Direct Instruction Lesson Plan

Teachers: Subject:
Ilias Saldana 10th grade Earth and Space Science
AZ State Standards:
 Engage in argument from evidence about the availability of natural resources, occurrence of
natural hazards, changes in the climate, and human activity and how they influence each
other.
Learning Objective:
 Students will collaboratively engage with provided evidence to construct a visual representation of the dynamic
relationship between human activity and global climate
Evidence of Mastery (Measurable):

¨ How will you assess if your student achieved mastery of the lesson objective?
¨ Determine the type of demonstration/activity the student will use to demonstrate mastery of the objective.
¨ What is the condition and degree, the setting or situation in which the student will be able to express the depth and extent of
learning?
¨ What is an exemplar student responses with the level of detail you expect to see?

Students will demonstrate mastery of this objective by detailing a nuanced and multi-faceted relationship between
human activity and the natural world. Students are expected to consider natural resource availability, natural
hazard occurrence, and temperature rises in their explanations. If students’ visual representations can adequately
communicate these three aspects of the relationship, they will be considered to have mastered this objective.

Key Academic Vocabulary: (Consider Bloom’s Materials Needed:

Verbs)
Understand, Analyze, Construct, Communicate Collection of articles, videos, charts, handouts

Opening Activity
¨ How will you activate student interest?
¨ How will you connect and uncover prior knowledge?
¨ How will you present the lesson objective in an engaging and student-friendly way?

Teacher will initiate a conversation about evidence for human influence on climate. Students
will be asked to share evidence they may already be aware of and explain the significance of
presented evidence (graphs, correlations). Students will be asked to write down a simple
summation of the knowledge they already have (not to be turned in, just for the student’s own
records). Teacher will suggest that relationship is more complicated than students may be
aware of, encouraging students to discover the nuance of this relationship during their time
together.
Instructional Input “I do”
Teacher Will: Student Will:
¨ How will you model/explain/demonstrate all ¨ What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material and connect to their prior
¨ What types of visuals will you use? knowledge?
¨ How will you address misunderstandings or ¨ How will students be engaged?
common student errors that may be uncovered
within prior knowledge?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so that
another person could teach it?

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 Teacher will introduce students to the idea that the
day’s activity will be exploratory in nature –
students will complete “stations” at which they will
read articles, view graphs/charts, watch videos,
etc. in groups.
Teacher will explain that students are expected to
take notes on the relationships between human
activity and
1. The availability of natural resources
2. The occurrence of natural hazards
3. The temperature
Because they will be expected to construct visual
representations incorporating these three aspects.
Guided Practice “We do”
Teacher Will:
¨ How will you provide guidance to all students as
they practice?
¨ How will you ensure that all students have multiple
opportunities to practice new content and skills
with your support?
¨ How will you utilize the support of peers within this
practice?
¨ Is there enough detail in this section so that
another person could facilitate this practice?
Teacher will float around the room, answering
questions about data analysis and ensuring that
students are on-task
Independent Practice “You do”
Teacher Will:
¨ How will you plan to coach and correct during this
practice?
¨ How will you provide opportunities for remediation and
extension?
¨ How will you clearly state and model academic and
behavioral expectations within the collection of
evidence of mastery?
¨ Did you provide enough detail so that another person
could facilitate the practice?
Teacher will continue to float, offering feedback
and suggestions for efficiently depicting the ideas
the students already have.
Closing Activity:
¨ How will students reflect on learning?
¨ Summarizing and stating the significance of what they learned.
¨ Acknowledge the new information that was added/developed within their schema.
As a class, students will discuss what they learned. Students will be asked to return to the
demonstration of prior knowledge they created at the beginning of class and think about how
their preconceptions have been challenged and reformed. Teacher will emphasize that it is
Students will assign roles for stations:
 Time-keeper: Groups will have 10 minutes at each
station. The time-keeper is responsible for keeping
the group on task so they have time to complete
the assignment.
 Facilitator: Responsible for guiding the
conversation, making sure that everyone
contributes
 Recorder: Responsible for taking notes on the
group’s sheet, documenting the conversation
 Planner: Responsible for starting conversations
about how this info can be depicted on the visual
representation
Student Will:
¨ How will students be engaged?
¨ How will students practice all knowledge/skills required
of the objective, with your support?
¨ How will you elicit student-to-student interaction?
¨ How are students practicing in ways that align to
independent practice?
In small groups, students will move through the
stations. At each station, students will: view the
prepared evidence, briefly summarize it on the
provided worksheet, answer any guiding questions,
and discuss which aspect of the relationship this
evidence supports.
Student Will:
¨ How will students be engaged?
¨ How will students independently practice the knowledge and
skills required by the objective?
¨ How are students practicing in ways that align to
assessment of collection of evidence of mastery?
¨ How are students using self-assessment to guide their own
learning?
¨ How are you supporting students giving feedback to one
another?
In the same groups, students will use the knowledge
they have gathered to construct a rough draft of a
visual representation that they will complete a polished
version of during the next class.
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this process of reformation where true science lies. Science is not the conglomeration of
facts, its what you do with those facts.