Direct Instruction Lesson Plan Template

Teachers: Subject:
Carina Weidenbach, Emma Burton Biological Sciences
Common Core State Standard(s):
HS.L2U3.18 – Obtain, evaluate, and communicate about the positive and negative ethical, social,
economic, and political implications of human activity on the biodiversity of an ecosystem.

ISTE Technology Standard(s):

Teacher:
- 1.c. Learner – Stay current with research that supports improved student learning outcomes,
including findings from the learning sciences.
- 5.c. Designer – Explore and apply instructional design principles to create innovative digital
learning environments that engage and support learning
Student:
- 3.d. Knowledge Constructor – build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing answers and solutions.
- 7.d. Global Collaborator - explore local and global issues and use collaborative technologies to
work with others to investigate solutions.

Objective (Explicit):
SWBAT critique current sustainability practices within the seafood industry by developing a project
proposal to reduce human impact on our oceans.
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.
Lesson Assessment attached below (p. 5). Exemplar student response attached below (p. 6).

Levels of Mastery…
- Mastery: Student creates an approach to sustainability while utilizing 3+ pieces of evidence to
change the impact of human activity on the ecosystem and biodiversity within the environment.
- Proficient: Student creates an approach to sustainability while utilizing 1-2 pieces of evidence to
change the impact of human activity on the ecosystem and biodiversity within the environment.
- Novice: Student creates an approach to sustainability yet is incapable of forming connections
between his/her practice and its impact of human activity on the ecosystem and biodiversity
within the environment.
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?
- SWBAT compare different fishing practices used across the globe and their effect on the oceanic
community by engaging in an M&M simulation with peers.
- SWBAT critique current sustainability practices within the seafood industry by reviewing a
PowerPoint Slideshow of modern actions (both positive and negative) and their implications on
the environment.
- SWBAT invent a method of improving a current sustainability practice by completing a project
proposal individually.
Key vocabulary: Materials:
- Sustainable Opening…
- Biodiversity - Plain M&Ms (large package)
- Ecosystem - Small bowls
- Implications - Plastic spoons (1/3 of class)
- Proposition - Straws (1/3 of class)
- Environment - Plastic cups (1/3 of class)
1
 - Plastic sandwich bags
Instructional Input…
- Sustainable Seafood slideshow on
Nearpod
- Smart devices to open Nearpod
Guided/Independent Practice…
- Sustainability Proposal Worksheet
Closing…
- Rang-tan YouTube video
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?
Objective: SWBAT compare different fishing practices used across the globe and their effect on the
oceanic community by engaging in an M&M simulation with peers.

Students will think back to memories of when they have gone fishing, or shows/stories they have seen
about fishing, such as The Deadliest Catch. A brief discussion will take place describing 3 popular
methods of fishing used across the globe: spear/rod fishing, trawling using nets to fish, and fish farming.

Students will then be split into groups and given a bowl of 30-40 M&Ms (to represent the ocean) and a
fishing tool of a specific technique that was discussed. Straws = spear/rod fishing, plastic spoons =
trawling using nets, plastic cups = fish farms. Students will engage in a fishing game in which they will
“fish” for M&Ms for 20 seconds, collecting as many M&Ms as they can using their tool by either sucking
them up with a straw, spooning them out of the bowl, or collecting specific colored M&Ms for a fish farm
and depositing them into their bag/cup. After the round concludes, pause and explain how the fishing
season is over and fish are given time to reproduce. For every M&M left in the bowl, add an additional
M&M (fish farms will get M&Ms in the ocean bowl as well as fish farm cup). Let the students complete an
additional round.

Conclude with a brief discussion in which students infer fishing practices that are most effective for
human consumption, as well as fishing practices that are most effective for sustainable fish
reproduction/continued generations.
Teacher Will: Student Will:
How will you model/explain/demonstrate all What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
What types of visuals will you use? How will students be engaged?
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
Instructional Input

another person could teach it?

- Model/Explain/Demonstrate all
knowledge/skills required of
sustainable seafood practices by using
a presentation within Nearpod.com.
- Introduce and define key vocabulary
that connects to biodiversity and the
oceanic ecosystem.
- Address common misconceptions with
sustainability practices across the
globe.
- Check for understanding periodically
using the “thumbs-up, -side-ways, -
down” method
- Activity capture and process new
material/content being presented through
slideshow.
- Engage with lesson content by taking
notes on negative sustainability practices
- expose level of understanding through
“thumbs-up” method
- Ask questions about material that may be
confusing
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 Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Teacher Will: Student Will:

How will you ensure that all students have multiple How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice? How will students be engaged?
How/when will you check for understanding? How will you elicit student-to-student interaction?
How will you provide guidance to all students as How are students practicing in ways that align to
they practice? independent practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?
Guided Practice

- Explain/model behavioral - Practice in a way that encourages

expectations for the upcoming
assignment by displaying an example
of prior student work.
- Provide guidance to students as they
plan and propose ideas.
- Encourage further thinking, ideas, and
collaboration with their peers.
movement to independent practice.
- Ask teacher to clarify any content that
may be causing confusion.
- Collaborate and share ideas with peers.
- Keep an open mind while listening to
others as well as the teacher.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
Teacher Will: Student Will:
How will you plan to coach and correct during this How will students independently practice the knowledge and
practice? skills required by the objective?
How will you provide opportunities for remediation and How will students be engaged?
extension? How are students practicing in ways that align to
How will you clearly state and model academic and assessment?
behavioral expectations? How are students using self-assessment to guide their own
Did you provide enough detail so that another person
learning?
could facilitate the practice?
How are you supporting students giving feedback to one
Independent Practice

- Provide opportunity for remediation
and extension of proposal worksheet.
- Coach and correct during this
practice of formulating ideas.
Continue to walk around class and
make myself available for questions
and concerns
- Gauge student understanding and
alter assignment if needed.
another?
- Independently practice the
knowledge/skills required by the objective.
- Engage in conversation with peers to
formulate ideas by providing feedback to
one another and expand upon prior
knowledge/provided content.
- Expose level of understanding/confidence
of assignment with teacher using “thumbs-
up” method.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?

3
 Why will students be engaged?

Students will watch the YouTube video (https://www.youtube.com/watch?v=3Ha6xUVqezQ&t=0s&list=PLnxUvEKW1sSpHjzhi2blZ7U6tN2uibCd6&index=2) to

gain awareness of the overall impact of human activity on the environment. The cute, animated, short
video evokes powerful feelings from the students, making them cognizant of how the simple workings of
human life can lead to catastrophic events, destroying communities and ecosystems across the globe.

After watching the video, students will be asked an overarching question, “How are all species
interconnected and why is it important that we are aware of that?” Which will lead students to develop
deeper connections between seafood and how it feeds not only the human population, but various
organisms within the food chain. If we do not sustain seafood and allow for flourishing future generations,
we may be destroying not only the organisms we fish, but the organisms that feed on those fish, and the
organisms that feed on those organisms, etc.

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Project Manager: ________________________________________________ Date: ______________

Sustainability Proposal
List an issue(s) with the current sustainability practices used upon the ocean…
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>>> Now check the box of the issue you would like to improve.

Project Name: __________________________________________________________________________

Projected Start Date: _______________________ Projected Completion: _____________________
Project Description: (What will you help save? How will you implement it?)
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Materials… Cost... Logo Idea...

* ___________________________________ ______________

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Total: ______________

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Manager Signature Sponsor Signature