EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Research “Charity: Water” Website Scavenger Hunt

Elements of the Lesson Evidence that Documents the Elements

I. Standard 1. EE.SL.9-10.2: Determine the credibility of information presented in
Common Core State Standards diverse media or formats.
Or Essential Elements 2. EE.SL.9-10.1: Engage in collaborative discussions. A. Prepare for
discussions by collecting information on the topic. B. Work with adults
and peers to set rules for discussions. C. Relate the topic of discussion to
broader themes or ideas. D. Indicate agreement or disagreement with
others during discussions.
3. EE.W.9-10.8: Write answers to research questions by selecting relevant
information from multiple resources.
4. EE.RI.11-12.2: Determine the central idea of a text; recount the text.
5. EE.RI.11-12.3: Determine how individuals, ideas, or events change over
the course of the text.
II. Objectives/Targets and I can statements 1. I can engage in collaborative discussions about a previously read
What am I going to teach? nonfiction text.
What will the students be able to do at the end of the 2. I can recount a nonfiction text by determining the central idea and how
lesson? individuals, ideas, and events changed throughout the text.
What formative assessments are used to inform instruction? 3. I can conduct research on an organization when provided research-based
What challenges might students encounter? questions.
4. I can determine the credibility of information presented on a website and
magazine article when conducting research.

The students will be able to conduct research and be able to have a

knowledgeable discussion about that research.

Formative Assessments that will be used to inform instruction are teacher-

students observations by the teacher walking around the classroom during
Independent Work, and the Research Worksheet created by the teacher. These
will determine if another research lesson is needed at a later date, and what
aspects of research will need to be further taught.

III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you see?
What ideas for on task, active and focused student
behavior?
IV. 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?
V. Input: Setting up the Lesson for Student Success
Task analysis:
● What information does the learner need? If needed,
how will it be provided?
The challenges that students might encounter are technical difficulties and
answering higher level questions.
Positive Strategies/Techniques/Tools
1. Review Prior Knowledge
2. Think Alouds
Student Behavior
1. Answering teacher questions
2. Asking their own questions
3. Completing the Independent Practice
Generate Interest
1. The teacher will hook the students by placing a bottle of clean water and
a bottle of dirty water on the table. The teacher asks the students which
one they would rather drink, and why.
2. The students will then compare and contrast the different bottles of
water.
3. The teacher will then ask the students how they would turn the dirty
water into drinkable water.
Prior Knowledge/Review
The teacher and students will review the Scholastic Action article “Two Miles for a
Drink of Water”.
a. “Who was the article about?”
b. “What did Natalia have to do at the beginning of the article?”
c. “What was the organization that helped Natalia’s community?”
d. “How did Natalia’s life change at the end of the article, and why is
this important?”
Task Analysis
1. The teacher will hook the students by placing a bottle of clean water and
a bottle of dirty water on the table. The teacher asks the students which
one they would rather drink, and why.
 ● What are the step-by-step procedures of the lesson? 2. The students will then compare and contrast the different bottles of
How is the lesson scaffolded? water (Think-Pair-Share).
Bloom’s Taxonomy *Webb’s Depth of Knowledge 3. The teacher will then ask the students how they would turn the dirty
- Remembering - Recall water into drinkable water (brainstorm on the board).
- Understanding - Skills/Concept 4. The teacher and students will review the Scholastic Action article “Two
Miles for a Drink of Water”.
- Applying - Strategic Thinking
a. “Who was the article about?”
- Analyzing - Extended Thinking
b. “What did Natalia have to do at the beginning of the article?”
- Evaluating c. “What was the organization that helped Natalia’s community?”
- Creating – generating new ideas d. “How did Natalia’s life change at the end of the article, and why is
Accommodations: Differentiating to meet students’ needs this important?”
● Remediation/Intervention 5. The teacher will tell the students to get out their Chromebooks/laptops
● Extension/enrichment and will tell them that they will be doing some research on Charity:
Methods, Materials and Integrated Technology Water.
6. The teacher will pass out the “Research Scavenger Hunt” worksheet to
● Instructional techniques
the students.
● Engagement strategies
7. The teacher will read the directions on the worksheet. Once students are
● Materials and Integrated Technology list
on the website, the teacher will model how to do the first question on the
projector.
8. After doing the first 2 questions as a Think Aloud, the teacher will then tell
the students to help with the next 2 questions, guiding them through the
website and questions.
9. After guiding them through the next set of questions, the teacher will
release the students to continue the worksheet independently. The
teacher will walk around the classroom, answering any questions and
helping the students when they need it.
10. When the students have completed the research and answered the
questions on the worksheet, the teacher will lead the class in going over
the questions, showing them where the answers are on Charity: Water’s
website.

