EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN
Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you see?
What ideas for on task, active and focused student behavior?
Evidence that Documents the Elements
K-ESS2: How and why is Earth constantly changing?
ESS2.D: Weather and climate- Weather is the combination of sunlight, wind,
snow, or rain, and temperature in a particular region at a particular time.
People measure these conditions to describe and record the weather and to
notice patterns over time.
K-ESS3: How do Earth’s surface processes and human activities affect each
other?
ESS3.B: Natural Hazards- Some kinds of severe weather are more likely than
others in a given region. Weather scientists forecast severe weather so that
the communities can prepare for and respond to these events.
K-ETS1: How do engineers solve problems?
ETS1.B: Developing possible solutions- Designs can be conveyed through
sketches, drawings, or physical models. These representations are useful in
communicating ideas for a problem’s solutions to other people.
I Can… construct a wind sock and observe how it responds when air moves
through it and use that to determine wind direction
So I Can… determine what a wind sock tells us about the wind
I’ll know I am successful when… I can articulate in my science journal through
words and/or pictures what a windsock looks like on a windy day
During this activity, I will be giving students lots of verbal affirmations and
positive feedback about how they are answering my questions and offering
their own thoughts and observations (stressing the use of this scientific
work). Even if the answer they give isn’t exactly on target, they are still
affirmed for sharing their thoughts and ideas. They will be encouraged to do
their personal best throughout the whole lesson.
 I will also use the microphone as a tool to use so when students are sharing,
they get rewarded by using the mic which many of them enjoy.

Introduction: Creating Excitement and Focus for the
Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
Students will review before the lesson what an active listener looks like and
what a student who is ready to learn does with their body and mind
I will begin the lesson by showing them my magic contraption (wind sock) and
ask them to guess what I have. They will share some ideas about what it could
possibly be. I will try and not give a yes or no answer but just let them
brainstorm and be creative, even if someone already identified it correctly.
I will being it back to the topic of weather and we will review what we had
been talking about the previous days.

Introduction: Creating Excitement and Focus for the Task Analysis

Lesson Target  The learner will not need much prior knowledge for this lesson.
We will review what we know about wind and start generating
Task analysis: some basic ideas to somewhat scaffold the knowledge of some
 What information does the learner need? If needed, kids who don’t know as much or to remind them of the concept.
how will it be provided? Thinking Level
 How is the lesson scaffolded?  Students will reach the thinking level of evaluating during this lesson
because they will be asked to analyze and interpret the data they are
Thinking levels: questions to engage students’ thinking gathering from the wind sock to determine the direction and strength
of the wind. They will also reach the level of creating because they
 Remembering are constructing a tool to use to explain the environment around
 Understanding them.
 Applying Accommodations
 Evaluating  Interventions- I will assist students who might have difficulty with fine
 Creating motor movements while constructing the wind sock.
Accommodations: Differentiating to meet students’ needs  Extensions/ enrichment
 Remediation/Intervention o Language extension- read weather literature and poetry.
 Extension/enrichment Many children’s books and collections of poetry of both
 Learning Styles children and adults complement these activities. The Wind,
Methods, Materials and Integrated Technology by Monique Felix, is a picture essay without words that
 Instructional techniques children will enjoy.
 Engagement strategies o Engineering Extension-
 Materials and Integrated Technology list
  Bring wind catchers from home. Have student bring
in wind catchers they might have at home to share
with the class. These might include wind chimes,
mobiles, and wind socks.
 Koinobori are carp-shaped streamers, or carp wind
socks, used as decorations to celebrate Children’s
Day on May 5th in Japan. In Japanese culture, the carp
symbolizes courage and strength because of its ability
to swim upstream against a strong current. We could
use the Internet to search for patterns and
information on how to make carp wind socks.
Methods, Materials and Integrated Technology
 Instructional Techniques- I will emphasize student lead learning in
this lesson so they feel empowered to make observations and
predictions without fear of being wrong.
 Engagement Strategies- Students will be paired up with a partner so
they are accountable for making observations and having these
discussions with someone else
 Materials
o Pieces of construction paper (10x23 cm)
o Strips of crepe paper, 2x25 cm (8 per student)
o Pieces of yellow yarn, 60cm (2/student)
o Pieces of transparent tape, 9 cm
o Hole punch
o Glue stick
o Scissors
o Big Book Trees and Weather
o Individual books Trees and Weather

Modeling: I Do Show/Tell- I will give students the visual of my sample wind sock and I will
SHOW/TELL (Visual/Verbal Input) facilitate discussion about what its for and the possible purposes for it.

HOW/WHAT (Questioning and Redirecting)

Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?
Collaborative (You Do Together) and/or Independent
Practice (You Do)
What practices will be demonstrated/modeled?
Closure
How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform
instruction?
My checks for understanding will be sprinkled throughout the lesson in the
form of turn and talks, thumb up/thumb down, and informal observations. I
will be able to walk throughout the group during the lesson and get a good
read on where they are at and how I need to appropriately adjust my lesson
to the information I am gathering.
We will all make our wind socks and go outside to make observations about
what they are doing in the wind. We will all discuss and share in both large
group and small group settings. I will start by giving a think aloud but then let
the students take over the conversation as time goes on.
Once we come back inside, students will be asked to answer out guiding
question in their science journals. They will answer What does a wind sock
tell us about the wind? Using works and a visual.
The closure will be the ‘you do’ section of the lesson where they are writing in
their journals. We will also take some time to answer the question aloud and
then share some students’ personal best work in front of the whole class if
they volunteer.
For assessment, I plan on listening to and observing students as they work
and review their notebook entries during or after class. I will record my
observations on the assessment checklist. I will also make notes of their
ability to engage with the crosscutting concepts of patterns, cause and effect;
and systems and system models.