EDU 505

DIRECT INSTRUCTION LESSON PLAN

Brittaney Garba

Looking at Leaves
Science Direct Instruction
1
1. MATERIALS/PREPLANNING (5 points)

Materials Paper or reusable tote bag, variety of leaves, copies of observation sheet, pencil,
and magnifying glass
Vocabulary
Insect---- insecto
Vein---- vena
Autumn----- otoo
Observation----observacin
Fungus------ hongo
Color
Textures
Literature

2. OBJECTIVE (10 points)

3. After the lesson on the exploration of leaves students in the 1st grade will be able use
observation skills with identifying different leaf characteristics with 95% accuracy.

Comprehension and Knowledge

2-LS4-1. Make observations of plants and animals to compare the diversity of

life in different habitats

3. ASSESSMENT STRATEGY (10 points)

The key question to ask: Can this objective be assessed and what will the student be able to
think, say, or do when the objective is accomplished?
In order to assess students performance I would take a close look at their science journals
and worksheet descriptions. Students should use the vocabulary learned today in the journal
entry and beginning sentences . Today in science class I observed....
This will be an informal assessment tool that will be kept in their science journal.
3
2
1
Students used 3+
Student used less
Student did not use
vocabulary words to
than 3 vocabulary
any vocabulary words
restate there
words to restate there
to restate there

observation in words.

observation in words.

observation in words.

4. LESSON OPENING/PURPOSE (5 points)

Purpose: The purpose of this lesson is for students to become familiar with the change of
seasons. While becoming familiar with the change in seasons they will be able to observe and
compare leaves.
The students will benefit from this lesson by becoming familiar with the characteristics of
autumn and nature. Being able to view the changes in the season by going on a nature walk
outside of the classroom gives students hands on experience in collecting, observing and
making educated hypothesis about leaves. The purpose statement lets students know WHY
you are spending time with this lesson.
It is important for students to use observation skills and become familiar with the aspects of
nature around them. These observations are signs of the changing seasons.

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

I will start the lesson with different color of leaves around the classroom. Each table will be
classified as a different leaf color. Students will then watch a video on why leaves change
colors. https://www.youtube.com/watch?v=s7qTx2l7bvo

Provide Rationale I selected the use of a visual so students will be able to see first-hand why
leaves change colors. I choose to assign each table different leaf colors so they are able to
reiterate that leaves come in different colors, shapes, and sizes.

6.

LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK

BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR
UNDERSTANDING, AND GUIDED PRACTICE

POST STANDARDS
Post Standards in front of room where students can easily see them.
Draw student attention to standards.

RESTATE OBJECTIVE IN STUDENT TERMS

After the lesson on observing and comparing leaves, you (students) will be able to identify
characteristics using unit vocabulary with 95% accuracy (both orally and in writing).

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

It is important to build prior knowledge because it provides the students and teacher with a
base of what concepts need to be discussed in depth and what topics simply need a review.

Ask the students to brainstorm what they already know about leaves. Place this information in the
K (or What We Know) column of the chart. Have them think about what they saw in the video to
help them get started if needed.
Ask the students what they would like to learn about in regards to this subject. Write these in the
W (What We Want to Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they

have learned in order to complete the L column.

Use KWL Chart from 50 Literacy Strategies (Tompkins)

Lesson Topic Observing Leaves

Students will be able to continue to build off the concept of observation. Students will be able to
use the foundation of comparing elements in an array of science topics.

K (What we know)

W (What we want to learn)

Leaves come in different shapes.

What types of things live on a

leaf?

Leaves come in different colors.

Why are leaves different colors?

L (What we learned)

What does fungus look like?

INPUT: Provide Comprehensible Input

SDAIE-Modify use of text, use of technology
It is important to provide vocabulary for students. Providing vocabulary builds better sentence
structure and the use of academic words when talking about the concept.

