Direct instruction

Teacher(s): Daniel De Hoogh, Cole Dieterle, Ivette

Mosso

Subject: Physical Science

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this
lesson
Arizona Career and College Readiness Standards - High School Science
Strand 1: Inquiry Process - Concept 1: Observations, Questions, and Hypotheses
PO 2. Develop questions from observations that transition into testable hypotheses.
PO 3. Formulate a testable hypothesis.
PO 4. Predict the outcome of an investigation based on prior evidence, probability, and/or
modeling (not guessing or inferring)
Objectives (Explicit): Use Blooms verbiage and formula
Students will apply the steps of the scientific method to solve the mystery under the box and will
produce a testable hypothesis

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going
to grade/grading tool? (rubric, checklist, etc.)
Students will gather in teams to generate a testable hypothesis which will be posted on Socrative. The
hypotheses will be evaluated according to the following rubric:

Write a
Hypothesis

Hypothesis
correctly follows
the format:
"If_______,
then______"
- Hypothesis is
logical and
based on
background info
- Hypothesis
very clearly
answers
question, and
the reasons for
the prediction
are obvious

Hypothesis
follows the
format:
"If______,
then______"
- Hypothesis
predicts what
will happen in
an experiment
and answers
the question
- hypothesis
makes sense

Hypothesis
follows the
format:
"If_____,
then______"
- Hypothesis
predicts what
will happen in
an experiment
and answers
the question
- Hypothesis is
slightly
confusing

Hypothesis is
incomplete or
does not use
the proper
format:
"If_______,
then______"
- Hypothesis
does not predict
what will
happen in the
experiment or
does not
answer question

student show
little or no
understanding
of the concept
Assignment was
incomplete

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action
verbs such as write, list, highlight, etc.)
Make scientific observations of an object.
Share observations with others; collaborate to gain a better understanding.

Use observations and evidence to form a testable hypothesis.

Key vocabulary: Observation, prediction, inference,

hypothesis, scientific method

Materials/Technology Resources to be Used:

Powerpoint, box, Socrative

Opening (state objectives, connect to previous learning, and make RELEVANT to real life) ENGAGE/
hook the students
Take a look at the box. What observations can you make? Can science be applied to knowing whats
on the bottom of the box?
Instructional
Input

Teacher Will: Be specific

Model questioning strategies to
creating a hypothesis
What observations can you make?
What do you see?

Student Will: Be specific

Students will apply questions modeled by
instructor to begin to infer what could be
on the bottom of the box.

What connections can you make with

all the sides of the box?
What conclusions can you make from
your observations?
What questions do you still have about
the box? Can you make any
predictions about the answer?
What is the scientific method?
Co-Teaching Strategy/Differentiation How will your instruction look different for
those students who need differentiation or accommodations during your instructional
input/teaching?

Allow the students to get up and move around the box, touch the box(but not
lift the box)
Guided
Practice

Teacher Will: Be specific

Place the box in the center of the
room.
Instruct the students to make
individual observations about the box.

Student Will: Be specific

Make individual observations; walk around
the box, record facts either on paper or
their devices. Begin thinking about how
different sides of the box are related to
each other.

Allow the students to share their

observations with their groups.

Share their observations with the other

students in their group. Come to an agreed
decision about how certain things are
related to each other.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going

to know if EACH student is ready to move onto independent practice? And how are
you going to differentiate if they do not understand?
Ask questions if they do not understand, Why did you do that?, What did you not
understand?,what is your reasoning behind that? etc. Student who learn better
visually will be pushed to draw out their thoughts in order to become organized and
make sense of what they are seeing. Teacher will take classroom setting into
consideration when taking students who may have behavior issues or who may need
to work closer to the board. Students will be in groups therefore they will work
together to find an outcome.
Independent
Practice

Teacher Will: Be specific

Create a classroom in Socrative.

Student Will: Be specific

Join the classroom.

Broadcast a quick question short

answer: Form a testable hypothesis.
Be clear about the criteria for a good
hypothesis.

Individually, the student will create a

testable hypothesis about the box and
submit the hypothesis to Socrative.

Show the student answers on the

board.
Co-Teaching Strategy/Differentiation How will your instruction look different for
those students who need differentiation or accommodations?

We could have student draw their hypothesis instead of writing it.

Closing/Student Reflection/Real-life connections: What connections will students make to their real
lives? What essential questions will they reflect on in their closure of the lesson?
Now that you know the scientific method, try using it the next time you do not understand something.
You will find that it works in almost any situation. Ask Why did this happen? Develop a hypothesis
and test it.

1.

Introduce the box: 1 min. Daniel

2.
3.
4.
5.

In groups, ask them what they can infer about the bottom of the box: 12 min. All of us.
Talk about the scientific method: 3 min. Ivette
Have them write their hypothesis: 2 min. Cole
Put hypothesis on the Socratic: 2 min. Cole