EDUC 472 Inquiry Lesson Template

INSTRUCTIONAL UNIT
TEACHER (your
name):
Mary Bennett

DATE:
12/09/15

GRADE/Acquisition
Level:
1st/emerging

LESSON TITLE:
Penguin Blubber

SUBJECT (Content
Area):
Science

LESSON OBJECTIVE:
BTEOTLTSW write a
sentence sharing how
penguin blubber
keeps penguins warm
in a cold environment
with 100% accuracy.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

California Content Standard

LS1.A: Structure and Function

Common Core Language Arts Standard

All organisms have external parts.

Different animals use their body
parts in different ways to see, hear,
grasp objects, protect themselves,
move from place to place, and seek,
find, and take in food, water and air.

Common Core ELD Standard

Exchanging information and ideas with
others through oral collaborative
conversations on a range of social and
academic topics
5. Listening actively to spoken English in a
range of social and academic contexts
12. Selecting and applying varied and
precise vocabulary and language structures
to effectively convey ideas

Culturally Responsive Pedagogy

List one strategy and activity a provide rationale as to why they meet the
criteria for CRP.
This lesson can be done in a small group setting. This will lower the affective
filter for many students while giving them time to process the content.

ADAPTATIONS FOR LEARNERS

MODIFICATIONS FOR ELs
Pictures
Partner work
Hands on activity

RATIONALE
EL students benefit from the
use of visuals to make
connections to the content.

REFLECTION

MODIFICATIONS FOR Special

Challenges
Short attention span:
Partner work
Multiple activities

RATIONALE
The lesson offers a variety of
activities to pique students
interest.

REFLECTION

Multiple Intelligences
Addressed
Interpersonal
Intrapersonal
Visual
Linguistic

RATIONALE
REFLECTION
Students are working
together, while also
brainstorming on their own.
Many pictures offer visual
tools for students. Students
will be writing throughout the
activity.

ASSESSMENT
STRATEGY FOR ASSESSMENT
Group discussion
Prediction and post experiment paper

LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Paper
Pencils
Sort cards
Experiment worksheet
Water
Ice
Bowl
Ziplock bags
Crisco

INTO, THROUGH, and BEYOND

INTO

The teacher will being the

lesson by giving students a
sorting activity. The student
will be given a variety of
picture card with warm
clothes and accessories and
clothes that a person would
wear in hot weather. The
teacher will ask students to
look at all the card and try to
find a way to sort the cards.
The teacher will then ask
students to sort the cards by
weather temperature. If it is
very cold outside, what would
you need? If it is very warm
outside, what would you
need? Once the activity is
complete the teacher will ask
students to share why they
placed certain cards together
and have a small discussion
about temperature.

RATIONALE
This activity is setting up
the lesson for students.
They are using the terms
that they will continue to
use throughout the lesson
such as, temperature, cold,
warm

REFLECTION

THROUGH

The teacher will now set up

the inquiry statement for
students:
If you are a penguin living in
the Arctic where it is freezing
cold, how are you going to
survive?
The teacher will give students
time to discuss the questions
and share answers. The
teacher will give each group
of students a sheet of paper to
write their predictions.
Next the teacher will set up
the expectations for this
lesson. There will be one large
bowl with ice water and inside
the bowl will be a ziplock bag
with crisco. Inside the crisco
bag is another small bag for
small student hands. (No
mess.) The teacher will ask
students to remember that they
are penguins in the arctic.
They will put one hand in the
crisco bag, and another hand
in the ice water. The teacher
will tell students that the hand
in the crisco is how a penguin
feels.
After all the students have
completed the activity. The
teacher will ask the students
to talk in their group about
what they felt.

RATIONALE
The teacher is setting up
the question for the
activity. Students are
brainstorming and using
prior knowledge to make
predictions.

REFLECTION

BEYOND
Next the students will share
with the groups how their
hands felt in the water. The
teacher will tell students that
the crisco was acting like the
blubber that penguins have to
keep them warm. They will
discuss how different each
hand felt.
Finally, the teacher will ask
students to look at their
prediction that they made
earlier. Were they correct?
Students will work together
to write one or more
sentences about how blubber
keeps penguins warm.

RATIONALE
Students are checking their
prediction.
The teacher is now able to
check for understanding of
the content.

REFLECTION