iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers: Veronica Nua Subject: Science

Common Core State Standards:

PO 5 (concept 2): Keep a record of observations, notes, sketches, questions, and ideas using tools
such as written and/or computer logs
5.W.7 Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic and to answer a specific question
ISTE Standards: Empowered learner 1c: Students use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a variety of ways.
Objective (Explicit):
Students will understand the process of coal mining and the will see the negative effect that it causes
to the land. Students will also understand what connection that fossil fuels have with global warming
and what affects that global warming is causing due to sea level rising
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Will be able to have eye contact and have nothing in their hands when videos are being showed
Students will be expected to answer questions with guidance from teachers and peers
Mastery will be assessed with small group participation by using their data sheets before and after
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
SWBAT to describe what fossil fuel is, the process of how to make fossil fuel, and how they are used and
what they are used for
SWBAT will use system thinking is crucial because students will see how mining has an affect on different
systems, all of which are connected. For example, mining effects the ecosystem, living beings, land, and
etc.
SWBAT to know how to fill out a data chart
Key vocabulary: Materials:
Fossil Fuel: A fuel (coal, oil, or natural gas) Markers and whiteboards
that is formed in the earth from dead plants Graphic organizer
or animals Coal mining/video
Coal: A black solid mineral substance that is Chocolate chip
formed by the partial decay of plant matter Toothpicks
under the influence of moisture and often
Tweezers
increased pressure and temperature within
the earth and is mined for use as a fuel Data Sheet
Surface mining: Large machines, remove
topsoil and layers of rocks to expose coal
seams, sometimes dynamite is used
Natural Gases: Occurs deep beneath the
surface. Mainly made of methane, a
compound carbon atom and four hydrogen
atoms.
Global Warming: A gradual increase in the
overall temperature of the earths
atmosphere, causing the greenhouse effect
which is caused by increased levels of
 carbon dioxide, chlorofluorocarbons, and
other pollutants

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Students will be actively engaged in the lesson by working in pairs, which
students will be able to explain the use of what mining does to the land
Past learning connection will be able to understand pollution and the ecosystems
and how it affects global warming
The objective will be addressed with the help of explanation and examples with
the use of reminders vocally and visually written on the board
The importance of this lesson will be covered through the data each group
collects

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?
What types of visuals will you use? How will students be engaged?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?
Students will be waiting for instruction, by
TW have students fill out a KWL sheet. showing that they are ready to proceed by
Teacher will model a few ideas in the having nothing in their hands and eyes on
Instructional Input

know and wonder section. the teacher

TW will ask questions, What should be
put in the K section?, What
information should be put in the
wonder section?
TW will use the popsicle sticks to call
on students to share their, know and
wonder section with the class
Students will have 5 minutes to fill out the
KWL sheet independently students will
have, prior knowledge about what they
know (K) and what they wonder (w).
Students will be able to answer questions
when asked
Share thoughts with the class

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
o Collaboration could be used to maximize achievement by parallel teaching
o Teacher could support students when they need assistance

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
o Teacher will allow extra time for struggling students and will do a walkaround for clear understanding
o If additional challenges are anticipated, students will be able to use different color markers for nothing
 Teacher Will:
How will you ensure that all students have multiple
opportunities to practice new content and skills?
What types of questions can you ask students as
you are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as
they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?
TW show two videos about mining and
will fill out what they learned in the L
Guided Practice
Student Will:
How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to
independent practice?
Listen to video and fill out what they
learned (L) section of the KWL sheet.
Students will be able to answer question

section. and share with the class when asked

TW will use popsicle sticks to pull Students will add new information when
names and ask students, What did you watching the video
learn from the video?

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
o Collaboration could be used to maximize achievement by parallel teaching
o Teacher could support students when they need assistance
Differentiation Strategy
o What accommodations/modifications will you include for specific students?
o Do you anticipate any students who will need an additional challenge?
o How can you utilize grouping strategies?
o Will give sufficient time to asking questions or filling out the KWL chart, by doing a walk around
o If any students need additional challenges they will be able to assist those students who may need some
help
o Grouping strategies would be a think pair share with their face partner
Teacher Will: Student Will:
Independent Practice

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?
Did you provide enough detail so that another
person could facilitate the practice?
TW tell students that they are going to
be coal miners and will see the effects
of mining has on the environment
TW explain to students that they will
extract natural resources (raisins which
is coal, nuts which is oil and chocolate
chips which is natural gases)
TW will explain the rules
TW model the cookie mining to the
class
TW pass out a cookie, toothpick,
tweezer, and napkin to each group
TW explain that each group would need
How will students independently practice the
knowledge and skills required by the objective?
How will students be engaged?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide their
own learning?
How are you supporting students giving feedback to
one another?
SWBAT have nothing in their hands and
eyes on the teacher will demonstrating
rules and instructions
SWBAT work in groups to extract as much
natural resources without damaging the
land
SWBAT use data sheet by drawing a before
and after of the cookie and how the chips
were extracted
Students will reflect on the data obtained
by using systems thinking
SWBAT to share their refection with the
class
 to mine ask much coal from the cookie
without damaging the land

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
o Collaboration could be used to maximize achievement by parallel teaching
o Teacher could support students when they need assistance
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

o TW do a walk around to make sure that students understand the process and students who
are struggling will be paired with a stronger student
o TW will anticipate the need for additional challenge, by letting students summarize the
concepts of what they learned throughout the unit
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

Teacher will revisit the objective and ask questions for clear understanding and
will also ask how this project if relevant to real life? What alternatives can be used
instead of oil and coal? What does matter to humans?
Students will be engaged by using an exit ticket by writing on the board what they
could use or do to make a more sustainable choice. (They would have to be
creative, imaging that money is no object, what other ways could they be
sustainable to slow the process of global warming.)