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Phenomenon:
(A broad complex event or process that is
observable by the senses or detectable by
instruments. A case, a problem, a
wonderment that builds on students’
experience)
State Standard:
ENGAGE: Teacher will activate student prior knowledge; motivating students; jump start thinking; and raise key questions.
Date: SEPs: (Science and Engineering Practices)
DCI:
Lesson Objective/ Learning Performance: CCCs: (Cross Cutting Concept)
EXPLORE: Students discover concepts through experimentation, observation, and inquiry. Students may record data, design and
plan experiments, create charts and graphs, interpret results, develop hypotheses, and organize their findings.
Date: SEPs: (Science and Engineering Practices)
DCI:
Lesson Objective/ Learning Performance: CCCs: (Cross Cutting Concept)
Excerpts from 2012 Copyright © National Academy of Sciences: A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas by iZONE Science Coaches 2016
High School Science Lesson Plan Template
EXPLAIN: Teacher allows students to explain what they have deduced from the Explore phase. Teacher may introduce scientific laws,
models, theories, and vocabulary.
Date: SEPs: (Science and Engineering Practices)
DCI:
Lesson Objective/ Learning Performance: CCCs: (Cross Cutting Concept)
ELABORATE: Teacher provides students an opportunity to apply their knowledge to new situations. Students may ponder new
extended questions, develop new hypotheses, and apply information.
Date: SEPs: (Science and Engineering Practices)
DCI:
Lesson Objective/ Learning Performance: CCCs: (Cross Cutting Concept)
EVALUATE: Teacher administers formative assessment (although checking for understanding should be done throughout the
lesson). May be a exam, project, presentation, etc.
Date: SEPs: (Science and Engineering Practices)
DCI:
Lesson Objective/ Learning Performance: CCCs: (Cross Cutting Concept)