize that everything is made of matter.
I. Performance Objectives (Learning Outcomes):
The first grade students will use vials, paper towels, stryofoam balls, and basins to
explore the idea that air takes up space.

II. Instructional Materials

 Each group needs;
o 1 basin of water
o 1 vial for each group
o paper towels
o 4 Styrofoam balls
 Air and Weather Journals/ Pencils
 Word Bank for Air
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
 Knowledge that air is a form of matter, can move things and is an
invisible mix of gases
B. Key Vocabulary
 Vial- small container used for science
 Bubble- an air pocket of water
 Water basin- a large container for holding water
 Submerge- to put something completely under water
C. Big Idea
 Where can air be found?
D. Content
 Air is matter
 Air takes up space
 Air can be captured
IV. Implementation
A. Introduction
  The teacher will start by calling the students to the carpet to review
what was taught yesterday. The Teacher will call on students to share
what they learned about air.
o The teacher will call on a few students to tell what they
remember to review the concepts and terms that were discussed
the previous day while referring to the poster;
 Air is all around us
 Air is matter and is a gas
 Air inside a balloon moved quickly because it was not
dense
 The teacher will then introduce today’s investigation by saying,
“Today we will be finding out more about air. Put your hands on your
head if you think there is air in water?”
o Teacher will wait for students’ responses and then say, “Well
we are going to use some materials today called a vial and a
water basin to investigate and find out.”
 Teacher will show students the vial and tell what it is
along with explaining what a water basin is
 Teacher will set the guidelines for the investigation saying we need to
be good scientists and stay safe;
o The team captains will have the water basin on their desk and
teammates will rotate into the team captains chair. So only if
you are sitting in the captain’s chair will you be touching the
materials for the investigation, others should be watching. If
you are not in the team captains chair, then your hands should
not be in the water
o Make sure water does not get spilled, splashed, or dumped out
or your group will only be allowed to watch another group and
will no longer be allowed to participate
o Stay safe by not running or moving around too much near the
water
o Also remember that when I say “waterfall” you stop, respond,
your hands are folded and eyes are looking at me
 Teacher will practice this with the students
B. Development
1. Teacher will tell students that they have a few minutes to just explore with
the vials and the water basin carefully while they are being passed out
a. Teacher will walk around as students explore and ask questions
about what they noticed or what they think we are going to try to
do
2. Teacher will stop the class after about 5-8 minutes and ask them to share
what they tried or saw with the materials
a. If students do not mention anything about bubbles the teacher will
ask students to raise their hands if anyone saw bubbles when
exploring
b. Teacher will then ask why they might think the bubbles occurred
 3. Teacher will then tell the students that they will now be getting a
Styrofoam ball to explore with as well
a. If teacher is not seeing the students trying to float the ball on the
water and place the vial over it upside down and push it down into
the water they will guide them into doing so to see what happens
b. Teacher will give students a few more minutes so each student can
try using the foam ball and vial in the water
4. Teacher will then tell students to put all materials down and to not touch
them until instructed further
5. Teacher will then prompt a discussion by asking the following questions;
a. Is there air in the vial? How do you know?
b. If you push the vial straight down into the water, is the air still in
the vial? How do you know?
c. How did it feel when you pushed the vial into the water upside
down?
d. Where do the bubbles come from?
6. Teacher will then tell the students there is a new challenge for them to try
but first the team captains need to dry out their vials completely
a. Students will be given paper towels to dry out their vials
7. Teacher will demonstrate to students how they are going to put a piece of
paper towel into the bottom of their vial and tell them their challenge is;
“Can you submerge (put it completely under the water) your vial and still
keep the paper towel dry?”
a. Students will be given about 10 minutes to try it and there will be a
lot of paper towels provided so the students can try until they
succeed
8. Once students have all tried the challenge, the teacher will instruct the
students to put down the materials and dry off their hands and teacher will
collect water basins
9. Teacher will then prompt students for another discussion by asking them;
a. “what did you do to keep the paper towel dry?” (kept the vial
straight up and down)
b. “Why do you think that worked?” (Air was captured in the vial
with the paper towel; water couldn’t get into the vial as long as air
was taking up the space; if the vial was tipped the air escaped and
the water could get in and wet the paper towel)
C. Closure
 Teacher will then tell the students that they will be filling out their air
and weather journal pages and will be told to color on both the pictures
where the air is in purple
 Teacher will then instruct the students to write a sentence about what
happened when they explored with the materials in both pictures
o Teacher will have sentence fill-ins and a list of vocabulary words
to help guide students thinking on the board
 D. Accommodations/Differentiation
 Teacher will be sure to walk around the room to assist students during
investigations
 Teacher will remind students of sentence starters and key words they
can use for their sentences
 A.B- Teacher will make eye contact and repeat directions to make
them clear

E. Assessment/Evaluation Plan

Assessment Approaches: Evidence:

1. Questions asked throughout 1. Verbal answers
investigations 2. Air labeled on pictures and description
2. Pictures and sentences drawn of where the air is

Assessment Scale:
2. Pictures and sentences drawn on investigation sheets
Advanced- Air labeled correctly in pictures and correct sentences written for both
Proficient- Air labeled correctly in pictures with errors in sentences
Basic- Air labeled incorrectly and incorrect sentences

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)

VI. Resources (in APA format)