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HIGH SCHOOL SCIENCE LESSON PLAN TEMPLATE 1

Dates: Teacher: Subject: School:

Phenomenon:
(A broad complex event or process that is
observable by the senses or detectable by
instruments. A case, a problem, a
wonderment that builds on students’
experience)

State Standard:

ENGAGE: Teacher will activate student prior knowledge; motivating students; jump start thinking; and raise key questions.
Date: SEPs: (Science and Engineering Practices)
DCI:
Lesson Objective/ Learning Performance: CCCs: (Cross Cutting Concept)

Pre Planned Questions: Activity: Assessment: Resources:

EXPLORE: Students discover concepts through experimentation, observation, and inquiry. Students may record data, design and
plan experiments, create charts and graphs, interpret results, develop hypotheses, and organize their findings.
Date: SEPs: (Science and Engineering Practices)
DCI:
Lesson Objective/ Learning Performance: CCCs: (Cross Cutting Concept)

Pre Planned Questions: Activity: Assessment: Resources:

Excerpts from 2012 Copyright © National Academy of Sciences: A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas by iZONE Science Coaches 2016
High School Science Lesson Plan Template

EXPLAIN: Teacher allows students to explain what they have deduced from the Explore phase. Teacher may introduce scientific laws,
models, theories, and vocabulary.
Date: SEPs: (Science and Engineering Practices)
DCI:
Lesson Objective/ Learning Performance: CCCs: (Cross Cutting Concept)

Pre Planned Questions: Activity: Assessment: Resources:

ELABORATE: Teacher provides students an opportunity to apply their knowledge to new situations. Students may ponder new
extended questions, develop new hypotheses, and apply information.
Date: SEPs: (Science and Engineering Practices)
DCI:
Lesson Objective/ Learning Performance: CCCs: (Cross Cutting Concept)

Pre Planned Questions: Activity: Assessment: Resources:

EVALUATE: Teacher administers formative assessment (although checking for understanding should be done throughout the
lesson). May be a exam, project, presentation, etc.
Date: SEPs: (Science and Engineering Practices)
DCI:
Lesson Objective/ Learning Performance: CCCs: (Cross Cutting Concept)

Pre Planned Questions: Activity: Assessment: Resources:


HIGH SCHOOL SCIENCE LESSON PLAN TEMPLATE 3

SEPs: Science and Engineering Practices (Intentional Student Practices)


SEP1 SEP2 SEP3 SEP4
Asking Questions and Developing and Using Models Planning and Carrying out Analyzing and Interpreting Data
Defining Problems Investigations
Student Practices Student Practices Student Practices Student Practices
Students at any grade level should be able Modeling can begin in the earliest grades, Students should have opportunities to Once collected, data must be presented in
to ask questions of each other about the with students’ models progressing from plan and carry out several different kinds a form that can reveal any patterns and
texts they read, the features of the concrete “pictures” and/or physical scale of relationships and that allows results to be
phenomena they observe, and the models (e.g., a toy car) to more abstract investigations during their K-12 years. At communicated to others. Because raw
conclusions they draw from their models representations of relevant relationships in all levels, they should engage in data as such have little meaning, a major
or scientific investigations. For later grades, such as a diagram investigations that range from those practice of scientists is to organize and
engineering, they should ask questions to representing forces on a particular object structured by the teacher—in order to interpret data through tabulating, graphing,
define the problem to be solved and to in a system. expose an issue or question that they or statistical analysis. Such analysis can
elicit ideas that lead to the constraints and (NRC Framework, 2012, p. 58) would be unlikely to explore on their own bring out the meaning of data—and their
specifications for its solution. (e.g., measuring specific properties of relevance—so that they may be used
(NRC Framework 2012, p. 56) High School 9- 12 Indicators materials)—to those that emerge from as evidence. Engineers, too, make
*Students can create models for the students’ own questions. decisions based on evidence that a given
High School 9- 12 Indicators interactions of two separate systems. (NRC Framework, 2012, p. 61) design will work; they rarely rely on trial
*Questions facilitate empirical investigation. and error. Engineers often analyze a
*Students can test the predictive abilities of High School 9- 12 Indicators design by creating a model or prototype
*Questions about arguments and their models in a real -world setting and *Students plan and perform investigations and collecting extensive data on how it
Interpretations elicit further elaboration or make comparisons of two models to aid in the development of a predictive performs, including under extreme
investigation. of the same process or system. model for interacting variables, consider the conditions. Analysis of this kind of data not
quantity of data with respect to only informs design decisions and enables
experimental uncertainty, and select the prediction or assessment of
methods for collection and analysis of data. performance but also helps define or
clarify problems, determine economic
feasibility, evaluate alternatives, and
investigate failures.(NRC Framework,
2012, p. 61- 62)