Accommodations
1. Some students may need to work in pairs for extra support to conduct the
research and complete the worksheet.

VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
2. If a question is determined to be too hard for many students, the teacher
will allow the students to skip the question or we will do another Guided
Practice.
3. The worksheet has questions of various difficulties.
4. Extension: Journal Question: “If you had to walk 2 miles for a jug of water
each morning, what things would you do or not do to make sure that jug
of water lasts the whole day for your family?”
Methods, Materials, and Integrated Technology
1. 2 water bottles: 1 dirty water bottle, 1 clean water bottle
2. Scholastic Action Magazine March 2018 edition
3. Chromebooks/Laptops
4. Projector
The teacher will read the directions on the worksheet. Once students are on the
website, the teacher will model how to do the first question on the projector by
doing a Think Aloud.
Review the Scholastic Action article “Two Miles for a Drink of Water”:
a. “Who was the article about?”
b. “What did Natalia have to do at the beginning of the article?”
c. “What was the organization that helped Natalia’s community?”
d. “How did Natalia’s life change at the end of the article, and why is
this important?”
During the Guided Practice:
a. “What type of answer are we looking for? A number? A
percentage? A word? A phrase?”
b. “How do we find this answer?”
During Independent Practice:
The teacher will walk around the classroom, answering any questions the
students have. The teacher will help students find answers if they get stuck. If the
majority of students are stuck on a question, the teacher will perform another
Guided Practice for that question.

VII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?
IX. Collaborative (You Do Together) and/or Independent
Practice (You Do)
What practices will be demonstrated/modeled?
X. Closure
How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
XI. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
Students will respond and be engaged by answering questions, following along in
the Modeling and Guided Practice, participating in the Independent Practice, and
asking questions when they are confused on directions or stuck on a question.
Formative Assessment Strategies that will be implemented are teacher-students
observations by the teacher walking around the classroom during Independent
Work, and the Research Worksheet created by the teacher.
After doing the first 2 questions as a Think Aloud, the teacher will tell the students
to help with the next 2 questions, guiding them through the website and
questions.
After guiding them through the next set of questions, the teacher will release the
students to continue the worksheet independently. The teacher will walk around
the classroom, answering any questions and helping the students when they need
it.
When the students have completed the research and answered the questions on
the worksheet, the teacher will lead the class in going over the questions, showing
them where the answers are on Charity: Water’s website. On questions that the
students struggled with, the teacher will ask for individual student that did find
the answer to show their classmates where and how they found it.
The students will be involved in participating in the worksheet review and
showing their classmates where they found the answers.
After going over the worksheet, the teacher will talk about the “I Can” Statements
by connecting them to how this lesson will help them in their future learning
and/or careers, because having research skills and communication/discussion
skills are important in life.
The worksheet will show supporting evidence that the objectives were met.
My students will know, understand, and be able to conduct research and have
knowledgeable discussions about the research.
 What formative assessments will be used to inform
instruction?
Formative Assessments that will be used to inform instruction are teacher-
students observations by the teacher walking around the classroom during
Independent Work, and the Research Worksheet created by the teacher. These
will determine if another research lesson is needed at a later date, and what
aspects of research will need to be further taught.
(Edited by Elementary Team, 2014)
Revised July 2016
(Revised 9/17)