Inquiry-Based Lesson Plan Entry Event Tel 311 Newman Isabelle

Inquiry (5E) Lesson Plan Template
Teachers: Subject:
Isabelle Newman High school science
Common Core State Standards:
(Science)
Essential HS.P4U3.9 Engage in argument from evidence regarding the ethical, social, economic, and/or
political benefits and liabilities of energy usage and transfer.
Essential HS.E1U3.14 Engage in argument from evidence about the availability of natural resources,
occurrence of natural hazards, changes in climate, and human activity and how they influence each other.
(Educational Tech.)
Concept 1: Planning Plan strategies to guide inquiry.
PO 1. Predict the most effective keywords and phrases for use in information searches.
PO 2. Determine which information source will provide the desired data
Concept 2: Processing Locate, organize, analyze, evaluate, synthesize, and ethically use information from
a variety of sources and media.
PO 2. Evaluate and use authoritative primary and/or secondary sources.
PO 3. Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting
multiple sources
PO 4. Synthesize research information to create new understanding
PO 5. Apply ethical use of information and media by respecting copyrights, intellectual property rights,
using information and media responsibly, and citing resources appropriately.
Objective (Explicit):
 Students will be able to create and complete a presentation of how climate change affects
their community in collaborative groups with 3 reputable (primary) sources, proper
formatting (MLA/APA), and following the rubric given to them to determine how climate
change is affecting the planet worldwide by the end of this 10 day project.
Evidence of Mastery (Measurable):

 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.
Students are to complete the above requirements specified in the objective as well as those in a
rubric given to them.
Sub-objectives, SWBAT (Sequenced from basic to complex):

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
Student will correctly and completely diagnose a problem due to climate change in their
community and connect it to world-wide issues.
Key vocabulary: world, global warming, climate Materials: Cardboard and statistics
change
1
Engage- ENTRY EVENT
 How will you activate student interest?
 How will you hook student attention?
 What questions will you pose, based on your objective, that students will seek to answer
in Explore?
Teacher Will: Cover classroom in brown Student Will: Sit and listen to entry event. Little
cardboard (specifically anything colorful) to collaboration at first on their part- engagement
emulate a world covered in filth/ garbage’ one in is key; class discussion 2nd part.
which. Grab student’s attention; dive into class
discussion about what global warming is and
how it can affect our community and potentially
our world.
Explore
 How will model your performance expectations? Remember, you are not modeling what
you want students to discover but need to model expected behavior or required
procedures.
 How will students take the lead and actively use materials to discover information that
will help them answer the question posed in Engage?
 What questions or prompts will you be prepared to use with students while they are
“exploring”?
Teacher Will: assign collaborative group roles, Student Will: explore different types of
explicitly state objective and have it on their causations to climate change and global
rubric as well. warming (each group will have 1 ‘thing’ or
causation to climate change; no repeats; first
come first serve as far as topics are concerned);
properly research, cite, and collect relevant data
to their topic.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement? N/A
Differentiation Strategy
 What accommodations/modifications will you provide for specific students? Assigning
specific roles to specific students based on their different learning needs.
 How will you anticipate students that need an additional challenge? N/A
Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-
objectives by answering the question from Engage before moving on?
Teacher Will: Key understandings that there Student Will: Present their findings to class by
are many factors that contribute to climate end of 10-day period.
change and it is the accumulation and
combination of these things collectively that are
2
the greatest causation for this major heat
period.
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new
circumstance or explore a particular aspect of this learning at a deep level?
 How will students use higher order thinking at this stage? (e.g. A common practice in this
section is to pose a “what If question”)
 How will all students articulate how their understanding has changed or been solidified?
Teacher Will: Grade kiddos off of rubric and Student Will: Grade each other based off of
objective (integrated). rubric that they were given. They will also grade
themselves following their presentation
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not
mastery of the Elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned
(separate from the assessment)?
Teacher Will: Collaborate on class discussion on Student Will: participate in class discussion;
the implications of this environmental epidemic make revision to their projects before their final
worldwide explicitly (reference WALLE?) grade is determined.
 What accommodations/modifications will you provide for specific students? N/A
 How will you anticipate students that need an additional challenges? N/A

Inquiry-Based Lesson Plan Entry Event Tel 311 Newman Isabelle

Uploaded by

Copyright:

Available Formats

Inquiry-Based Lesson Plan Entry Event Tel 311 Newman Isabelle

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Inquiry-Based Lesson Plan Entry Event Tel 311 Newman Isabelle

Uploaded by

Copyright:

Available Formats

What is the objective of the lesson?

What are the roles and responsibilities of the teacher and students?

Inquiry (5E) Lesson Plan Template

Evidence of Mastery (Measurable):

Sub-objectives, SWBAT (Sequenced from basic to complex):

You might also like