MODELING
SDAIE: Demonstrations and modeling
I chose to model on the board what their papers should look like so they have a visual of what
I am expecting.

Go over vocabulary words which will be in the reading. List the key vocabulary words and provide
the Spanish equivalents.
Informally check for understanding: Be sure all students understand the steps by checking
responses in journal.

Write the key vocabulary on the board, ask the students to help you define them.
Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Tell the students they are going to observe the leaves and classifying them using key vocabulary.
They will illustrate at least one of the leaves.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student science journal should look will be
available to the students.

CHECKING FOR UNDERSTANDING/PROGRESS MONITORING

EL/SDAIE:
Questioning
I will do an informal progress monitoring program that consists of walking through the class and
monitoring what they are doing. This is a basic science assignment students will not need help
with. I want them to become aware of observation techniques and using key vocabulary when
describing the leaves.

Ask several of the students to repeat the instructions they have been given.
Walk around and make sure students are using vocabulary words when writing observations.
The students will first solve the problems on the board with me.
Continue to check for understanding of the observation questions through the use of questioning
strategies both during and after the task is completed.

GUIDED PRACTICE STRATEGY

The teacher will check for accuracy while students are working on assignment and provide oral
feedback.
Students will share their answers with shoulder partners and make corrections as needed.
Check each students work and edit as necessary before adding observation in science journal .

7. CLOSURE
Learning facts about leaves.
K (What we know)
Leaves come in
different colors.

W (What we want to
learn)
Why are leaves different
colors?

Leaves have different

textures.

Leaves come in
different shapes.

What types of things live

on a leaf?

Leaves change color

due to seasons.

L (What we learned)

Q (What new
questions emerged?)
What happens to the
tree when all the leaves
fall?

Ask the students if anyone has anything to add about where they have learned about leaves.
Remind the students about key observations they have listed and what they now have learned to take
away from the lesson.

8. INDEPENDENT PRACTICE
Students will be able to look at a leave and write down important characteristics they have
observed using key vocabulary. This is important because it demonstrates the students level of
understanding.

Assign the students to go home and look for a plant that has leaves. They will be asked to draw
illustrations of what they observed on the leaf at home.
Tell the students that the work they do at home is to be done as neatly as was done in class today.
The homework will be displayed on the science board when key vocabulary is used in the description.

10. ATTACHED STUDENT WORK:

11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis

Sample Statement: This direct instruction lesson is based on the behaviorist learning theory. Direct
instruction was utilized because the students lack knowledge; therefore, the knowledge needs to be
given to them in an explicit manner. Scaffolding was used in vocabulary on the board in order to guide
the students in writing their observations using complete sentences. Students were able to produce
grade appropriate observations based on the vocabulary and the explicit instruction taught in todays
lesson.

Structure of Knowledge

Cognitive
Level

Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.

Evaluation
Synthesis
Analysis
Application
Comprehension

Knowledge

I used a Direct Instruction lesson for this standard because students needed to understand
what the basis of observation is. By providing students with minimal examples of
observation through the use of leaves they are able to build the foundation for more
elaborate experiences.
I used a Direct Instruction lesson based on the knowledge of the five senses. Students
were able to use four of the five senses (touch, smell, see, hear).

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Preparation
o Adaptation of
Content
o Background
Knowledge

Scaffolding
o Modeling
o Guided Practice
o Independent
Practice

Grouping
o Whole group
o Small groups
o Pairs
o Works
Independently

Adaptation
o EL

Integration of
Processes
o Reading
o Writing
o Viewing
o Vocabulary

Application
o Hands on
o Meaningful
o Linked to
objectives
o Engaging
o Active Learning

Assessment
o Rubric
o Written

Objective
o Linked to
Standard
o Integrated with
Language Arts
o Age Appropriate

Notes for next lesson:

o

Students will broaden their vocabulary by being introduced to unit specific words.
Students will also be able to explore different types of plants and animals in their
habitat.