ASSURE Model Instructional Plan
Science and Technology – Matter and its interactions
• NOTE: this lesson should be planned on a hot sunny day to promote desired science
1. Grade: Third
2. Number of Students: 25
3. Sex: 15 Males/10 Females
4. Ages: 8-9
5. Ethnicity: Chamorro, Chuckees, Philippine, Yapese, Palauan, Marshallese
6. Socioeconomic status: Generally all are in the mid- to low- status
7. Special accommodations: 7 students are identified in the ESL program, 1 of
these students are “pull out”. The other 6 students are able to perform
academically on par with other students.
8. Learning Styles
(Estimate % of Students)
o Auditory (Aural)-15%
o Kinesthetic (Hands On)-70%
Prior lesson: In a previous lesson students discovered that “air” has
mass. Using balloons students used a balance scale and discovered
that two empty balloons weigh the same. They further discovered
that if you fill one balloon with air it weighs more than the empty
Students will be able to …
1. …collect data by using the provided worksheet (titled: science experiment #7)
with 80% accuracy.
2. …create a data table using a computerized spread sheet when given a template
with 90% accuracy.
3. …input data collected into a computerized spread sheet by using their completed
worksheet (titled: science experiment #7) with 80% accuracy.
4. …create a graph with a computerized spread sheet by using their inputted data
with 100% accuracy.
5. …describe the change in air when exposed to different temperatures with 80%
Select Media, Materials, and Methods
• Media: Microsoft Office Excel
Page 1 of 5
• Materials: 5 computers with Microsoft Office Excel and a Window Operating
System, 5 worksheets (attachment “A” Titled: Science Experiment #7),
spreadsheet table template (figure 2.1), writing material, balloons, large cooler
with ice, 5 tape measures (centimeters), at least 3 thermometers (Fahrenheit),
and 5 markers
• Methods: Students will be split into 5 cooperative groups. Students should have
some basic computer skills and knowledge prior to this activity. (Basic computer
skills and knowledge should at least include: using a mouse and keyboard,
clicking, dragging, highlighting, and turning the computer on and off.)
Utilize Media, Materials, and Methods
• Place students into 5 groups and have the classroom desk setup to allow each
group room work in. Have a group representative pick up materials (3 balloons,
tape measure, worksheet, and a black marker)
• (Teacher should model) Instruct children to blow up their 3 balloons and tie it.
Have each group label their balloons with their group number. Have each group
label the number of their balloon: 1, 2, and 3 respectively.
• Demonstrate to students how and where they will measure each balloon.
Students will be measuring the circumference of each balloon. The black
line in figure 1.1 shows an example of where on the balloon the students
• Using any workable method to show students how to secure a balloon so
it will not fly away for worksheet step #7. (use a egg create or tie a string to the
balloon and something heavy)
• Place at least one thermometer in the cooler, in the class, and one outside in the
• Introduce students to the “science experiment #7” worksheet. Go over
instructions and have each group work “part 1 - steps 1 – 8”.
• Pass out the template for the spreadsheet to each group. Instruct each group to
go to a computer (computers should be turned on prior to this to eliminate
waiting). Write steps on the board and Instruct the groups to click “start” or push
“windows icon” , click “all programs”, click “Microsoft office”, click “Microsoft
• Have students use the template to create a data table. See figure 2.1 below for
template example. Instruct student how to save their spreadsheet. Click “file” or
“Microsoft Office icon”, click “save”, type “experiment 7 group (#)”, click “save”
Page 2 of 5
• After completing the data table and at least 30 minutes has passed instruct
groups to complete “part 2 - steps 9 –14“in their worksheets.
• After each group has finished their worksheet have groups return to their
computer. Use the blackboard to draw and demonstrate how and where
students will input their data from their worksheet to their spreadsheet. See
figure 3.1 for example.
• Instruct groups to input data from their worksheet to their computer spreadsheet.
• Once all groups have completed inputting of data instruct student on how to
make their graph using their spreadsheet. Instruct the students on how to make
o Highlight the required area (see figure 2.1)
o Click “insert”
o Click “charts”
o Click “clustered column”
• Figure 4.1 is an example of what each groups chart should look like
Page 3 of 5
Require Learner Participation
After each group finishes creating their charts have each group complete “part 3” of
their worksheet. Each group will share their thoughts and ideas from part 3 of the
worksheet with the class.
Evaluate and Revise
• Grouping of students may need to reflect student performance so each group
member can be an active member. For example, high end performing students
may be grouped together so low end performing students may be a more active
participant. Further class observation will be needed before changes are made
to future group projects.
• Using the worksheet, students were able to collect and record data into their
worksheet. Parts 1 and 2 were used to assess whether groups were able to
record data. Temperatures for parts 1 and 2 should mirror the other groups give
or take a few degrees based on reading. In future worksheets students should
be responsible for recording the unit of measure (centimeters, inches, and so-
• Using the visual guide / template each group was able to create a data table.
The provide template made creating the data table fast, but limited the groups in
being creative. Students should be given other opportunities to be creative in the
creation of their spreadsheets. This may have been “too” structured for the
class. Further class observations will be needed.
Page 4 of 5
• Students displayed no problem with inputting their data from their worksheet to
the spreadsheet. The visual example was more than enough to explain how to
transfer data. More practice should be given to build student confidence.
• The type of graph created in this experiment was essential to promote a clear
chart type so students can interpret the type of data collected. After more
practice is given I would like to allow the students to experiment with the different
types of graphs. This will allow students to evaluate which type is best to
compare or interpret in the future. All groups were able to create the graph using
• Groups were able to describe the changes in the balloons, but some students
had trouble understanding that the amount of air in the balloon was constant
between measurement 1 and 2 when exposed to hot and cold elements. A
follow up experiment will be needed to clear up the misconceptions of those few
students. Figure 5.1 below is an example of the follow up experiment planed.
Follow up experiment should help the class understand that air molecule expand
and contract when hot or cold, but the amount of air is the same.
Page 5 of 5