DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

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Name: McKenzie Marshall

Lesson #:

Lesson Title: Biography of Marie Curie

Grade Level/Subject:

Topic:

NCES/CCSS Standard and

Objective (1)

Objective: Students will be able to recognize and identify the

contributions made my Marie Curie.
Standard: 3.H.1.2 Analyze the impact of contributions made by
diverse historical figures in local communities and regions over
time.
Analyze, identify

Revised Blooms level of

thinking/type of knowledge
(1)
Behavioral Objective (2)
Objective Rationale (1)
Prerequisite Knowledge and
Skills (1)

Key Terms and Vocabulary

(1)

Students will be able to identify the discoveries made by Marie

Curie and how the contributed to society. They will write in words
the contributions in a mini-book with 90% accuracy.
This lesson allows for students understand what kind of hardships
historical figures faced in the past. It also allows them to understand
how one persons discoveries can lead to a major societal change.
Students should already have an understanding of what a scientist is
and what a scientist does. The should also have a vague
understanding of chemistry, not intricate details, but just a general
idea because Marie Curies discoveries relate to chemistry.
Stereotypes, contributions, accomplishments

Content and Strategies

Focus/Review (prepares
students for the lesson) (2)

Instructional
Strategies
Tapping in to
Start by having students make a foldable, the
mini book. After they have made the book, have creativity,
them all draw on the back page a drawing of what discussion,
comes to their mind when they think of a scientist. engagement
As they are drawing, walk around the room to see
what they are drawing. Keep note of which
students are drawing male scientist and which
students are drawing female scientists. After
everyone is finished, ask students share what they
drew. Be sure to include the students that you saw
drawing male scientists and female scientists.
Compare the results as a class. There may be only
a few students who have drawn female scientists.
Have a brief discussion about the stereotypes that
exist in the math and science fields.
Revised for spring, 2012

Objective as stated for

students (helps students set
their own goals for the
lesson) (1)

Teacher Input (provides the

content to students in a
teacher-directed manner)
(3)
Guided Practice (scaffolded
practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)

Then begin to explain that today, we are going to talk about a woman who
was a scientist during a time when most women werent even allowed to go
to school. Tell them they are going to use their mini-book as a place to take
notes and categorize the important events of Marie Curies life. Tell them at
the end, they are going to determine how Marie Curies discoveries
contributed to society and that they will record this on their last page in their
book.
After the discussion, have students title the book
Clear directions
Marie Curie and by their name. Have them title
each page in this order and as follows: Birth
Facts, Early Life, Accomplishments, Hardships,
Discoveries, Contributions.
Opportunities
Now read aloud the excerpts from the book Who
Was Marie Curie?. Tell students that while you are for visual and
auditory
reading you want them to take note of what you
learners to
read in their mini-books. After reading some of
the excerpts, provide some more information you grasp the
information
have gathered from your own research about
Marie Curie. Again, remind students to take note
of what you are saying. After that, show students
the video below so that they can gather more
information.
http://www.teachertube.com/video/mariecurie273345

Independent Practice
(application activities to
help students use and
demonstrate what they have
learned) (2)

After the video, explain to students that now you want them to take the
information you have provided for them, with special attention being on
Marie Curies discoveries, and determine how her findings led to
contributions and change in society. (discovering uranium led to the
invention of xrays which led to new discoveries in the medical field).
Afterwards, have students share and discuss.
Closure (provides a wrap-up
Discuss again about the stereotypes in different fields of study and
for the lesson) (1)
how scientists discoveries can lead to major change in society.
Evaluation (How will you
Formative:
assess students learning so
Listen to what students are saying during guided practice. If some of
that you can determine if
their comments are way off track, it may be good to discuss further
they met the objective of the
for better understanding.
lesson?) (2)
Pay attention to what students say during the sharing time of the
independent practice. They should be correctly identifying the
discoveries and contributions of Marie Curie.
Summative
This assessment will be evaluating what students wrote down for
their contribution page of their mini-book. Because there is only
one major contribution, students should have that contribution
written down on the last page with good detail.
Plans for Individual
Differences (differentiations
needed for students) (1)

Struggling students and/or students with disabilities will be given

more time to write. At the end of the lesson, I may have to meet
individually with those students and discuss Maries biography so
Revised for spring, 2012

that they can take in the information and write it down at their own
pace. If writing is difficult for them, I may have them verbally
explain to me the major contributions.
Materials used in the lesson;
Resources used in developing
the lesson (1)
21st Century Skills (must be
in three lessons)
Global Awareness (must be
in two lessons)

-Regular copy paper to make the mini booklet.

-A copy of the book Who Was Marie Curie? By Megan Stine
-The video titled Marie_Curie on Teachertube.com
-The idea for drawing a scientist at the beginning of the lesson to
lead to a discussion about stereotypes comes from Dr. Ian Binns
Critical thinking, information literacy, media literacy, productivity
Gender differences How in the U.S. during the late 1800s and
early 1900s, women werent given the same rights as men.

Culturally Responsive
It is good to note that not all countries/societies have a history of
Teaching (must be in three
these gender differences and some dont have the some gender
lessons)
stereotypes that the U.S. does.
Overall alignment in the lesson (2):
The behavioral objective must be aligned to the lesson objectives (NCES/CCSS).
The instructional activities must help students meet the behavioral objective and be successful on the
lesson assessment.
The lesson assessment must provide enough reliable and valid data so the teacher can determine if
each student has met the lesson objectives or not.
Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2)

Revised for spring, 2012