Direct instruction

Teacher(s): Laryssa Dickey Subject: Biology

Standard(s): Strand 1- Inquiry Process: Concept 1: Observations, Questions, and Hypotheses

PO1. Evaluate scientific information for relevance to a given problem

PO2. Develop questions from observations that transition to testable hypothesis

PO3. Formulate hypothesis

PO4. Predict the outcome of an investigation based on prior evidence, probability, and or/ modeling (not guessing or
inferring)

ISTE 5. Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways
that leverage the power of technological methods to develop and test solutions.

Objectives (Explicit):

Students will observe a situation, identify an underlying problem, and formulate a testable hypothesis.

Evidence of Mastery (Measurable): At the end of class, students will submit a written testable hypothesis.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as write,
list, highlight, etc.)

Key vocabulary: Hypothesis, prediction, scientific method, Materials/Technology Resources to be Used:

Projector, dum dums, and worksheets

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)

Watch Ellen videos on Awesome or Fail. Afterwards explain how hypothesis are made and what they are.

I Teacher Will: Give clear notes and have students give Student Will: Listen attentively, actively participate in
n examples to explain the differences between prediction class discussion providing examples.
st and hypothesis
r
u Co-Teaching Strategy/Differentiation For students who have questions but are embarrassed to ask, there will be a
c running Padlet that allows for students to post their questions. There may even be pre-written notes that allow for
ti fill in the blanks for certain students.
o
n
a
 l
Inp
ut

G Teacher Will: Provide worksheets and rewrapped dum Student Will: Build a hypothesis on what flavor dum
u dums (so students dont know what flavor the dum dum dum they have following the questions on the
i is), walk around the room answering questions, and worksheet. They will ask teachers any questions they
d guiding group discussions may have.
e
d Co-Teaching Strategy/Differentiation/Check for Understanding: Students will be working in groups, so there will be
P periodic check ins and further questioning / explanations.
r
a
c
ti
c
e

I Teacher Will: Provide clear instructions, be available for Student Will: Create their own hypothesis to the
n answering further questions, will guide students into what experiment they are doing for their project.
d kind of experiments they would like to do
e
p Co-Teaching Strategy/Differentiation: Students who need extra help will just need to turn in project ideas and will
e be given further aid in creating a hypothesis.
n
d
e
n
t
P
r
a
c
ti
c
e

Closing/Student Reflection/Real-life connections: Explanation into how science is constantly growing because of
explorations of hypothesis. Students will write one branch of science they would like to further explore on the board prior to
leaving.