Direct Instruction Lesson Plan Template 

Teachers: Subject:
Hope Melton Chemistry (High School)
AZ State Standards:
● Plus HS+C.P1U1.4: Develop and use models to predict and explain forces within and between molecules.

Learning Objective:
● Given five molecular models, students will be able to explain how hydrogen bonds are formed between
molecules by correctly modeling four out of five hydrogen bonding interactions.

Evidence of Mastery (Measurable):

◻ How will you assess if your student achieved mastery of the lesson objective?
◻ Determine the type of demonstration/activity the student will use to demonstrate mastery of the objective.
◻ What is the condition and degree, the setting or situation in which the student will be able to express the depth and extent of
learning?
◻ What is an exemplar student response with the level of detail you expect to see?

● Students’ mastery of the lesson objective will be assessed by examining the accuracy of their molecular
models intended to demonstrate hydrogen bonding between molecules. If students correctly model four out
five hydrogen bonding interactions between molecules, they will be considered to have achieved mastery of
the lesson objective.

● The student will have to model hydrogen bonding between molecules using molecular model kits. They will
build models of molecules within solutions, and they will have to show which atoms are interacting via a
hydrogen bond.

● The condition in which the student will express the depth of learning is the models of solutions that they will
build. They will have to use these models to explain how the atoms interact to form hydrogen bonds
between molecules. The degree to which the student will express the depth of learning is the quantity of
correct models that they can explain. If they can correctly explain four out of five of the hydrogen bonding
interactions between molecules in models of solutions, they will have expressed mastery of the objective.
○ In this activity, students are demonstrating Webb’s depth of knowledge 2, as they are explaining
how and why hydrogen bonds are forming, in addition to how it works (which atoms are involved,
the interaction of electrons and partial charges).

● An exemplar student response would identify the atoms involved in hydrogen bonding between molecules,
as well as which atoms are the hydrogen donors and which are the hydrogen acceptors. Students will have
to explain how they identified which atoms were involved (only electronegative elements such as oxygen,
nitrogen, and fluorine, bonded to a hydrogen). This exemplary response will also explain how hydrogen
bonds are an example of intermolecular forces (between molecules) and how these forces differ from
intramolecular forces (within molecules). As such, I expect to see students differentiate between bonds from
an electronegative element to hydrogen within molecules (which are ​not​ hydrogen bonds) and bonds from
an electronegative element to hydrogen between molecules (which ​are​ hydrogen bonds).

Key Academic Vocabulary: (Consider Bloom’s Materials Needed:

Verbs) ● Molecular model kits containing several types of
● Students will ​explain​ how hydrogen bonds are atoms and bonds to connect atoms
formed between molecules (Bloom’s taxonomy: ○ Different color/size balls to represent
understand​). different atoms
○ Sticks to connect atoms to each other,
representing chemical bonds
● Sample molecular model kit shown below:
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 ● Students will ​use​ models as they explain how
hydrogen bonds are formed between molecules
(Bloom’s taxonomy: ​apply​).
● Relevant chemistry vocabulary: a ​ tom, element,
electron, (positive/negative) charge,
electronegativity, molecule, solution, (chemical)
bond, intramolecular force, intermolecular force,
(polar/nonpolar) covalent bond, hydrogen bond,
(hydrogen) donor, (hydrogen) acceptor

Opening Activity
◻ How will you activate student interest?

◻ How will you connect and uncover prior knowledge?

◻ How will you present the lesson objective in an engaging and student-friendly way?

● Student interest will be activated by showing them applications of hydrogen bonds. For example, a
presentation could show images of water striders on the surface of a lake, water on a penny, or ice floating
in water, among others. I will ask students if they can explain how these properties are possible. The
answer to this question is hydrogen bonds!

● I will connect prior knowledge by reminding students of the bonds that exist within molecules (ionic bonds,
polar covalent bonds, and nonpolar covalent bonds). I will explain that bonds within molecules are different
from bonds between molecules in their type, as well as their strength. When reviewing bonds within a
solution of water, for example, I will ask the students what type of bonds exist within a water molecule.
Asking this question will uncover whether they remember that polar covalent bonds connect each hydrogen
atom to the oxygen atom in water. I will then build on this prior knowledge when explaining the difference
between bonds within molecules and bonds between molecules.

● I will present the lesson objective by displaying it in a presentation and verbally explaining the objective.
This presentation is student-friendly because I will be providing multiple means of representing the objective
for them. The objective can also be printed on the top of their gapped notes, giving them another
opportunity to engage with the objective.
Instructional Input “I do”
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 and connect to their prior
knowledge?
◻ What types of visuals will you use?
◻ How will students be engaged?
◻ How will you address misunderstandings or
common student errors that may be uncovered
within prior knowledge?
◻ How will you explain and model behavioral
expectations?
◻ Is there enough detail in this section so that another
person could teach it?

● After reviewing bonds within molecules
(ionic bonds, polar covalent bonds, and
nonpolar covalent bonds), I will then explain
that there are also bonds and forces that
exist between molecules in a solution. I will
● At the beginning of the lesson, I will ask
students how certain properties (e.g., a water
strider walking on the surface of a lake) are
possible. I will allow them to discuss with the
peers and then I will call on some students to
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 model these intermolecular forces by
showing diagrams of solutions, such as
water, contrasting bonds within and
between molecules. After explaining what
hydrogen bonds are, I will demonstrate how
to use the molecular model kits to represent
hydrogen bonding. I will show the students
how to build a model of a molecule (e.g.,
water) and then explain that if we are
talking about bonds ​between​ molecules, I
will have to build another molecule. Once
multiple molecules are built, I can arrange
the atoms to show how atoms of separate
molecules might interact to form a hydrogen
bond.
● I will use a presentation as a visual. In the
presentation, there will be written text
explaining the concept of hydrogen
bonding, as well as images and diagrams
that show examples of hydrogen bonding. I
will give students gapped notes, so that
they are only filling in the most important
parts of the presentation and are not
stressed about writing every word down. In
their gapped notes, there will be text and
images, as well as space for them to draw
their own images.
guess. This activity will engage them as they
will eventually understand that these examples
are properties of water that are possible due to
hydrogen bonding.
● Students will be following along my
presentation by filling in gapped notes. In these
gapped notes, they will fill in blanks where
words should go, and they will also have to
draw diagrams. Filling out gapped notes will
allow students to actively capture the new
material.
● In the gapped notes, I will differentiate between
bonds within molecules and bonds between
molecules to allow students to make
connections to their prior knowledge about
bonds within molecules.
● Students will be engaged during the
instructional input portion of the lesson by
actively filling in their gapped notes. Using
gapped notes will allow them more time to
listen to my instruction, as they will not be
trying to hurriedly write down every word on
every slide.

● When I uncover students’ prior knowledge, I

will directly address any misconceptions to
the entire class. One common
misconception is that a bond between
oxygen and hydrogen within a water
molecule is a hydrogen bond; this is not
true, hydrogen bonds must be between
molecules. I will clarify this point, and if any
other misconceptions come up, I will talk
them through with students individually. If I
notice that students all have similar
misconceptions, I will address them again
to the entire class so that everyone is on
the same page.

● I will explain behavioral expectations by

writing them in the presentation. This slide
with the behavioral expectations will be
displayed when the students are allowed to
begin working with the models. I will also
verbally explain my expectations, ensuring
that I use a positive model for explaining
what I expect the students ​to do​, rather
than what ​not to do​. I will model appropriate
behavioral expectations when I am showing
them how to use the models.

