The purpose of this study was to investigate the effectiveness of “Lesson Design Matrix” as a tool to be accomplished science teacher in elementary school. The Lesson Design Matrix was composed of Design Matrix (competence and learning phase) and Evaluation Matrix (competence and evaluation criterion). Two elementary school teachers who were experienced or inexperienced performed two science classes with their own lesson plans. Teachers made lesson plans for the first classes without Lesson Design Matrix, and lesson plans for the second classes with this Matrix. The results indicated that number of imagined children’s responses increased significantly on both teachers. Furthermore, the imagined prospective children’s responses rose to higher level on the both second trial. These results were interpreted as clear evidence that Lesson Design Matrix is an effective tool for elementary school teachers to make elaborative science lesson plans.