Direct Instruction Lesson Plan Template

Teachers: Daniela Balderas Subject: Chemistry (10th grade)

Common Core State Standards:

 PO 7. Describe the historical development of models of the atom
Objective (Explicit):
 Students should recognize the evolution of the atomic model and be able to explain how the current model
was a result of the interpretation of various experiments done by scientists in the last two centuries.
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.

The evidence of mastery of the content taught in lesson will be evaluating each group’s
presentation. I will evaluate each presentation based on the following rubric:

 1-unsatisfastory: Student(s) didn’t provide any evidence or reasoning when discussing their
topic, and they weren’t prepared to answer any of the questions presented by teacher or any
of their peers.
 2-proficient: Student(s) seem knowledgeable when discussing their topic and provided
evidence and reasoning obtained from lesson or other sources. However, they weren’t
prepared to answer any questions presented by teacher or any of their peers.
 3-Exemplary: Student(s) are able to explain their topic through evidence and reasoning
obtained from the lesson or other sources and provide insightful answers to questions
presented by teacher or any of their peers.
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?

Key vocabulary: Atom,

Electron, Nucleus, Materials: Class Notebook, and pencil.
Neutron, and Protons.
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?
Opening Should be about 5 to 8 min

Start class engaging students in scientific curiosity through a class discussion. At this point,
students have taken biology their previous year and should have some basic understanding of
this content area, and they can make good connections between biology and chemistry.

Ask students the following questions: What are cells made up of? What are proteins,
carbohydrates, and DNA made up off? What do you breathe in, and what do you breathe out?

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After the brief class discussion (3 to 5 min), explain to the class that they are made up mostly of
nitrogen, carbon, and hydrogen, which are some of the basic elements found in nature.

At this point, introduce that elements are identified by looking at their atomic structure. Atoms
are the smallest constituent unit in which matter can be separated, and it took scientists
centuries to determine what an atom looks like. Show some visuals of the atomic model and
introduce the objective for the day.

Teacher Will: Student Will:

 How will you  What will students be doing to actively
model/explain/demonstrate all capture and process the new material?
knowledge/skills required of the  How will students be engaged?
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?
Instructional Input

Remind Students to take their notebooks Students should be listening to lesson while
to take notes during lesson. taking notes to prepare for class discussion
and activity.
 Discuss the origin of the word “atom”
by giving a brief history of its first use
by the Greeks. (atom means
“indivisible” in Greek). The Greeks
proposed a theory that all matter
consisted of discrete particles but
didn’t have any experimental evidence
to back down their claim.

 Discuss the first type of atomic models,

which are: Plum Pudding Model and
Rutherford Model, and Bohr’s atomic
model. Include visuals to help students
understand the difference between the
two.

 Explain the experiments that led to the

discovery of the electron, neutron, and
proton.

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 Co-Teaching Strategy (use this section to ask questions)
 Which co-teaching approach will you use to maximize student achievement?

Question: Why did it take until the 19th century for scientists to discover subatomic particles
(electron, proton, and neutron)?
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

 Allow English Language Learners to use a dictionary (or their phone) to find the definition of common words that they don’t
understand. This strategy will help them not fall behind by not understanding the lesson without having to ask someone
sitting around them what a word means, which could be disruptive to class.
 Teacher will also have a handout of guided notes for students that have a learning disability, which makes it harder for them
to take written notes. This strategy will benefit these students by allowing an option that will facilitate notetaking.

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?
Students are creating their timeline and
 Teacher will explain the activity: sketching the models. Collaborating with their
Student will create a timeline of the peer to give each other feedback.
history of the atomic model and sketch
a diagram of each type of atomic
model discuss in the lesson.
Guided Practice

 Students must label all parts of the

model (nucleus, electron, etc.)

 Teacher will walk around to supervise

students work and answer any
questions.

Formative Assessment: Students will turn in  Students should able to distinguish the
the timeline and sketches of each model, various types of atomics models, as well
and teacher will grade them. They will be as understand the history of how each
returned to students to receive feedback model was designed.
on their understanding of the lesson.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Question: Compare the Plum Pudding Model, Rutherford Model, and Bohr atomic model.
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?
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 English language learners will be grouped with one of their peers, so they can receive support for completing the assignment from their
fellow classmate. Students with learning disability that are having problems completing the assignment will have the option to do a
worksheet that is also covering the same topics (atomic models & their history) but provides more information than original assignment.
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
another?
Teacher will divide the class in Follow instructions and collaborate as a group to
small groups (4 to 5 students), and create presentation and present it to the class
each group will be responsible for within an 8-minute timeframe.
explaining one concept covered in
the lesson to the rest of class.
The following will be the topics:

1) Explain the Difference Between the

three atomic models discussed in
class.
2) Explain the history and experiment
that led to the discovery of the
electron.
Independent Practice

3) Explain the history and experiment

that led to the discovery of the
proton.

4) Explain the history and experiment

that led to the discovery of the
neutron,
 Students will give an 8-minute
presentation to the class to discuss
their topic (students have the option to
create a blog, PowerPoint, video,
poster, etc.).

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Why is it important to understand the atomic model? (How might knowing how the atom
looks like help scientists?)
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

 Students that are have problems working in a group, will have the option to complete the assignment on
their own, which will relieve any stress on working with other people.
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Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?