Direct Instruction Lesson Plan

Teachers: Ms. Bustamante Subject: 8th Grade General Science (Biology)

Common Core State Standards:

 Obtain, evaluate, and communicate evidence that describes how changes in frequency of inherited
traits in a population can lead to biological diversity
Objective (Explicit):
 Students will create Punnett squares to help them evaluate how changes in the frequency of inherited
traits in a population can lead to increased diversity.
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.
Assessment
 Meets expectations: Punnett squares worksheet is correctly completed, and all possible outcomes are listed as well as
probability for each offspring
 Approaches expectations: Punnett squares worksheet is completed but there are more than just a few incorrect answers
 Fails to meet expectations: Punnett squares worksheet is not completed in its entirety, there are more than 5 incorrect
answers

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?
Students will be able to create Punnett squares, list the possible outcomes for the offspring, as well as list the probability for
each outcome and explain what it means.

Key vocabulary: Gregor Mendel, Punnett Squares, heredity, Materials: Punnett squares worksheet, laptops, and laptop
genetics, dominant, recessive, genotype, phenotype, allele cart
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?
To activate student interest, I will start off by asking them questions about their physical characteristics.
For example, do you have attached ear lobes or detached? Can you roll your tongue? Do you have
dimples or no dimples? I will then explain how these physical characteristics are coded for by genes and
use that to transition into my lesson.
Teacher Will: Student Will:
 How will you model/explain/demonstrate all  What will students be doing to actively capture and process
knowledge/skills required of the objective? the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or common
Instructional Input

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?
I will explain the knowledge/demonstrate the Students will take notes during the lesson to
skills required of the objective by using a actively capture and process the new material.
Nearpod presentation and a white board. The They will also use their laptops to follow along in
visuals that I will use in my presentation will the presentation and answer questions in the
include pictures and diagrams. presentation.

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

A printout of the presentation will be provided to students who experience difficulty with note
taking.
Teacher Will:
 How will you ensure that all students have multiple
opportunities to practice new content and skills?
 What types of questions can you ask students as you
are observing them practice?
 How/when will you check for understanding?
 How will you provide guidance to all students as they
practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that another
person could facilitate this practice?
I will provide students with a supplementary
exercise that will be completed after I deliver
my lesson. To start off, I will do a couple
practice problems with the whole class on the
Guided Practice
Student Will:
 How will students practice all knowledge/skills required of
the objective, with your support, such that they continue to
internalize the sub-objectives?
 How will students be engaged?
 How will you elicit student-to-student interaction?
 How are students practicing in ways that align to
independent practice?
Students will work in their table groups to
complete a worksheet that will help them practice
the skills needed to master the objective. Each
student will be assigned a specific Punnett square

white board. I will then hand out their to work on and then they will share their answers
worksheet and deliver the instructions for with the group to avoid one person from doing all
completing the assignment. During this time, I the work and the others just copying. They may
will be walking around the class, observing help one another if they need assistance or raise
students to ensure that they are successfully their hands so that I may help them.
completing their assigned task. Some students
are really shy and will not ask for help even if
they need it. By walking around, I can see
which students are not making progress and
ask if they need any assistance.

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?
For regular classes, we will read the instructions for the worksheet together and do the first problem
as well. For honors class, I will just hand out the worksheet after the practice problems and will let
them get to work.
Teacher Will: Student Will:
 How will you plan to coach and correct during this practice?  How will students independently practice the knowledge and skills
 How will you provide opportunities for remediation and required by the objective?
extension?  How will students be engaged?
 
Independent Practice

How will you clearly state and model academic and
behavioral expectations?
 Did you provide enough detail so that another person could
facilitate the practice?
How are students practicing in ways that align to assessment?
 How are students using self-assessment to guide their own
learning?
 How are you supporting students giving feedback to one another?

I will coach and correct students during this
practice by providing them with feedback in
between each question of the Kahoot. I will
explain to them what the correct answer is and
why the other options were not correct. Before
Students will independently practice the
knowledge and skills required by the objective by
answering the questions on the Kahoot. Students
will be engaged by answering questions related to
the lesson within a specific time frame. It also

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 I begin this activity, I will explain to them how helps that Kahoot is designed as a game because
this activity will be carried out. I will explain students love to play games. Students get
that they will have to answer questions on the immediate feedback after each question on
screen, that they should put forth their best whether or not they answered correctly. This
effort because there are points attached to this allows them to see for themselves what they
activity, and that they should use their name to understood and what they need to work on in order
play so that I may know each student’s score. to solidify their knowledge.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
The timing for honors and regular classes on the Kahoot will be different. Honors students will get
less time to answer each question, while students in the regular class will get additional time.

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Students will summarize their learning by completing their ticket out the door assessment. They will
create a Punnett square for a given genotype to determine the possible phenotypes that may occur and the
likelihood (percentage) that said phenotypes will occur. Students’ ticket out the door must be completed
before they can leave class.