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Guided Practice “We do”
Teacher Will:
◻ How will you provide guidance to all students as
they practice?
◻ How will you ensure that all students have multiple
opportunities to practice new content and skills with
your support?
◻ How will you utilize the support of peers within this
practice?
◻ Is there enough detail in this section so that another
person could facilitate this practice?
● I will start the guided practice portion of the
lesson once I give the students the model
kit. I will have them follow along with me as
I build a model of water. I will then make
another water molecule, and show them
how the hydrogen of one water molecule
interacts with the oxygen of the other water
molecule to form a hydrogen bond. In doing
so, I will provide guidance to the students
as they are practicing.
● I will ensure that all students have multiple
opportunities to practice new content and
skills with my support by guiding them
through making several different molecules,
showing them how the atoms interact to
form hydrogen bonds. I will also walk
around and check all of the students’
model-making so that I can assess their
mastery, and provide additional explanation
and support to those that seem to need it.
● I will allow students to converse with their
peers while I am guiding them through
making models so that they can check each
others’ understanding. If they have the
chance to talk to each other and ask
questions, they may be able to gain a
deeper understanding through explaining
the concept to someone else, or through
hearing an explanation from a peer.
Student Will:
◻ How will students be engaged?
◻ How will students practice all knowledge/skills required
of the objective, with your support?
◻ How will you elicit student-to-student interaction?
◻ How are students practicing in ways that align to
independent practice?
● Students will be working their models whilst I
am demonstrating how to use the models to
understand bonding. Since the students will be
directly using the models, they will be engaged
with the material. They will need to be engaged
with my guidance in order to understand the
purpose of the activity.
● Students will practice the knowledge and skills
required of the objective by using the molecular
models that we are building together to explain
how hydrogen bonds are formed between the
molecules. I will support them by walking
around while they are interacting with the
models and explaining any misconceptions.
● I will elicit student-to-student interaction by
giving students the opportunity to talk with one
another as they are building the models and
arranging the atoms to show where hydrogen
bonds are forming. If students are interacting
with each other, they can check each other's
work, which allows another opportunity to
demonstrate their depth of knowledge.
● Eventually, in the next section of the lesson,
the students will have to independently arrange
the molecules to explain how hydrogen bonds
are formed between molecules. In the guided
practice, they are able to see a model of what
is expected of them and they can interact with
each other to discuss how they use the models
to explain how hydrogen bonds are formed
between molecules. Therefore, the guided
practice allows them an opportunity to practice
with support before they are expected to
independently use the models.
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 Independent Practice “You do”
Teacher Will:
◻ How will you plan to coach and correct during this
practice?
◻ How will you provide opportunities for remediation and
extension?
◻ How will you clearly state and model academic and
behavioral expectations within the collection of evidence
of mastery?
◻ Did you provide enough detail so that another person
could facilitate the practice?
● During this part of practice, I will coach
students by giving them specific molecules
to create and then arrange to explain
hydrogen bonding between the molecules. I
can observe the models that the students
create and give feedback about how they
arranged the atoms. I can correct students
by asking them leading questions about
where they incorrectly indicated hydrogen
bonding. That way, I will not be guiding
them as directly in the guided practice, but
will still be supporting them as they are
learning.
● Once I correct a student and prompt them
to rearrange their model, I will allow them
time to correct their model. Then, I will
revisit their model to see if they were able
to remediate their original mistake. I will
make note of their progress, and then they
can move onto another set of molecules in
a solution.
● I will clearly state academic expectations
when I am walking around and collecting
evidence of how many models each student
correctly uses. I will have a textual
explanation on the screen of what is
expected of them academically, and I will
talk them through what I expect when I am
looking at their models. Similarly, I can
model my behavioral expectations by only
talking with one student at a time, in a quiet
voice, which is what I expect of them as
they are working independently to use the
models to explain hydrogen bonding
between molecules. My behavioral
expectations can also be explicitly written
on the presentation with my academic
expectations.
Closing Activity:
◻ How will students reflect on learning?
Student Will:
◻ How will students be engaged?
◻ How will students independently practice the knowledge and
skills required by the objective?
◻ How are students practicing in ways that align to
assessment of collection of evidence of mastery?
◻ How are students using self-assessment to guide their own
learning?
◻ How are you supporting students giving feedback to one
another?
● Students will be engaged by using molecular
model kits to explain how hydrogen bonding is
formed between molecules. They will have to
arrange the atoms to show which atoms are
involved in the bonding process. As they are
working with the physical models, they will be
engaged in the activity.
● Students will independently practice the
knowledge and skills required by the objective
by each building the required molecules and
then arranging them to explain hydrogen
bonding between the molecules that were built.
They will individually have to use these
models.
● Students are practicing building and using
models, which will help them to conceptualize
how and why hydrogen bonds are formed
between molecules. As they are using these
models, I will walk around and note how many
they correct use to explain hydrogen bonding.
Therefore, their practice will allow them to learn
the skills necessary to demonstrate their
mastery.
● Students will have to self-assess whether the
models are correctly built before they can
explain how hydrogen bonds are formed. Then,
as they are indicating where the hydrogen
bonds are and between which atoms, they will
have to self-assess whether they understand
the difference between bonds ​within​ molecules
and bonds ​between​ molecules.
● I can allow students the opportunity to assess
their peers’ arrangement of the models so that
they can practice giving feedback to each
other. In doing so, they will also be able to
assess their understanding as they are looking
at how someone else explained how hydrogen
bonds are formed between molecules.
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◻ Summarizing and stating the significance of what they learned.

◻ Acknowledge the new information that was added/developed within their schema.

● At the end of the lesson, students will write a brief (1-2 sentence) summary of how hydrogen bonds are
formed. They will be encouraged to include drawings in their summary to further demonstrate their
understanding of how hydrogen bonds are formed. As they are summarizing their learning, they will have to
reflect on what they learned from the lesson.

● In addition to their summary, I will ask students again how the examples that I provided in the beginning of
class (the water strider on the surface of a lake, a water droplet on a penny, and ice floating in water) can
be explained. The goal of this question is to get students to reflect on the lesson, which was centered on
how and why hydrogen bonds form between molecules. Upon reflection, they should realize that hydrogen
bonding can explain all of the application examples given earlier.

● Their end-of-class summary will require them to discuss new information that was added within their
schema of bonds. Before this lesson, they had learned about bonds being between atoms within a
molecule. However, after this lesson, they can add to their schema of chemical bonds to recognize that
bonds can also be formed between atoms of different molecules.