This poster summarizes the instructional strategy designed for Physical Geology (GEOL 1100) that integrates evidence-based practices from the Learning Actively Mentoring Program (LAMP) to enhance student engagement, learning, and self-reflection. Central to this approach is the intentional alignment of student learning outcomes (SLOs), active learning strategies, and assessments to support both conceptual understanding and skill development in geoscience. Key revisions include refining SLOs using measurable cognitive and affective domains, incorporating structured active learning techniques, and implementing a knowledge survey administered at multiple points throughout the semester to promote metacognition and track student growth. Grounded in inclusive and student-centered teaching, this strategy emphasizes building relationships, fostering a supportive classroom environment, and promoting curiosity about Earth systems. Instruction incorporates multiple modalities and place-based examples, particularly from Wyoming, to increase relevance and accessibility. Active learning strategies such as jigsaw activities, think-pair-share, and elements of the Readiness Assurance Process are used to engage students in analyzing real-world geologic data, collaborating with peers, and practicing scientific communication. Students will develop skills in explaining core geologic concepts, interpreting data, classifying Earth materials, evaluating geologic hazards, modeling Earth processes, and constructing evidence-based explanations of Earth's history. Additionally, affective outcomes (i.e. confidence, curiosity, and collaborative skills) are intentionally cultivated through team-based learning. Assessment is designed to be both formative and summative, with the knowledge survey serving as a reflective tool rather than a traditional exam. This approach provides insight into student confidence and understanding while informing instructional adjustments. A plate tectonics module illustrates how aligned pedagogies and assessments support deeper learning through data analysis, peer teaching, and iterative feedback. Overall, this instructional strategy aims to create an engaging learning environment that supports all learners in developing both geoscience knowledge and scientific thinking skills, as well as exciting more students to enter the geosciences.