Techscience LP 4 Assessment

Techniques for Science
LP4 Assessment Task

Description of a lesson plan
The lesson I found online was titled Pop Rocks Matter. The learning objectives of this
lesson is for the student to be able to predict, identify and described the outcome of the
experiment. Also for students to be able to write in detail about the experiment, including why
it worked or didn’t work. The lesson begins with an introduction of laying the ingredients out
and having the students to label in notebook what the ingredients are. The teacher is to point
out each ingredient but not tell the students anything about the experiment. The students can
either write down or draw the ingredients and then have five minutes to make predictions
about how the materials will be used and what will happen. Next the students are placed in
groups to discuss their predictions and make notes in their notebooks about different ideas the
other group members came up with. Once the time is up students should have discussed, and
combined their predictions into one cohesive paragraph prediction the use of materials and
outcome of experiment. Next the teacher will go over key terms with students and “remind
them that a chemical reaction is a process in which atoms of the same or different element
rearrange themselves to form a new substance, either giving off or taking in heat as it changes.
Explain to your students that carbon dioxide is a gas that is present in the atmosphere, formed
during respiration, decomposition or decay, and the reaction of acids with carbonates. Tell your
students that matter is something that takes up space.” Next you will have the students gather
around the experiment materials with notebooks in hand. The teacher will then complete the
science experiment. Beginning with picking up the bottle of soda and pop rocks bag, ask the
students questions that will activate their prior knowledge (such as does anyone know what
these have in common?). Then pick up a balloon and funnel, carefully place the mouth of the
balloon over the small end of the funnel and pour half to the whole bag of pop rocks into the
balloon. Open the sealed bottle of soda and carefully place the balloon’s mouth over the soda’s
mouth. Ask the students their current predictions. Pick the balloon head up and allow the Pop
Rocks to slide into the bottle, then watch and listen to the experiment. Move the soda to the
side, and take out the vinegar bottle and box of baking soda. Ask questions that activate prior
knowledge (such as do you remember what reaction these have when combined? Does anyone
know what happens when we mix vinegar and baking soda?). Then repeat the same steps as
before but with using vinegar and baking soda. Fill the balloon with baking soda and place the
balloon over the top of the vinegar bottle. Ask students what they think will happen and why.
Complete the experiment by carefully shake the baking soda into vinegar. Ask students about
similarities and differences in the two experiments. Compare balloon sizes. Point out where
there is kinetic energy, or energy in motion, and potential energy, or energy not yet in motion.
Once completed ask students to return to their desks and write their conclusions about the
experiment in their journals. Have students include final balloon sizes and possible reasons for
differences in size, if there are any. Allow students to measure the balloons for their final write-
ups. Extend the lesson by enrichment or support. “Enrichment: Have the students research
chemical reactions and create their own experiments showcasing such a reaction. You can also
instruct your students to perform the Pop Rocks experiment themselves. Alternatively, have
students write a script for the experiment and record themselves (or their group) performing
the experiment as if for an audience. Or support: Direct your students to work with the teacher
in a small group or one-on-one setting to look more closely at the reactions and what causes
them. Give students information for various experiments, and have them practice their
outcome predictions. Review the states of matter and the energy of a chemical reaction to
make sure that there are no gaps in their understanding.” Collect students' predictions and
conclusions for grades. With the whole class create an anchor chart. Have students provide you
with a fact about the experiment and sketch or write it out creatively on the board. To close out
the lesson bring your students' attention back to the table containing your experiments.
Mention that the balloons have not gone down yet because of the power of the energy
released during the chemical reaction. Ask students to finish their notes up and turn in or put
away their journals.
How the lesson plan meets the features of inquiry

The lesson plan meets the features of guided inquiry and structured inquiry with the
completion of a confirmation lab. The plan is carried out by both inquiry and offers some open
inquiry in the beginning of the lesson with viewing the materials. The teacher helps guide the
lesson along with posing questions through the lab. The teacher also completes the full
experiment for the students to view and then measure how large the balloons become.
How the lesson plan meets the steps of 5-E model of instruction.
The lesson meets the steps of the 5-E model of instruction by having portions of all 5 features.
Students are engaged and able to ask questions during the experiment. Students are able to
explore the materials before and after the experiment. They also get to see if their predictions
are correct. After reviewing materials the students are able to explain with classmates their
possible solution to the experiment. As a group the students need to come up with a prediction
or hypotheses together. Students also elaborate by drawing reasonable conclusions form
evidence given and recording observations. Students are able to evaluate and having their
learning tested by writing a detailed conclusion.
How the lesson plan could be modified to better correspond with either the Guided Discovery
or 5-E model of instruction.
A way the lesson could be modified is to have the students complete the experiment. The
teacher could form groups of students and scale down if needed. For example using a 16.9
ounce verses a 20 fluid ounce bottle.
Role of an instructional assistant in the presentation of this lesson plan.

During this lesson plan the instructional assistant can help in different ways. During the viewing
of materials the instructional assistant can go around and help encourage students to write
down known materials and describe unknown materials. During the experiment the
instructional assistant can either help the teacher with the experiment or help the students
with: staying on task, describing what is happen, asking questions and/or answering student
questions.
522-120 Techniques for Science
Performance Assessment Task – Written Response
Points Possible = 30
Target Competencies
Examine the inquiry process in science.
Directions
1. Write a response to each of the following:
Learner includes a detailed description of a lesson plan found either online or
from another source.
Learner describes how the lesson plan meets the features of inquiry.
Learner describes how the lesson plan meets the steps of either the Guided
Discovery or 5-E model of instruction.
Learner describes how the lesson plan could be modified to better correspond
with either the Guided Discovery or 5-E model of instruction.
Learner explains the role of an instructional assistant in the presentation of this
lesson plan.
2. Document must be a product of quality (good grammar, mechanics, and format).

3. Review and follow scoring guide criteria as you complete this assessment.
4. As you complete this assessment, reflect upon and include information you have
gained from the readings and activities of this learning plan.
5. Submit to instructor.
Scoring Standards
E = Excellent, shows evidence of high order thinking, support for response is included,
no revision needed. Citing sources adds credibility and support to response.
Criterion is met above and beyond expectation.
A = Acceptable, criterion met
N = Needs improvement, criterion attempted but not fully met. Errors and/or omissions
are significant.
0 = Not attempted.
Scoring Guide Criteria and Ratings

No. Criteria E A N 0
Learner includes a detailed description of a lesson plan found either
1. online or from another source. 5 4 3 0
Learner describes how the lesson plan meets the features of inquiry.
2. 5 4 3 0
Learner describes how the lesson plan meets the steps of either the
3. Guided Discovery or 5-E model of instruction. 5 4 3 0
Learner describes how the lesson plan could be modified to better

correspond with either the Guided Discovery or 5-E model of
4. instruction. 5 4 3 0
Learner explains the role of an instructional assistant in the presentation

5. of this lesson plan. 5 4 3 0
Learner produces a product of quality (grammar,

6. mechanics, format). 5 4 3 0
Total Points Earned / 30

Techscience LP 4 Assessment

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Techniques for Science

LP4 Assessment Task

How the lesson plan meets the features of inquiry

Role of an instructional assistant in the presentation of this lesson plan.

2. Document must be a product of quality (good grammar, mechanics, and format).

Scoring Guide Criteria and Ratings

Learner describes how the lesson plan could be modified to better

Learner explains the role of an instructional assistant in the presentation

Learner produces a product of quality (grammar,

Total Points Earned / 30

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