Creativity Lesson Plan

Creativity Lesson Plan
MODIFIED LESSON PLAN OUTLINE FOR ELED 510
Title/Grade/age level:
Walking Water: Using the Scientific Method
5th grade
Context of Activity as it relates to other subjects (integration)

This lesson is being taught toward the end of the first nine weeks. The students learned about
the scientific method at the beginning of the year, with this experiment it will allow them to
think back to the when they learned the material. It will include some writing along with
science, so that they can record their hypothesis and their ideas. This activity covered SOLs:
5.1 a,b,c,d,e,f,g,h,I,j,k
Arts Standards:
Anchor Standard #1. Generate and conceptualize artistic ideas and work.
Anchor Standard #2. Organize and develop artistic ideas and work.
Anchor Standard #3. Refine and complete artistic work.
Materials Needed (who supplied each)
7 clear plastic cups (cooperating teacher)
Food coloring (cooperating teacher)
Paper towels (me or cooperating teacher)
Water
Scissors (provided by students)
Bulleted Learning Objectives Concepts

Making an observation is when the
Students will use their knowledge students ask themselves what they are
of the five steps of the scientific curious about or what makes them
method to conduct an experiment. wonder.
Students will make an observation. A hypothesis is trying to figure out what
Students will make a hypothesis. the answer is to your question or the
Students will use their hypothesis to reason for your observation.
make a prediction. Predictions are if/then statements that
Students will collect and record explain and confirm your hypothesis.
data during the experiment. Making a conclusion is when the students
Students will make a conclusion wrap up the experiment and determine if
based on the results of the their hypothesis were correct.
experiment.
Brief Procedures:
Preparation plans:
The first thing we will do possibly the day before the lesson is an anticipation guide to get the
students back into thinking about the scientific method. Then, the next day in class to prepare for
this lesson I will create four groups of 5. Each group will get six clear plastic cups and three
pieces of paper towel. When we begin the experiment, the groups will also get water and food
coloring for their cups. Before starting the lesson, I will also have the experiment recording
sheets printed out.
Intro of activity
To introduce the activity, I will start by bringing up the scientific method and having a brief
conversation about it. Since they learned this a few weeks ago, this will be a review and the
students should raise their hands and talk about key factors of the scientific method.
After we have finished our group discussion I will begin explaining that we are doing an
experiment called Walking Water, but I will not tell them what the experiment does or what it
will look like this way they can use the scientific experiment to make predictions and hypothesis.
Before starting the experiment, the students will draw out their ideas of what the end result of the
experiment will be. They can use any material in the room to draw out their ideas. Once they
have finished their predictions and drawings they will get the materials for the experiment and
start the experimental process.
Adaptation for varied abilities and interests

This experiment has a lot of space for varied abilities and interests. Everyones experiment may
be different, the students will invent their own ideas with the material that they are given to try
and get the water to walk to the other cups. If students feel like they dont have the ability to do
something on their own than a friend can help encourage them with an idea
Attention to diverse interests and cultural backgrounds

This activity allows for students to be themselves. They are free to create their own predictions
and come up with what might happen during the experiment.
Closure- reflection or discussion?

Once the experiment is complete, the students will reflect on their experiment worksheets. They
will talk about whether their predictions were correct or if they changed anything during their
creative process of conducting the experiment. We will have a class discussions about how
different people came up with their ideas and why they chose to use specific items for their
experiment and how/why they used those specific items.
Display- if there is a product, what will you do with it?

The product in the end will show that the water traveled through the paper towels into the
different cups and made the rainbow across the 7 cups. I will take pictures of the ending results
and print the pictures so that they can hang them in their classroom.
Assessment Plan
I will be walking around while they are conducting their experiments and listening to what they
are talking about during the experiment. This will tell me if the students understand the scientific
method and if they are incorporating it during the experiment. I will also collect their anticipation
guides that we do before experiment to see how much they remember about the scientific
method. I will not evaluate their work but I will look over it to see where they are and how much
they remember. Then, once the experiment is finished I will collect their experiment papers to
look over and what they used to draw their ideas and come up with them.
Modifications for students with special needs:
This is an activity that every student can easily participate in. Some of the students in my class
speak Spanish at home and struggle with English during school so for them I could help them
read the questions on their papers or help them write certain words. Another way I could help
those student is by placing them in different groups so that they are with students that can help
them.
For students that may have problems writing or forming sentences, I will be giving them the
options to draw pictures of what the experiment looks like, instead of writing sentences about it.
This will give those students the chance to express their thoughts on the experiment without
writing a lot.
Justification of selection of activity:
When I was thinking about something to do for my creativity lesson in my classroom, I

wanted something that was going to get the students out of their seats and doing somethings
hands on. I chose to do creativity with science because there are so many possibilities to create
when it comes to science. In our book, it states that the steps in the creative process
preparation, incubation, illumination, and verification are similar to those used by researchers
in diverse fields. You can also use them to guide the creative process in your setting (Isbell &
Yoshizawa, 2016, p. 23). These four steps reminded me of the scientific method that comes up in
every science experiment. This is why I chose to do this review lesson on the scientific method
with creativity. This lesson moves the students through the four steps of creativity, it gives the
students a chance to prepare with the problem or question. Then they move into the incubation
stage of gathering the information they need and developing their ideas, then moving to the aha
moment when they figure out what theyre going to. The last step is when they experiment with
the solution they stated and see how it turns out. At the start of this lesson the students have the
chance to brainstorm ideas, which would let their imaginations start working and coming up with
ideas. Before they create their ideas talking as a class can also get their creativity flowing,
thinking about divergent and convergent thinking. Divergent thinking is used to come up with
many ways to do something or many possible answers to a problem while convergent thinking
is narrowing the possibilities to choose the best solution for a situation (Isbell & Yoshizawa,
2016, p. 27). Every student may come up with many different ideas and sharing all the ideas as a
class will give the students even more options. The students will need to apply convergent
thinking with their own ideas to narrow them down and choose what they think is the best
options. The students will show their individuality with their different ways of conducting the
experiment and coming up with different outcomes. The ideas of Robert Sternberg can also
connect through this lesson with hime Triarchic Theory of Human Intelligence including the
analytic ability and the practical ability. Students must use their critical thinking ability to
analyze and evaluate the materials that they are giving to come up with an idea to test. This will
include them working out the kinks in the idea until they think it is testable. After this they will
then transfer their theory into practice, which is where the practical ability comes into the lesson.

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Creativity Lesson Plan

MODIFIED LESSON PLAN OUTLINE FOR ELED 510

Context of Activity as it relates to other subjects (integration)

Bulleted Learning Objectives Concepts

Adaptation for varied abilities and interests

Attention to diverse interests and cultural backgrounds

Closure- reflection or discussion?

Display- if there is a product, what will you do with it?

Justification of selection of activity:

When I was thinking about something to do for my creativity lesson in my classroom, I

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