Direct Instruction Lesson Plan Template

Teachers:

Subject:
Kindergarten Science

Common Core State Standards:

S1C2PO1 - Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials,
organisms) in all science inquiry.
Objective (Explicit):

SWBAT describe and demonstrate safe behavior and appropriate procedures while conducting various science
experiments.
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.

Each slide is worth 2 points for a total of 12 points. The presentation component will be five points.

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?

Review:
Students will log on to Google accounts made at the beginning of the year.
Content:
Appropriate versus inappropriate behaviors for working on a science project.
Skill:
Be able to list, describe, and illustrate what appropriate and inappropriate science lab behavior looks like. Present the
information with a group.
Other Skills Learned/Used:
Kindergarten Educational Technology S1C4PO1 - Use digital creativity tools to develop ideas and create a project.
S2C2PO1 - Participate in a classroom learning project using digital collaborative resources.
Relevance:
Students need to understand safe behavior while conducting potentially dangerous experiments. This will keep them
safe during class, and carry through their future science courses.
Key vocabulary:
Appropriate behavior: how you are expected to behave
Inappropriate behavior: disregarding how you are
expected to behave, potentially dangerous

Materials:
Active Google accounts for the students
Student computers with internet access
Blendspace Lesson, Projector, and Speakers
Science Safety Contracts (Printed for each child)

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?

In a few days, we will be beginning our very first classroom science experiment! Can anyone raise their hand
and give an example of a science experiment? Those are all great examples.
- Now lets think about what all of these experiments have in common One important thing these
experiments share is safety procedures to keep the experimenters safe!
- Today we are going to look at a Blendspace lesson that will explain different ways to stay safe while having
fun during a science experiment!
- Begin lesson, play lab safety song (video).
- Go over underlying rule of safety procedures.
- Read through and sign our Science Safety Contracts.
- Complete the one-question quiz.
- Break into table groups to work on the class Google Slides Presentation
- Walk through instructions
- Give 20 minutes to complete the assignment
- Students will present for the next 10 minutes
- You all came up with some wonderful examples of what to do and what not to do while performing a science
experiment!
***Relevance will be covered in the closing.
Teacher Will:

Instructional Input

How will you model/explain/demonstrate all

knowledge/skills required of the objective?
What types of visuals will you use?
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?

Examples are provided in the template.

Blendspace and Google Slides will serve as the visuals.
I will be walking around the room to answer questions.
The presentations will check for understanding.
I will explain that groups are to maintain their indoor voices
and raise their hands if they have a question.
I believe that another teacher could follow this lesson and
successfully teach it!

Student Will:

What will students be doing to actively capture and

process the new material?
How will students be engaged?

Students will be actively engaged in the lesson and then create their
own version of a rulebook for science experiments, using Google Slides.
Students will also present and watch other presentations regarding the
topic.

Co-Teaching Strategy

Which co-teaching approach will you use to maximize student achievement?

Co-teaching is not necessary, but during instruction, one teacher can teach and the other observe. During the creation of
the slides, both teachers should be actively engaged in answering questions and providing feedback.

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

Guided Practice

Dependent on the classroom.

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?

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?

Is there enough detail in this section so that

another person could facilitate this practice?

Students are required to come up with more than

one of each type of behavior (appropriate vs.
inappropriate) for their assignment.
Is this something we can apply to our own
classroom?
How can we change this to make it an appropriate
behavior?
Presenting their knowledge at the completion of
the assignment.

Students will have to understand the content to visually

and verbally demonstrate their knowledge of the safety
procedures through the use of technology.
Students will be working in groups to complete the
activity.
Students will complete a quiz during the Blendspace
lesson, independently, to show their understanding.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

Reflection/Relevance:
Group discussion at the conclusion:
Why is it important that we learn these things? That is correct, to keep us safe while we are learning.
How can we apply what we learned to our real lives? Yes, exactly, we can follow directions, particularly in a lab
setting.