Part A

Direct Instruction Lesson Plan Template

Teachers:
Christopher Seideman

Subject:
Sustainability

Common Core State Standards:

8.F.B.4: Construct a function to model a linear relationship between two quantities. Determine
the rate of change and initial value of the function from a description of a relationship or from
two (x, y) values, including reading these from a table or from a graph. Interpret the rate of
change and initial value of a linear function in terms of the situation it models, and in terms of its
graph or a table of values.
8.VA.5B: Collaboratively prepare and present selected theme-based (such as joy, celebration,
protest, environment) artwork for display, and formulate exhibition narratives (such as text
panel, video introduction, docent talk) for the viewer.
Objective (Explicit):
Students can apply futures thinking to create a sustainable city transportation system.
Students can utilize linear cost relationships to determine the economic feasibility of their
design.
Students can collaborate to prepare and present a city model based on their transportation plan.
Evidence of Mastery (Measurable):
The teacher will assess student understanding by requiring at least two renewable energy sources in a citys
design.

The teacher will subjectively critique a citys design merit based on student effort in developing the model.
The teacher will assess whether students develop a connection between renewable energy and sustainable
practices by asking them to develop a sustainable transportation network.

The teacher will assess a students understanding of futures thinking based on their talking points during
presentation.

The teacher will check for understanding of the units material by requiring a two paragraph reflection at the
end of the lesson.

Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT synthesize background knowledge and apply it to real world situations.
SWBAT create connections between renewable energy and future transportation technologies.
SWBAT collaborate with teammates to draft and execute artistic vision.
SWBAT communicate ideas related to their artistic creation.
SWBAT reflect on the feasibility of their plan using linear cost models.

Key vocabulary:

Materials:

Systems
Transportation
Sustainability
Renewable Energy

Construction Materials (Recyclables)

Scissors
Glue
Tape

Linear Equation
Feasibility
Futures Thinking

Graphing Paper
Calculators

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

The teacher will begin by reviewing with the class the material that theyve covered during the week, as well
as the conclusions theyve come to as a result of the problems and solutions that students have developed.
The teacher will present the problem of developing a sustainable transportation network for a city such as
theres. The teacher will play the video related to the Future City project.

Teacher Will:

Instructional Input

Recap the units conclusions and developed

background knowledge.
Review key vocabulary, including feasibility.
Engage the students by having them
discuss one key takeaway with a partner.
Showcase the video related to the lessons
Future City project.

Student Will:

Sit and actively participate in the review

questions.
Share personal takeaways from the
transportation unit.
Pay close attention to the video.

Co-Teaching Strategy

During student response portions and group work, both teachers will move around to ask questions
related to individual student takeaways.

Differentiation Strategy

Students will be provided with handouts that list and define each key word with an example.

Teacher Will:

Guided Practice

Discuss the concept of futures thinking.

Present the Future City Project and share
requirements.
Present the available materials for the
project.
Emphasize the focus on sustainable
transportation.
Split students into assigned groups for the
in-class project.
Actively roam and provide feedback on the
design and construction process of cities.

Student Will:

Pay close attention to instructions.

Separate into work groups for the project.
Work diligently and actively collaborate with
partners during the design phase as well as
construction.
Utilize a futures thinking approach when
preparing talking points for the project
presentation.

Co-Teaching Strategy

The assistant teacher may also roam to provide additional feedback to students.

Differentiation Strategy

Picture examples of other Future City projects will be given to help demonstrate the requirements.

Teacher Will:

Have students present their individual projects

to the class.

Provide appropriate feedback regarding evidence

of sustainable practices. (futures thinking)
After all students are done presenting, the teacher
will provide prices and model calculating the cost
of their city plans.
Ask students to make estimates given their design
of total cost.
Prompt students to reflect on the unit and why
sustainable energy is difficult to accomplish.

Independent Practice

Student Will:

Present their projects to the class.

Respond to questions from the teacher regarding
their design.
Use linear models to calculate the estimated cost of
their city.
Write a two paragraph reflection. One paragraph will
be dedicated to the unit as a whole, while the other
will be related to the potential issue of cost with their
city.

Co-Teaching Strategy

The assistant teacher will actively roam and assess student work during the reflection period, providing
feedback as theyre writing.

Differentiation Strategy

The teacher will provide models of the paragraph structure to assist students with writing difficulties.

Closing/Student Reflection/Real-life connections:

Students will be asked at the end of the lesson to meet with the Future City group in order to discuss their
reflections. Each student will be given the opportunity to share the main point of each of their two
paragraphs, then will submit the reflection as a cumulative assessment for the unit.