Science: Effective Instructional Design - Standards Based Lesson Plan

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS BASED LESSON PLAN
Elements of the Lesson
Evidence that Documents the Elements
Standard
MDE grade level or CCSS
Science
L.EV.05.11 Explain how behavioral characteristics (adaptation, instinct,
learning, habit) of animals help them to survive in their environment.
English Language Arts

CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
Objectives/Targets I can statements

What am I going to teach?
What will the students be able to do at the end of the lesson?
How will the objectives be assessed? How will they use/apply
their new knowledge?
What formative assessments will I use to inform instruction?
Lesson Management: Focus and Organization

What positive strategies, techniques and tools will I use?
What are my ideas for on task, active and focused student
behavior?
I can State how characteristics of an animal helps them survive in their environment.
I can State the main idea of the text.
I can Give key details from the text.
During this lesson I will be implementing the classroom management

strategy of flipping cards.
Before the lesson starts I will give the students my expectations of
their behavior. The students will be expected to be talking at a level 2
volume, they will be expected to work in a group and to complete the
reading and worksheet.
To keep the students interested and on task I will keep the lesson fast
paced. I will also use proximity to keep the students on task.
Students who are on task and showing focused student behavior will
be actively working together with other students or engaged in class
discussion.
Introduction: Creating Excitement and Focus

What will I do to capture student interest?
What prior knowledge needs to be accessed?
In what practice/review will students participate?
I will introduce the lesson by stating that we have been working on stating the main idea
of the text and support this with key details. I will give the students an agenda of the
lesson:
Get into your groups
Work for 10-15 minutes
Share with the class
Input: Setting up the Lesson

Task analysis:
What information does the learner need? If needed
how will it be provided?
How is the lesson scaffolded? [step-by-step)
Thinking levels: questions to engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Accommodations: implementing differentiation principles
Remediation/Intervention
Extension/Enrichment
Learning styles
Methods, Materials and Integrated Technology
Instructional methods
Engagement strategies
Materials needed and prepared
Integrated technology list
Task Analysis:
Students will be introduced to the lesson.
Given explicit instructions:
ALL students will be expected to read the article and fill out their own paper.
Each student has their own article and main idea and details paper to fill out.
Each student will have a job. (Given in the folder of materials)
There is a spokes person, scribe, time keeper, materials handler, discussion
leader and computer handler (for extension)
The students will be asked to line up so they are able to be placed into groups.
Students will be given their group folder and directed where to sit.
In the folder will be the job list for each student, the articles and the main idea/
details worksheet
Students will be given 10-15 minutes to work.
If students finish early they will get a laptop and visit the site given on their jobs
sheet. They will have the opportunity to look at pictures of their animals and read
additional articles about their given animal.
After the time is up each group will share with the class the main idea of the
article and a few details. The spokes person will be doing the sharing for the
group.
Students place everything back into the folder to be handed in.
Thinking Levels:
Understanding: The students will need to gain an understanding of the article
they read and be able to give the main idea of the reading.
Applying: They will be applying what they have read to creating a main idea and
give details.
Accommodations:
Remediation: Students have been placed strategically in groups with a few
strong readers with high comprehension and then some lower readers. This will
help the students who struggle with comprehension.
Extension: Students will be able to do additional research, readings on their
animals at the National Geographic website. They will be expected to add
additional items that they have learned into their presentation while sharing with
the class.
Learning styles: Students can work individually while reading or with a partner.
They are able to talk to the members of their groups before sharing what they
have found. I have given each student a specific task so each student knows
their expectation.
Methods, Materials and Integrated Technology
Instructional methods: Proximity, group work
Engagement strategies: Students will be given interesting topics, fun African
animals to read about and then report back to their classmates. This adds a level
of responsibility for them to complete the given task.
Materials needed and prepared : List of groups and assigned jobs, 4 different
articles, 5 copies of each article, main idea/details worksheet
Integrated technology list: National Geographic
http://www.nationalgeographic.com
Modeling: I DO
The teacher will show students each piece of the folder, job list, articles, worksheets. The
Show/Tell: visual/verbal input (i.e. demonstrate/tell)

How/What: questioning and redirecting techniques
Checking for Understanding

Teach some stop and check resume teaching
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
students have completed this same worksheet in a previous lesson, so this will be a review.
The teacher will check in with each group making sure they understand what is expected
of them and making sure that each group is on task.
Guided Practice: WE DO
What do the teacher and student do together?
Modeling first then with a gradual release of responsibility
Collaborative (YOU DO TOGETHER) and/or Independent

Practice (YOU DO)
The students work in their groups, and then report their findings to their classmates.
What practice(s) will be demonstrated/modeled?

How will connections be made?
How will students demonstrate target?
Closure
How will I review the I can statements?
How will connections be made to future learning?
Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments informed your instruction?
The teacher will ask, Why is it important to be able to state the main idea of a text and be
able to support the main idea with key details?
The teacher will be able to ensure the objectives were met through the worksheets they
fill out, the talking they do as a group and the short report they give.
Reflection
Using your assessment data, what will you change?
How well did the students perform? Were all students
engaged?
How was my timing?
How many students struggled? What will I do to help those
who struggled?
What will I do to extend the learning for those who met target?
What did everyone know? What did no one know? Were there
any surprises?
(2014/2015)

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EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS BASED LESSON PLAN

Elements of the Lesson

Evidence that Documents the Elements

English Language Arts

Objectives/Targets I can statements

Lesson Management: Focus and Organization

During this lesson I will be implementing the classroom management

Introduction: Creating Excitement and Focus

Input: Setting up the Lesson

Show/Tell: visual/verbal input (i.e. demonstrate/tell)

Checking for Understanding

Collaborative (YOU DO TOGETHER) and/or Independent

What practice(s) will be demonstrated/modeled?

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