Science Tools Lesson Plan

Joshua Y. Hakimian
Objective
CCSS:

Students will learn the purpose of using various science tools by using them in stations.
Based off the NYS Math, Science and Technology Standards:
Standard 1
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seeks answers, and develop solutions.

Key Concepts

Materials

Identify the purpose of the following science tools:

o Hand Lens
o Balance
o Ruler
o Measuring Cup
o Measuring Tape
o Forceps (Optional)

Hand Lens
Balance
Ruler
Measuring Cup
Measuring Tape
Forceps (Optional)
Blue, Green, Clear Cups
Science Tools Cards (for stations)
Science Notebook
Science Tools Project
Objects to Measure

Connection/
Motivation

Previously, students worked on making observations using their five senses, as well
exposed to the steps of conducting a science investigation. When conducting the scientific
investigation, the students were exposed to using the eye dropper. Students will now be
informed that they can use other science tools with their five senses to continue to conduct
science investigations.

Procedure

Students will engage in five science stations that will focus on a different science tool. In
each station, the children will be provided with a card that details the directions that the
students will have to follow to complete the station, and the activity related to the
corresponding tool. The activity that the children participate in will allow them to
construct an understanding about the purpose of the science tool. Student will also need to
construct a table of their results answer questions about their findings. This can be done in
their science notebook. Students will be assessed based off their results, and answers they
provide in their notebook, as well as their performance during the science centers.

Monitor
Progress:

The teacher will circulate around the room to monitor student progress. The teacher will
correct any misconceptions that the children may have about the tool, or if the children are
not following the directions for their station correctly. The teacher will also scaffold
instruction by asking questions to those students who do not understand the purpose of a
particular tool. The teacher will also ensure that students are working cooperatively with
one another at their station.

Differentiate

This lesson incorporates Gardners multiple intelligences:

o Interpersonal- Students will work with their group members to discover the
purpose of each science tool
o Kinesthetic- Students will be allowed to interact with each science tool
o Visual/Numerical/Linguistic- Students will be given the choice of how they
would like to represent their answers to the questions from each science
station. Certain results will need to be done numerically.
Children will be allowed to utilize the card at each station for spelling of certain
science words. Pictorial cues of each science tool are also included on each card.
Groupings of students can also be heterogonous to allow stronger students to assist
struggling students, ESL students, or students with IEPS. The teacher will also
scaffold instruction by asking questions to those students who do not understand
the purpose of a particular tool.

Closure:

With their group, students can review their results, as well as their answers to the
questions. Students can also share their results and answers with the entire class at the
conclusion of the lesson.

Possible
Homework

Students will complete a science tools packet where they will be required to draw a picture
of each science tool, and write why they would use each science tool. Students will be
assessed based off their performance of the packet.

Notes: