Direct Instruction Lesson Plan Template

General Information
Lesson Title: Gas Trap Experiment

Subject(s): Science

Grade/Level/Setting: 3rd grade

Prerequisite Skills/Prior Knowledge:

What do your students already know or what do they need to know about the selected topic to successfully
participate in the lesson?

Students should have an understanding of the different forms water comes in. They should be familiar with
basic weather conditions (rain, hail, snow). Students should know how to make observations.

Standards and Objectives

State/National Academic Standard(s):

3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.

https://media.doe.in.gov/standards/indiana-academic-standards-grade-3-science.pdf

Learning Objective(s):
Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State
Standards and needs to be measurable (condition, behavior, and criterion).

Students will demonstrate an understanding of what condensation is. They will be able to make valid
observations and predictions. Students will score a 3 or 4 on the assessment.

Materials Technology
What materials will the teacher and the students need in How will you use technology to enhance teaching and
order to complete the lesson? learning? (Optional: Use the SAMR model to explain the
technology integration strategies you plan to use.)

Worksheet
The teacher will use the projector to showcase
Pencil the worksheet that is being followed. Along with
Projector this the step by step video will be displayed so
the students understand what they are expected
Computer to do.
Scissors

Water

Cup

Lid (or something to function as a lid)

https://mysteryscience.com/

(Above is the website for the video)

Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s):
The content and language focus of the learning task represented by the active verbs within the learning outcomes.
Common language functions include identifying main ideas and details; analyzing and interpreting characters or
events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language
functions in math include predicting from models and data, recording multiple ways to solve problems, justifying
conclusions, evaluating data and explaining how or why certain strategies work.

Students will listen and follow along to the video. They will interpret the observations that they make.
Students will explain their thinking.

Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.

- Condensation
- Evaporation
- Temperature
- Predict
- Observe

Discourse and/or Syntax:

Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write,
and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and
phrases together into structures (e.g., sentences, graphs, tables).

Students will verbally explain what is happening with the gas trap experiment. They will come up with
an idea of what is happening, as well as explain why it is more difficult to read the test strip after
adding hot water to the cup.

Planned Language Supports:

The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand
and use the concepts of language they need to learn within disciplines.

The teacher will demonstrate how to fill out and set up the worksheet. After doing so, the teacher will
play the video which goes step by step as to how to conduct the experiment. It goes through the steps
and questions that should be thought about.

Instructional Strategies and Learning Tasks

Anticipatory Set:

Activity Description/Teacher Student Actions

Before beginning the lesson, the teacher will Students will be expected to listen and participate
review what they learned from the prior in the review of the prior information that was
science lesson the day before. Things like taught. They will be active in the discussion.
weather terms are important to go over. The Student are able to ask some questions about
activity for the day will also be vaguely unclear topics from the science lesson the day
introduced. before.

Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions

The teacher will introduce the activity with The students will need to listen to the directions.
more explanation. There will be a thorough They will be expected to get into their assigned
discussion about the experiment that the groups. Any materials needed should be collected
students will be participating in. They will be by the students.
told that there is a video that goes through
each step, and they will be put into groups
and will follow along. Materials needed will be
introduced.

Guided Practice:

Activity Description/Teacher Student Actions

Along with the video, the teacher will repeat Students will follow along with the video. They are
any important directions. If necessary, the expected to be on the same step as the video
teacher can pause the video occasionally if it directions. The group members will work together
is moving too fast. The teacher will help guide to set up the experiment and get their paper
the experiment if the students seem lost. ready to fill out.

Independent Student Practice:

Activity Description/Teacher Student Actions

After getting the experiment set up, the The students are expected to continue following
teacher will continue to play the step by step the video. They will work with their group to
video. While this is happening the teacher accurately answer the questions provided on the
should goa round the room to see if there is worksheet. They need to complete the worksheet.
anyone who is struggling to keep up. Groups
should be working together to come up with
ideas that will accurately answer the
questions on their worksheet.
Culminating or Closing Procedure/Activity:

Activity Description/Teacher Student Actions

Once everyone seems to be finished, the Students will finish watching the video. They will
teacher will continue the video which has need to participate in the discussion questions.
discussion questions for students to answer After this, they will also share their own answers
and think about. Any questions that relate to to the worksheet questions. They should have
the experiment that are not provided can also valid explanations.
be asked here. Students will be able to share
their answers for the questions with the class.

Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.

Gifted and Talented:

The students who are gifted will be given the same experiment. They will have the opportunity to be
more thoughtful with their responses. They should be writing in complete sentences. The students
should use capitalization and punction correctly in their answers. They can even come up with their own
questions to discuss with the class.

EL:

The students that are ELL will be doing the same experiment. They will be working with partners which will be
helpful. The teachers will be walking around the help out if they get lost. Along with this, the video will be paused
so that they have extra time to work. There will also be time for clarifying questions if needed.

Students with Other Special Needs:

The students will all be working in groups. This means they will have extra help with the activities. If my student
with down syndrome is in the classroom, the student will have an aid that assists. As for the student classified as
SPED, they do not receive much extra help. If they have questions they will be answered, but that is the same for
every student. My student that is classified as ED will complete the activity with the group. If the student is
overwhelmed, then they will be redirected by either a teacher or an aid that is there to observe behaviors.
Assessment
Formative
Describe how you will monitor, support, and extend student thinking.

The formative assessment will be monitoring the progress of setting up the experiment. Along with this, if students are active
in the discussions, they likely are feeling pretty confident about the materials. If students are struggling with the experiment
or the questions, that means they need to have the information taught again in a new way.

Summative
(Quizzes, Tests, products)

For the summative assessment, this will be the product from their experiment. Students will answer questions and draw an
image. The way that grades are for the class, students are scored 1-4. A 1 means that the student has no understanding of
the materials, whereas a 4 means that completely understand it.