High School 9- 12 Indicators


*Students derive proportionalities and
equalities for dependent variables
which include multiple independent
variables; considering uncertainty, and
limitations of collected data.
Excerpts from 2012 Copyright © National Academy of Sciences: A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas by iZONE Science Coaches 2016
High School Science Lesson Plan Template
SEP 5 SEP 6 SEP 7 SEP 8
Using Mathematics and Constructing Explanations and Engaging in Argument from Obtaining, Evaluating, and
Computational Thinking Designing Solutions Evidence Communicating Information
Student Practices Student Practices Student Practices Student Practices
Although there are differences in how “The goal of science is the construction of The study of science and engineering Any education in science and engineering
mathematics and computational thinking theories that provide explanatory accounts should produce a sense of the process of needs to develop students’ ability to read
are applied in science and in engineering, of the world. A theory becomes accepted argument necessary for advancing and and produce domain-specific text. As
mathematics often brings these two fields when it has multiple lines of empirical defending a new idea or an explanation of such, every science or engineering lesson
together by enabling engineers to apply evidence and greater explanatory power a phenomenon and the norms for is
the mathematical form of scientific of phenomena than previous theories.” conducting such arguments. In that spirit, in part a language lesson, particularly
theories and by enabling scientists to use (NRC Framework, 2012, p. 52) students should argue for the explanations reading and producing the genres of texts
powerful information technologies Asking students to demonstrate their own they construct, defend their interpretations that are intrinsic to science and
designed by engineers. Both kinds of understanding of the implications of a of the associated data, and advocate engineering.
professionals can thereby accomplish scientific idea by developing their own for the designs they propose. (NRC Framework, 2012, p. 76)
investigations and analyses and build explanations of phenomena, whether (NRC Framework, 2012, p. 73)
complex models, which might otherwise based on observations they have
High School 9- 12 Indicators
be out of the question. made or models they have developed,
High School 9- 12 Indicators *(Obtain/Evaluate) Students critically read
(NRC Framework, 2012, p. 65) engages them in an essential part
of the process by which conceptual *Students critically evaluate evidence scientific literature, integrating, extracting,
change can occur. supporting an argument and create written and accurately simplifying main ideas
High School 9- 12 Indicators or oral arguments which invoke empirical from multiple sources while maintaining
In engineering, the goal is a design rather
*Students differentiate between the than an explanation. The process of evidence, scientific reasoning, and scientific accuracy and validating data when possible.
appropriateness of quantitative and developing a design is iterative and explanations.
qualitative data. systematic, as is the process of *(Communicate) Students provide written
developing an explanation or a theory in or oral explanations for phenomena and
*Students create computational or science. Engineers’ activities, however, multipart systems using models, graphs,
mathematical models for interactions in the have elements that are distinct from those data tables, and diagrams.
natural world utilizing unit equivalencies of scientists. These elements include
specifying constraints and criteria for
desired qualities of the solution,
developing a design plan, producing and
testing models or prototypes, selecting
among
alternative design features to optimize the
achievement of design criteria, and
refining design ideas based on the
performance of a prototype or simulation.
(NRC Framework, 2012, p. 68-69)

High School 9- 12 Indicators


*Students form explanations that
incorporate sources (including models,
peer-reviewed publications, their own
investigations), invoke scientific theories,
and evaluate the degree to which data and
evidence support a given conclusion.